Management, Education Management, School Management.

Japanese educators emphasize the importance of extracurricular activities in achieving educational goals[4]. During their studies at junior high school, Japanese students spend a lot of time on these activities because most schools in Japan are semi-boarding schools. However, these activities focus mainly on moral education and traditional education for students such as teaching communication etiquette according to Japanese customs, teaching how to make tea, cook, traditional occupations... Extracurricular activities are mainly organized through competitions, games at school and on television. Japan's educational reform program reduces the amount of time spent in class to increase extracurricular activities for students.

The forms of extracurricular activities of public schools in many countries mainly focus on organizing intellectual games, balls, music clubs, drama, sports, painting... The famous Czech educator Jan Amos Comenski[12] with his convincing educational perspective "To form the personality of students, teachers need to expose them to many different types and forms of learning, including extracurricular activities according to subjects", he applied new and active teaching methods, especially expanding the forms of learning outside the classroom to arouse and promote hidden abilities, and train students' personalities.

The results of pedagogical research by TV Smiecnov[12] - a Russian pedagogist, concluded that: "To educate students to become people with cultural knowledge, in the literature lessons, I introduced them to different aspects of art, deepening that knowledge in extracurricular activities of the subject". According to him, "Extracurricular activities attract students, make them interested and come to the conclusion that extracurricular activities need to be carefully thought out and carried out in all classes in the education system without being erratic".

Pedagogist AT Copchiev[12] considers extracurricular activities to improve students' morality and all-round talents. Emphasizing the significance of thematic gala in teaching, the author wrote: "The work of preparing thematic gala has brought teachers and students closer together. Teachers grasp the students' requirements and trends, and determine the moral attitude for each student." Through practical experience, pedagogist AT

Copchiev concluded: “Extracurricular work, if carried out systematically, not only improves the general level of students' progress but also their language and knowledge levels.”

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Russian educator - Cai Rob[4] wrote: “When planning general educational work for the whole new school year, the principal must consider the results of extracurricular activities in the previous school year and, with the aim of improving students' achievements, consolidating discipline and improving the quality of teaching in the school, determine the tasks of extracurricular activities and extracurricular activities for the coming school year. In the school's work plan, there is a separate section for extracurricular activities and extracurricular activities. That purpose includes the following elements: Building material conditions for extracurricular activities in the coming year, extracurricular activities of the school and the class, distributing forces and setting deadlines for the plan. Regarding the detailed and specific plan on how to organize special mass activities, or holidays..., the person in charge of organizing and the person in charge will decide separately and supplement the whole year plan. Those organizers and directors are the ones authorized to carry out those additional provisions.”

The research results of the above mentioned educators have highlighted the importance and great role of extracurricular activities and extracurricular activities and pointed out to principals the necessary measures to organize and manage these activities well in order to improve the quality of comprehensive education for students.

1.1.2. Domestic

Starting from the 60s of the 20th century, when building the education program, the Ministry of Education pointed out in the book "Explanation of the national literature program - 1961, 1962" [4], "To carry out education and training in subjects with full results at school, it is necessary to organize extracurricular activities. The previous resistance war situation did not allow us to fully carry out this work, so the extracurricular part was not included in the program. When peace was restored, this issue was raised and implemented by localities, but not evenly and systematically. In the new program, extracurricular activities became an important part, closely linked to the curriculum. Extracurricular activities do not contradict the content of formal education, education

"The socialist school curriculum not only supplements and improves the quality of the curriculum but also enhances it to a new level."[4].

When studying extracurricular activities at Chu Van An High School - Hanoi, author Pham Lang[10] showed that organizing extracurricular activities for students can be done through many forms of activities and emphasized: The results and quality of subjects are significantly improved if extracurricular activities are organized scientifically.

Author Nguyen Van Thiem[10] in the article "Some measures to educate students outside of class hours according to residential areas" said that one of the reasons for the decline in the quality of student education in schools comes from the organization of extracurricular educational activities being neglected and lax.

According to the research document on "Education" by the group of authors Ha The Ngu - Dang Vu Hoat [9]. emphasized the role and effect of extracurricular activities, considering this as one of the teaching forms that can create interest for students, helping them expand, improve, and deepen their knowledge better. Wellspring Hanoi International High School (Info@wellspring.edu.vn) organizes extracurricular activities to help students develop good skills such as:

Communication skills

Teamwork skills Leadership skills

Organizational skills Presentation skills

Enhance the ability to relate knowledge to reality. Help students consolidate knowledge of many subjects. Increase self-confidence and self-responsibility.

