Ensuring the Goal of Improving People's Knowledge, Training Human Resources, and Nurturing Talents in Ethnic Minority Areas

b. Legal factors

State management activities on general education in ethnic minority areas are carried out within the legal framework set by the State. Therefore, legal factors have a direct impact on this activity. Regulations in the system of legal documents are the basis for all activities of subjects and objects in the management process. If these legal documents ensure systematicity, comprehensiveness, and suitability with practical requirements, they will help the management process to be smooth, increase efficiency, and solve problems of education in ethnic minority areas. On the contrary, if these regulations are outdated, inappropriate, and inconsistent, they will cause difficulties and obstacles for state management activities on general education in ethnic minority areas, hindering the teaching and learning of teachers and students here.

c. State management capacity for general education in ethnic minority areas

The effectiveness of management activities depends on the management capacity of the competent authority system. This capacity includes institutional capacity and the capacity of the staff and civil servants in state management of general education in ethnic minority areas. Institutional capacity is expressed in the unity, suitability, ability to influence and adjust the general education sector in ethnic minority areas of the system of legal documents and policies, helping to effectively solve arising problems and a scientifically organized and operated management apparatus.

But a good institutional system needs to go hand in hand with a team of competent management personnel. Because they are the subjects who directly put those institutions and policies into practice, and they largely determine the effectiveness of the policy implementation process. Whether or not the state management of general education in ethnic minority areas is of good quality depends on the talent, heart and capacity of the management staff.

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d. Methods and approaches to state management of general education in ethnic minority areas

Due to the specific characteristics of general education in ethnic minority areas, which has many limitations compared to other regions, our State has its own management methods and approaches, with many differences. That is, the State fully subsidizes general education in ethnic minority areas through a series of specific actions such as building schools, classrooms, and houses.

public service, providing teaching equipment, granting scholarships, support money, etc. from the state budget so that teachers and students can feel secure in teaching and learning, creating opportunities for ethnic minority students to develop and study on par with students in favorable areas across the country. This shows the difference in methods and management methods because with general education in the plains and urban areas, the State advocates socialization, encourages participation in opening private schools, creates conditions for training institutions to self-account, be autonomous in enrollment, training and only manage macro-level. For education in ethnic minority areas, where people are still poor and ignorant, if there is no intervention, priority with specific methods, but let the subjects develop according to the law of supply and demand of the market like other favorable areas, the learning of children here will certainly become more difficult.

e. Characteristics of natural conditions, economic, cultural and social conditions of ethnic minority areas

Ethnic minority areas have specific characteristics in terms of natural conditions and socio-economic conditions compared to plains and urban areas. Characteristics such as harsh weather, rugged terrain, fragmentation, scattered population, far from the center, low quality of life, poverty, backwardness, low-skilled labor, mainly manual labor, limited awareness of the people, low awareness of learning, many backward customs, practices, and cultural habits such as shifting cultivation, early marriage, etc. directly and strongly affect the state's management of general education here. These are barriers not only to the path to school of ethnic minority children, to the journey of "sowing letters" of teachers but also make officials, civil servants of the education sector and the entire state administrative system more difficult, having to make efforts with many measures and methods to be able to achieve social equity in education, bringing many opportunities for education in ethnic minority areas. Therefore, in order to increase the effectiveness and efficiency of management activities, it is impossible not to take into account these characteristics in each solution, each action, each target of the education sector. Besides, the region also has cultural values, beautiful features in the community that are at risk of fading away. At that time, high school students in schools will be the generation that preserves these values through living and studying activities.

at school. This poses new problems for state management of general education in ethnic minority areas that need to be solved.

f. Requirements for socio-economic development of ethnic minority regions and the country in the integration period

Faced with the requirements of socio-economic development of ethnic minority areas and the nation, state management of general education in ethnic minority areas needs more than ever to link these goals together. General education with the core task of improving people's knowledge, creating a foundation for the process of training increasingly high-quality human resources, meeting the development of ethnic minority areas. Therefore, state management of general education in ethnic minority areas needs to be placed in a future vision, oriented and regional with the goal of developing human resources for the process of industrialization and modernization of the country, not simply teaching children to read and write. Only then will education truly demonstrate its "key" role for ethnic minority areas and the nation in the period of development and integration.

