LIST OF ABBREVIATIONS
Abbreviation Full form
Managerial staff
Facilities
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Current Status of Coordination of Forces Participating in Organizing Khmer Cultural Identity Education Activities for Students -
Managing national cultural identity education through experiential activities for students of Dai Tu secondary school for ethnic minorities, Dai Tu district, Thai Nguyen province - 2 -
Managing cultural identity education activities for high school students in Vi Xuyen district, Ha Giang province - 15 -
Managing cultural identity education activities for high school students in Vi Xuyen district, Ha Giang province - 1 -
Managing cultural activities at the Center for Culture, Sports and Tourism of Phu Ninh district, Phu Tho province - 1
Boarding School for Ethnic Minorities
Standard Deviation
Average score
GVCN Homeroom teacher
Teacher
Education and Training Education and Training
HS Students
Extracurricular activities Important
TTCM Head of Professional Team
LIST OF TABLES
Table 2.1. School system, classes and students of ethnic minority secondary schools
Soc Trang province 39
Table 2.2. Statistics on facilities of ethnic minority secondary schools in the province
Soc Trang 40
Table 2.3. Statistics on the number of managers, teachers and staff of ethnic minority secondary schools in Soc Trang province 40
Table 2.4. Current awareness of teachers, administrators and students on the importance of Khmer cultural identity education for students in
44 Ethnic Minority High Schools
Table 2.5. Students' assessment of the level of implementation of Khmer cultural identity education content for students in schools 46
Table 2.6. Assessment of managers, professional group leaders and teachers on the level of implementation of Khmer cultural identity education content for students
in school 47
Table 2.7. Assessment of managers, professional group leaders and teachers on the form
Khmer Cultural Identity Education Activities 48
Table 2.8. Assessment of managers, professional group leaders and teachers on the influence of the following factors on the organization of Khmer cultural identity education activities in ethnic minority boarding schools in Soc Trang province
Moon 49
Table 2.9. Assessment of teachers, managers, and professional group leaders on the importance of managing cultural identity education activities
Khmer for students in ethnic minority schools 51
Table 2.10. Assessment of teachers, managers, and professional group leaders on the level of implementation of the school's Khmer cultural identity education plan in the past 5 years
recent 52
Table 2.11. Assessment of teachers, managers, and professional group leaders on the influence of factors on the organization of activities
Khmer ethnic cultural identity education in ethnic minority schools
of Soc Trang province in the last 5 years 54
Table 2.12. Assessment of teachers, managers, and professional group leaders on the level of implementation of cultural identity education activities
Khmer of the school in the last 5 years 55
Table 2.13. Assessment of teachers, managers, and professional group leaders on the direction and management of cultural and ethnic identity education activities
Khmer of the school in the last 5 years 56
Table 2.14. Assessment of teachers, managers, and professional group leaders on the inspection and assessment of identity education activities
Khmer culture of the school in the last 5 years 58
Table 3.1. Urgency of measures to manage indigenous education activities
Khmer Cultural Identity 89
Table 3.2. Feasibility of measures to manage Khmer cultural identity education activities 91
Table 3.3. Comparison of the hierarchical correlation between the urgency and feasibility of the
Measures to manage Khmer cultural identity education activities 93
LIST OF CHARTS
Figure 2.1. Perceptions of teachers, administrators and students on the importance of Khmer cultural identity education for students in primary schools
DTNT 45
1. Reason for choosing the topic
INTRODUCTION
Preserving and promoting the traditional cultural identity of the nation is a matter of survival for each nation, a matter of existence or non-existence for each nation. Cultural identity and traditional values are important bases for creating the unique features of each nation, creating differences between ethnic groups residing in the same area and territory. The Khmer people in the South in general and Khmer students in particular, although living together with Kinh and Chinese people in the same land, still have cultural characteristics. However, Khmer students study and live in a boarding environment, change their forms of activities, move away from daily living habits, lack family affection, and are affected by economic and social conditions in urban areas, making them easily distance themselves from traditional national culture. Many students have forgotten their mother tongue, cultural identity, and customs of the nation. The risk of losing identity is happening quietly but quite strongly.
The work of education to preserve and promote the identity of ethnic culture in schools has been of interest to the Party and the State for a long time, especially the recognition of the strong imprint in the spirit of the Resolution of the 5th Central Committee, Session VIII, with the goal of building an advanced culture imbued with the identity of ethnic culture. To concretize that policy in the work of educating students, the Government issued Decree No. 05/2011/ND-CP, dated January 14, 2011 on ethnic work, which affirmed: "The languages, writings and fine cultural traditions of ethnic groups are included in the curriculum in general schools, ethnic boarding schools, ethnic boarding schools, continuing education centers, community learning centers, vocational schools, professional secondary schools, colleges and universities in accordance with the ethnic minority areas". However, in reality, preserving language has been specified in training programs and has testing tools, but the issue of preserving good cultural traditions has not yet been realized, measured, and evaluated.
