Overview of Education and Training in Hanoi City

Students have more creative independence but they are also prone to mistakes in perception and behavior, and are prone to impulsive and superficial thoughts and actions. Therefore, it is necessary to implement strict and scientific measures to manage moral education. Managers and educators must develop moral education programs that are appropriate to the cognitive level and psychology of each age group, with unified and synchronous guidance, flexibly apply educational methods, and promote students' self-awareness and self-education in the right way to achieve the goal of moral education in schools.

High school students in the "explosive" age have many changes in psychology and physiology, wanting to be recognized as adults, starting to be self-aware and having the need to self-educate. Therefore, this is the factor that governs the management of moral education activities for high school students. In the process of forming personality, students must cultivate and educate themselves. The formation and development of morality of each person is a long-term complex process that must also go through many difficulties and challenges in life to lead to success. Therefore, students from being the object of education gradually become the subject of education, cultivating, training, and perfecting their own moral personality.

1.5.2. Objective factors

* Impacts from family:

Family is the basic environment, the first place has an important position and great significance for the process of forming and developing the personality of each person. In which it can be said that parents are the first teachers to educate their children with basic personality qualities as the foundation for the comprehensive development process of morality, intelligence, physical strength, aesthetics, and labor according to the requirements of society. When entering high school, students have gone through many years of education from the family, from the lower level school, the age of high school students enters the transition period from physical maturity to maturity in terms of psychology and society, which is the stage of forming and stabilizing personality. Although high school students have many activities away from the control

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Although it is controlled by parents and relatives, family education still has a very important influence, governing the preservation and training of moral qualities of students. Paying attention to the close connection between family and school in moral education of students will bring about extremely important results in realizing the goal of moral education for students of the school.

* Social impacts:

Social education affects the process of forming and developing students' personalities through two forms: spontaneous and conscious. Spontaneous influences include positive and negative factors of extremely complex social life that individuals choose according to their needs, interests, and level of self-education. Conscious influences are combinations of direct or indirect impacts with goals, content, and methods in many forms of organizations, agencies, and social groups on the process of forming and developing students' personalities. The social environment has a very strong influence on the lives of every individual.

Students not only live in the family and school environment but also spend a large part of their time in the social environment. Especially for high school students, this is a period of strong changes in motivation, in social value scale, starting to experience themselves in all areas of life, the influence of society on the management of moral education activities is more clearly demonstrated.

Therefore, in managing moral education for students of the school, the Principal needs to take into account both positive and negative impacts on the educational work of the school. The school needs to know how to take advantage of and promote factors that create positive impacts, helping moral education activities for students achieve their goals quickly and with less effort. At the same time, it is also necessary to anticipate and have countermeasures to prevent negative impacts on moral education activities for students of the school.

* School facilities and financial conditions:

Teaching facilities and equipment are the pedagogical means of labor for educators and students. Financial resources are used to purchase facilities and equipment, and mobilize human resources to participate in educational activities.

If there is a lack of funding, facilities, teaching and educational equipment, educational activities in schools will face many difficulties or be impossible to carry out. Modern equipment suitable for practice will contribute to improving the effectiveness of educational activities.

Chapter 1 Conclusion

Ethics is a form of social consciousness, a set of principles, rules, and social norms to regulate and evaluate human behavior in relationships with each other and with society. They are implemented by personal beliefs, by tradition and the power of public opinion.

In private high schools, management activities include many contents, of which moral education management for students is an important content. Moral education management is the organized and targeted impact of the management subject (Principal and managers) on the management object (students) to form and develop awareness, feelings, beliefs, behaviors and moral habits for students, helping students know how to behave properly in relationships between individuals and society, individuals and labor, individuals and nature, with people around and with themselves, contributing significantly to the process of forming and developing students' personalities. Managing moral education for students is the process in which the management subject determines goals, builds plans, outlines directions, finds measures, mobilizes resources, implements, urges, supervises, adjusts and makes wise and timely decisions to achieve goals and meet the needs of society regarding the moral quality of students.

The above are the theoretical bases and from the perspective of educational management theory and the perspective of moral education theory for students in general schools. The concepts and theoretical generalizations have attempted to form a theoretical framework to ensure the survey and analysis of the current situation of moral education management and ensure a scientific theoretical basis for proposing measures to manage moral education for students at Van Hien High School.

Chapter 2

CURRENT STATUS OF MANAGEMENT OF MORAL EDUCATION ACTIVITIES FOR STUDENTS OF VAN HIEN HIGH SCHOOL, HOAN KIEM DISTRICT, HANOI CITY

2.1. Overview of the research area

2.1.1. Overview of Education and Training in Hanoi City

If nearly 1000 years ago, Thang Long had the Temple of Literature - Quoc Tu Giam, the first university of our country, now Hanoi is the place where 44 universities and colleges of the country are concentrated, with more than 330 thousand students. After the August Revolution in 1945, all schools in Vietnam use Vietnamese.

In addition, there are 25 vocational high schools with 15,000 students, a 13-fold increase from the school year after liberation. On average, one in three Hanoians is attending school. Hanoi is also the first locality in the country to be recognized as having completed universal secondary education, and there are a number of special schools for disabled children.

Currently, Hanoi is the locality with the highest rate of qualified and above-standard teachers in the country and is also the locality with many innovations and high efficiency in implementing reform and innovation programs.

The quality of education in the capital is increasingly improved and is one of the leading localities in the number of students winning prizes in national and international competitions for excellent students. Mass education is highly valued with the completion of universal primary education (1990), meeting the standards for universal secondary education (1999), maintaining good universalization at the right age and striving to universalize secondary education, becoming the leading unit in the country in this field.

Worthy of its position as the capital in the integration period, Hanoi is always a pioneer in innovating educational methods, creating a breakthrough in applying information technology in teaching and learning activities along with completing internet connection to nearly 100% of schools. Solid work

School modernization is given special attention with projects to renovate and build classrooms, raising the rate of schools meeting national standards to 20.2% (449 schools).

During the past development period of the Education and Training sector, Hanoi city has achieved great achievements in terms of development scale, quality and efficiency..., making worthy contributions to the country's education cause and the local socio-economic development, contributing to building the capital city more and more dignified and beautiful, as the sacred wish of Uncle Ho.

2.1.2. Overview of non-public high school education, Hanoi city

* The development process of non-public high school education in Hanoi

- Development in quantity: From the first private high school in Hanoi established in the 1998-1989 school year with more than 200 students, after 10 years by the 1998-1999 school year, the whole city had 47 non-public high schools with over 20,000 students. In the 2001-2002 school year, the number of non-public secondary schools was 64 and then some schools could not enroll students and had to be dissolved, so the number of schools gradually decreased until the 2004-2005 school year, Hanoi had 55 non-public high schools (including 5 semi-public schools, 50 private schools; 5 schools with both junior high and high school levels) and to

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