2.2. THE NECESSITY OF STATE MANAGEMENT OF GENERAL EDUCATION IN ETHNIC MINORITY AREAS

2.3.1. Performing state functions

The State has two basic functions: management function and service function. And State management is the activity for the State to perform those functions. General education in ethnic minority areas is a concern of society and the State. Therefore, in the management process, the State must pay attention to this field.

- The state's management function for general education in ethnic minority areas is expressed in many aspects, but the key point is that the state creates a legal framework, orientation, support, regulation, and promotion conditions for ethnic minority education so that it can develop smoothly and on par with the plains. This role can be concretized by issuing preferential policies, such as "pushes" to create momentum and support for the development of ethnic minority education. The state, in performing its role in ethnic minority education, has most clearly and vividly demonstrated its humane nature and service nature, when the state not only considers general education in ethnic minority areas as an object of its management, but also supports and helps it overcome its weaknesses compared to education in other favorable regions.

With its management, the State plays the role of orienting, encouraging, promoting, supporting, regulating, etc. for general education in ethnic minority areas through a series of management contents.

State management of education is the State's unified management of the national education system in terms of goals, programs, content, education plans, teacher standards, examination regulations, and the system of diplomas and certificates.

State management is the regular impact and adjustment of the State on education and training of a certain country to orient and establish order and discipline of education and training activities, towards the goals and requirements of national human resource development.

- The service function of the State is shown in that the State is the one who guarantees the provision of public services, meeting the essential needs of the people such as studying, health care, travel, safety, etc. Here, with general education in ethnic minority areas, the service function is shown more deeply, with the State building a system of educational facilities for ethnic minority students with priorities and support, to ensure the right to education for children of ethnic minorities.

The state's management function for general education in ethnic minority areas can be viewed at the following levels:

First of all , like other areas of life, education in general and general education in particular are under the management of the state. The state is the only entity that uses public power to manage sectors and fields, putting them within the framework, following the direction it sets out, for the purpose of the state. This is natural for all sectors and fields of socio-economic life.

Second , education in general, and general education in particular, receive great attention from the State, because the State affirms that "education is the top national policy". In particular, general education is the most basic, necessary, and indispensable level of education for everyone. The State has specific and strong policies for general education because of the importance of this level of education for the intellectual, moral, and physical development of people in society, or in other words, for the development of human resources in society. For other levels of education such as preschool, vocational education, and higher education, there may be specific characteristics in terms of

subjects, regions, etc. However, with general education, it is a requirement for everyone, everywhere. The word "general" itself clearly shows the nature of this level of education in the national education system. And therefore, general education becomes more and more important in a populous country with a young population and a tradition of studiousness like Vietnam.

Third , general education needs to be given special attention by the state in ethnic minority areas. This clearly shows that the service function is emphasized in a developed society. In management, the state always combines the governing function and the service function to ensure the balance and stability of society. Therefore, the state pays special attention to general education in ethnic minority areas with a series of tools, policies, and specific management methods to support teachers and students here to develop education like other favorable regions in the country.

Thus, it can be seen that the role of the state in state management of general education in ethnic minority areas is emphasized and has special features. These are special policies to prioritize the development of general education in ethnic minority areas, for example: rice support policies, financial support for children to go to school, priority policies for adding points to university and college entrance exams, regional allowance policies for teachers, policies on public housing, etc. This is an effective tool for the state, the management entity, to be able to reach the ultimate goal of building a "learning society" in which the equal right to education of children across the country is guaranteed.

2.3.2. Ensuring the goal of improving people's knowledge, training human resources, and nurturing talents in ethnic minority areas

Education inherently has a great role and significance for the development of society, which is to improve people's knowledge, train human resources, and foster talents. Therefore, state management of general education in ethnic minority areas is a further affirmation of this important purpose and goal.

One is to improve people's knowledge.

Ethnic minority areas with their specific geographical location, natural conditions, and socio-economic conditions are always areas with low levels of education compared to plains and coastal areas.

(concentration of Kinh people). The rate of illiteracy is always high. Ethnic minorities generally only set educational goals for themselves and their children as knowing how to read and write. This is clearly shown in the very high rate of ethnic minority children dropping out of school each year, the higher the level of education (junior high school, high school). Therefore, the state must strengthen the management of general education in ethnic minority areas with specific activities such as the Anti-illiteracy Program, especially the anti-relapse illiteracy program, teaching Vietnamese, teaching in ethnic languages, mobilizing children to go to class, ... to ensure that the general education level is maintained and developed, contributing to improving the intellectual level of the people in the region.