The political goal and mission of the Ethnic Boarding School is to "create a source of training high-quality ethnic cadres for the province to serve the cadre work in the homeland", so in addition to training cultural knowledge, it is also necessary to educate ethnic cultural identity, including
Arousing pride in the national traditions and history of the homeland of ethnic minorities is an important factor in helping students develop love for their homeland. Grasping the content of ethnic cultural identity education is a favorable condition for students to work in their homeland when they grow up. Therefore, in addition to the task of improving the quality of teaching general knowledge, the problem for the teaching staff of ethnic minority boarding schools is also to improve the quality of ethnic cultural identity education for students. However, the current situation of Khmer ethnic cultural identity education for students in ethnic minority boarding schools in Soc Trang province is not comprehensive, lacks system, is not suitable for local reality and does not meet the requirements of the Party and the State.
Based on the above reasons, we decided to choose the issue of "Management of Khmer cultural identity education activities for students at ethnic minority boarding schools in Soc Trang province" for our master's thesis topic.
2. Research purpose
Determining the current status of management of Khmer cultural identity education activities for students in ethnic minority boarding schools, the thesis proposes measures to manage Khmer cultural identity education activities for students in ethnic minority boarding schools in Soc Trang province.
3. Research object and subject
- Research object: The process of educating Khmer cultural identity for students in ethnic minority boarding schools.
- Research object: Managing Khmer cultural identity education activities for students at ethnic minority boarding schools in Soc Trang province.
4. Scientific hypothesis
The management of Khmer cultural identity education activities for students in ethnic minority boarding schools in Soc Trang province has achieved certain results in planning and coordinating educational forces. However, the organization and direction of Khmer cultural identity education activities for students in ethnic minority boarding schools in Soc Trang province are still limited. Therefore, if the current status of the activities can be surveyed and evaluated, it will be the basis for proposing measures to improve the effectiveness of managing these activities.
5. Research tasks
- Research on theoretical basis of management of Khmer cultural identity education activities for students in ethnic minority boarding schools.
- Survey, analyze and evaluate the current status of management of Khmer cultural identity education activities for students at ethnic minority boarding schools in Soc Trang province.
- Proposing measures to manage Khmer cultural identity education activities for students at ethnic minority boarding schools in Soc Trang province.
6. Scope of research
Research topic on management of Khmer cultural identity education activities for students at ethnic minority boarding schools in Soc Trang province.
To survey the current situation, the topic uses data and facts collected from the 2015-2016 school year to the 2016-2017 school year of 9 ethnic minority boarding schools in Soc Trang province.
7. Research methods
7.1. Research methodology
7.1.1. System-structural perspective
Structural system perspective: Research on the management of cultural identity education in a comprehensive and multi-faceted manner based on analyzing the object into parts in a whole. The research results are presented systematically and structured in a scientific order. At the same time, the proposed measures must be based on a specific process.
Applying the system-structure perspective to this topic, the researcher can study the current status of management of Khmer cultural identity education activities for students in ethnic minority boarding schools in Soc Trang province. In particular, studying management work in ethnic minority boarding schools in Soc Trang province requires studying a system including constituent elements such as: Management subject; management object; management goal; management function; management content; management method; management tool; management results.
When proposing measures to improve the effectiveness of management of Khmer cultural identity education activities for students at ethnic minority boarding schools in Soc Trang province, the
The measures are arranged in close connection with each other and in a unified whole.
7.1.2. Historical-logical perspective
Historical-logical perspective: Study and discover the emergence and development of cultural and ethnic identity education management in specific periods of time and space with specific conditions and circumstances for the most objective investigation. Proposing and surveying the necessity and feasibility of management measures are carried out in a scientific order.
Every phenomenon has a development process from the past, present and future. These three periods are closely related to each other. Therefore, it is necessary to rely on this viewpoint to propose measures for the management of cultural and ethnic identity education to ensure that it is suitable for reality, while inheriting the advantages and achievements in the past as well as overcoming the remaining limitations in order to move towards future development.
7.1.3. Practical perspective
Practical perspective: Based on the urgent issues of the current situation of management of Khmer cultural identity education activities for students in ethnic minority boarding schools in Soc Trang province, which are still limited, the researcher proposes measures to help overcome the limitations and improve the effectiveness of management of Khmer cultural identity education activities for students in ethnic minority boarding schools in Soc Trang province.
7.2. Research methods
7.2.1. Theoretical research methods group
- This group of methods aims to collect and study documents, directives, and resolutions of the Party and State on education work, and documents related to the research problem of the topic to build a theoretical basis for the topic.
- This group includes the following specific research methods:
+ Method of document analysis and synthesis.
+ Method of generalizing independent statements.