The specific goals that the extracurricular activities program at Wellspring aims for are: In addition to the main curriculum, all students are able to participate in extracurricular activities; the knowledge acquired through subjects in class will be consolidated and expanded; promoting the ability to apply learned knowledge to real life, providing and supplementing new knowledge; strengthening relationships and relationships.

solidarity among members; enriching collective life experiences, in the family, at school and in society; stimulating positive attitudes, creating confidence in daily learning and training, raising awareness and responsibility for participating in collective activities and completing assigned tasks. Extracurricular activities help students escape the narrow space and strict regulations of classroom lessons, allowing them to freely create, try their best, and be themselves. Developing physical education and life skills education is also one of the impacts of extracurricular activities. Extracurricular activities for students at Wellspring School are diverse and rich in both form and content, including: Outdoor and indoor recreational activities during breaks to ensure that students always feel happy and excited such as sport dance, aerobics, musical chairs...; After-school clubs: Basketball, swimming, men's/women's soccer, badminton, aerobics, painting, cooking, dancing, drama, guitar, violin, piano, choir, scientist, field trips: Visiting museums, botanical gardens, beautiful landscapes of the country... help supplement knowledge and broaden students' understanding.

In general, the role and effect of extracurricular activities in the process of educating students have been highly appreciated by domestic and foreign authors, considering it one of the important and indispensable forms of teaching organization in the process of teaching and educating students.

However, besides affirming the necessity of organizing extracurricular activities, these studies have not specifically pointed out the necessity of organizing and effectively managing extracurricular activities, measures to manage extracurricular activities in secondary schools. The studies have not shown how managers can organize and guide professional groups to include extracurricular activities in the school year plan... This makes many secondary schools still feel that extracurricular activities are still a formality, forced... Therefore, building and perfecting the theory of managing extracurricular activities in secondary schools is very necessary to help managers have a basis to manage the professional work of the school in general, extracurricular activities in particular, to achieve better results.

Some studies on extracurricular activities management:

Author Pham Minh Huong analyzed the theoretical basis of extracurricular activity management in high schools, surveyed the current management status and proposed 5 management measures associated with the characteristics of ethnic boarding schools in Cao Bang province.

Author Tran Thu Ha researched on Extracurricular Activities Management associated with the characteristics of primary schools in Uong Bi city, Quang Ninh province.

Author Van Thi Thu Hang researched the management of extracurricular subjects in secondary schools in Tien Yen district, Quang Ninh province.

Studies have been conducted on the specific characteristics of extracurricular management of each type of school, grade level, and level of education. There has been no research on extracurricular management associated with the specific characteristics of ethnic minority boarding secondary schools in mountainous, remote and particularly difficult areas such as Nam Po district, Dien Bien.

1.2. Some basic concepts

1.2.1. Management, educational management, school management.

In the process of existence and development of management, especially in the process of building management theory, the concept of management has been studied by many theorists. Authors Nguyen Quoc Chi and Nguyen Thi My Loc [2] stated that: "Management activities are the oriented and purposeful impact of the management subject (manager) on the management object (managed person) in an organization to make the organization operate and achieve the organization's goals.

Management can be understood in the following way: Management = Management + management Management: Is the care, maintenance and keeping of the system in a "stable" state. Reason: Is the repair, arrangement and innovation of the system into a "development" state.

If the head of the organization only cares about "Management", that is, only cares about taking care of and maintaining, the organization will easily stagnate. If the head only cares about "Reason", that is, only cares about arranging and innovating without basing it on a foundation of stability, the development of the organization will not be sustainable. In "Management" there must be "Reason", in "Reason" there must be "Management" so that the dynamics of the system are in a state of active balance: The system operates appropriately and appropriately.

responsive and effective in the interaction between internal factors (internal forces) and external factors (external forces)

Author Ha The Ngu said [9]: "Management is a process of orientation, a process with goals, managing a system to achieve certain goals"

- In management, there is always a management subject and a management object that are related to each other through management impacts. Management impacts are management decisions, which are the contents that the management subject requires of the management object.

- Management is an immutable attribute of a social labor process. Management labor is an important condition for human society to exist, operate and develop.