Second, human resource training and talent development

In general, with general education, the goal is only to improve people's knowledge, while training human resources and nurturing talents is the task of higher education levels. However, logically, general education plays a very important role in training human resources and nurturing talents for ethnic minority areas. Because general education is the basic and fundamental level, if done well, it will be the premise and solid foundation for training high-quality human resources. Moreover, in general education schools, especially ethnic boarding schools and semi-boarding schools, the work of student streaming and career orientation for students is highly focused on and implemented quite effectively. This creates a very smooth transition from general education to professional education and training.

2.3.3. Ensuring social equity in education

Educational services are one of the popular and indispensable types of public services in social life. Similar to other types of public services whose provision is guaranteed by the State, educational services in general education in today's developed society are becoming more and more important, receiving special attention from the State. However, for such types of public services, in general, the State only has the role of ensuring provision in many different ways, mainly managing the provision of public services through issuing policies, macro-regulation, support, promotion, etc., while directly providing services encourages socialization, that is, the participation of other subjects in society. This both encourages resources from outside the State to provide better and more public services to meet people's needs, and

reduce the burden on the State, so that the State can focus on macro-management of the socio-economy.

However, with some specific types of public services (such as public administrative services associated with the legal-administrative authority of state administrative agencies) or with specific beneficiaries (for example, general education for ethnic minority students), the State must directly provide. This stems from specific reasons that make the State want to undertake the provision or the non-state sector cannot or does not want to do it due to profit concerns.

For general education in ethnic minority areas, due to the specificity of the beneficiaries as well as the importance of this type of service to the development of society, the State undertakes to directly provide it. Moreover, one of the main reasons comes from the social side. While general education in urban and delta areas attracts strong socialization (in parallel with the State's provision in the public school system, there is a very strong and powerful participation of non-public schools), education in ethnic minority areas cannot mobilize investment from the non-state sector due to the issue of benefits. Non-state entities will not be able to make a profit if they invest in this field because the subjects of study are ethnic minority students who are always poor, cannot afford to pay for school, and need support in many aspects.

As analyzed above, ethnic minority areas are areas with low socio-economic development, low living standards, and unfavorable natural conditions. Barriers in many aspects make it difficult for ethnic minority students to study. In a place where the first and daily concern is food and clothing; the daily work is farming, fighting against the harshness of nature, the path to literacy for children in ethnic minority areas, remote areas, and isolated areas is still very long and very difficult. Therefore, if we let general education in ethnic minority areas develop naturally according to the same policies and management methods as all regions, its development will encounter many new difficulties; if we put the provision of general education services in ethnic minority areas under the control of the

The laws of the market economy are the same as elsewhere, so teaching and learning for teachers and students here is inherently difficult, and even more difficult. The state - no one else, to ensure fairness in learning opportunities for ethnic minority students, must be the direct subject providing educational services for them.

At the same time, the State manages general education in ethnic minority areas with its own, special, and preferential policies in addition to the system of policies for this level of education nationwide, in order to create "pushes", build foundations, and create solid bases for it to develop. This comes from the specific characteristics of general education in ethnic minority areas. These are supports and priorities for students, teachers, and educational administrators in terms of study and living conditions, learning opportunities, facilities, teaching and learning tools, and spirit, etc. so that general education in ethnic minority areas has the same opportunities and conditions for development as other regions.

2.3.4. Contribute to maintaining and developing ethnic minority culture

Ethnic minority areas inherently possess many unique and beautiful traditional cultural values. The tangible and intangible cultural values of ethnic minorities are passed down from generation to generation and are precious assets that are cherished and preserved. However, in the context of industrialization and modernization, under the pressure of the market economy and the development of technology, these cultural beauties are at risk of being lost, especially for the younger generation.

Ethnic minority children are the future of the country, the generation that preserves traditional cultural features. By integrating and designing diverse and unique traditional cultural features of ethnic minorities into the learning content and extracurricular activities of students, state management activities on education in ethnic minority areas have consolidated the most stable way to preserve and promote these cultural values in the community. Policies and state management measures have concretized and realized this and are gradually being promoted in practice.

In summary: The State has a special role in managing general education in ethnic minority areas. The difference between the State's approach to general education in ethnic minority areas and other areas lies in two aspects:

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