- Management is a social system in many aspects. That also establishes that management must have a structure and operate in a specific environment.

Nowadays, management is defined more clearly: Management is the process of achieving organizational goals through the application of activities (functions) of planning, organizing, directing and controlling.

In the process of developing management theory, there are many different definitions of the concept of management, proposed by management theorists as well as practitioners. Although there are many different definitions, it can be understood in general: Management is a process of oriented and purposeful impact of the management subject on the management object in an organization, in order to make the organization operate and achieve the set goals.

Education is a social process organized with a purpose and plan to shape human personality to meet the requirements of history in each specific period.

From the approach of management concept, educational activity concept; the goal of management work, the concept of educational management can be understood as the process of systematic, planned, conscious and purposeful impact of management subjects at different levels on all stages of the education system (from the Ministry of Education to General Schools), with the aim of ensuring education, personality formation for the young generation on the basis of awareness and application of general laws of society as well as the laws of the educational process, of physical and psychological development of children.

According to author Pham Minh Hac [6], the concept of educational management is also the concept of school management: "School management is to implement the Party's educational guidelines within the scope of one's responsibilities, that is, to operate the school according to educational principles, to move towards educational goals, training goals for the education sector, for the young generation and for each student"; "The management of general schools is to manage teaching and learning activities, that is, how to move those activities from one state to another to gradually move towards educational goals".

According to the research direction of the topic, we believe that: Educational management (at school) is a series of reasonable impacts of the management subject on the collective of teachers and students, on educational forces inside and outside the school to mobilize them to collaborate, coordinate, and participate in all educational activities. It is a purposeful activity, scientifically organized by the principal to organize and direct educational and training activities in the school towards the set goals.

According to author Nguyen Ngoc Quang [10]: School management is a set of optimal impacts of the management subject on the collective of teachers, students and other staff, in order to take advantage of the reserve resources invested by the state, contributed by social forces and built by labor with own capital. Aiming at promoting all school activities, the convergence point is the process of training the young generation. Implementing the quality of training goals and plans, bringing the school to a new state.

According to author Pham Viet Vuong [20]: "School management is the work of management agencies to gather and organize the work of teachers, students and other educational forces, as well as to mobilize maximum educational resources to improve the quality of education and training in schools". The nature of management activities in schools is to manage teaching and learning activities, that is, how to bring those activities from one state to another to gradually move towards educational goals and training goals.

In summary: School management is to implement the Party's educational guidelines within the scope of one's responsibilities, that is, to operate the school according to educational principles to achieve educational goals, training goals for the education sector, for the young generation and for each student.

1.2.2. Extracurricular activities

Many authors have proposed the concept of HĐNK and in general the concepts have many similarities:

- According to TAIlina: Extracurricular education is often considered extracurricular education. This work, which supplements and deepens the curricular education, is first of all a means to fully discover children's talents and abilities, to arouse students' interests and inclinations towards a certain activity; it is a form of organizing students' entertainment and is the basis for organizing practice in ethical behavior, to build experience of this behavior.

- Author Dang Vu Hoat [7] believes: "College activities are the organization of education through practical activities of students in science - technology, public service, social activities, humanitarian activities, culture and arts, aesthetics, sports, entertainment,... to help them form and develop their personality".

From the above understandings, the author of the thesis believes that: Extracurricular activities are educational activities organized outside of class time but associated with the content of the teaching program of subjects. This is one of two basic activities, carried out in an organized and purposeful manner according to the school's plan; the activity continues and is organically unified with classroom learning activities, aiming to contribute to the formation and development of students' personalities according to training goals, meeting the diverse requirements of society for the young generation.

1.2.3. Managing extracurricular activities in secondary schools

As part of the school management process, managing teaching activities, including a series of activities such as selection, organization, resources, impacts of the pedagogical team, of other educational forces inside and outside the school according to the plan and educational program within the time frame outside the main curriculum and outside of class hours to change or create necessary educational effects.

Extracurricular activities are managed by the school, conducted outside of class hours with the participation of social forces (according to the teaching plan), carried out alternately or continuously with the teaching program within the school or in social life, taking place throughout the school year and during summer vacation to complete the educational process, making it possible to carry out the process anywhere, anytime.

The principal's work of managing teaching activities involves managing two areas of teaching activities. These are: Managing teaching activities according to the curriculum

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