Perspectives on Education and Training Development in Hanoi Capital to 2020, Vision to 2030

- For the self-protection skills education activities for primary school students in mountainous communes of Hanoi, there are the following basic advantages:

The schools studied have taught students self-protection skills but not regularly. Only two skills are regularly taught: social adaptation skills and traffic skills. Therefore, the self-protection skills of students in the primary schools studied are currently at a rather weak level, not meeting the requirements. On the other hand, the effectiveness of this educational activity is only assessed at an average level. Some components of this skill such as Safety skills when playing alone; Skills to prevent some emergency situations and call for help; Skills to avoid physical abuse, sexual harassment; Safe eating skills, etc. have not been regularly taught to students. The current level of self-protection skills in primary school students studied according to the assessment of staff and teachers is quite weak, not meeting the requirements of this skill.

The primary schools studied have used the forms of self-protection skills education for students that have been used by primary schools. However, the level of use of these forms is not frequent. Especially the form through extracurricular activities, tours, picnics; Through club activities at school and outside school. The level of effectiveness of using the forms of self-protection skills education for students of the schools studied is also at an average level. The methods of self-protection skills education for primary school students in mountainous communes of Hanoi city are also only implemented occasionally, especially the method of assigning tasks. Therefore, the effectiveness of using methods of self-protection skills education for primary school students in mountainous communes of Hanoi city is only at an average level. Facilities and technical means serving the activities of educating self-protection skills for primary school students in mountainous communes of Hanoi city have not really met the requirements, especially the system of classrooms for teaching and practicing life skills as well as technical equipment for teaching and practicing life skills. The school lacks facilities for teaching and learning; the number of students is poor, near-poor and families with high policies. Some schools such as An Phu Primary School, My Duc commune have 4 separate schools far from each other, so there are still many difficulties in management. The schools do not have surrounding walls, no playgrounds, and the toilets are degraded and damaged, affecting teaching and learning.

Forces such as teachers, managers, and mass organizations inside and outside the school have participated in self-protection skills education activities for primary school students in mountainous communes of Hanoi. However, the participation is not really even. In particular, local government organizations have not participated regularly and actively in this educational activity.

-On limitations in managing self-protection skills education for primary school students in mountainous communes of Hanoi city

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Primary schools in mountainous communes of Hanoi have implemented the management of these activities but not very regularly. In the content of managing the goal of educating students on self-protection skills, the principals of the schools least implement the organization and implementation of the goal of educating students on self-protection skills in primary schools in mountainous communes of Hanoi to all managers, teachers, specialized staff, and students of the school.

The implementation of the program management and self-protection skills content for primary school students in mountainous communes of Hanoi is at an occasional level. In particular, the periodic inspection and evaluation of the implementation of the content and self-protection skills education program for primary school students in mountainous communes of Hanoi is the least implemented content and is at an irregular level. The schools studied also did not effectively organize and implement the content of the self-protection skills education program for primary school students compared to the goal of training mountainous communes of Hanoi.

The level of implementation of self-protection education methods for primary school students in mountainous communes of Hanoi is not regular. In particular, supporting and advising teachers on self-protection education methods for primary school students in mountainous communes of Hanoi is the least performed work, not regularly performed.

The level of implementation of the content of managing the form of self-protection skills education for primary school students in mountainous communes of Hanoi is at an occasional level. In particular, the implementation of the direction of using the form of self-protection skills education for primary school students in mountainous communes of Hanoi in accordance with the needs of students and the conditions of the school is least implemented.

The implementation of the content of building a plan to use self-protection skills education for primary school students in accordance with the characteristics of the school and the characteristics of students in primary schools in mountainous communes of Hanoi has the lowest implementation results.

The level of implementation of the management of teachers in implementing self-protection skills education activities for primary school students in mountainous communes of Hanoi by teachers and specialized staff is not very regular, especially the development and announcement of a general plan on self-protection skills education for students in mountainous communes of Hanoi is the least implemented content. The direction of teachers and specialized staff to develop a plan on self-protection skills education for students in mountainous communes of Hanoi according to the program distribution has low implementation results, poor efficiency, and does not meet the requirements of this management task.

Mobilizing social resources to strengthen facilities and techniques to serve the education of protection skills for students in mountainous communes of Hanoi is not regular and not really effective.

The inspection and evaluation of self-protection skills education activities for primary school students in mountainous communes of Hanoi city are not very regular. The effectiveness of this management content is only average.

-Reason

There are many reasons leading to the limitations in implementing self-protection skills education activities for primary school students in mountainous communes of Hanoi and managing these activities as mentioned above. Initially, the basic causes are identified as follows:

Most of the primary schools in mountainous communes in Hanoi basically lack the facilities to serve the education of self-protection skills for primary school students. Some classrooms are degraded, the lighting system does not meet the standards, the projectors and internet serving this activity are degraded and do not meet the requirements of this educational activity. The satellite schools of some primary schools do not have surrounding walls, do not have playgrounds, and the toilets are degraded and damaged, affecting this educational activity.

The number of primary school students from poor, near-poor households and families with preferential policies is quite high, so families do not have the economic conditions to pay attention to self-protection skills education activities for their children.

Most students are ethnic minorities with limited cognitive ability and limited ability to absorb knowledge and skills.

Some primary schools have separate campuses far apart, so management is difficult.

Teachers have not organized activities to teach life skills in general and self-protection skills in particular in separate classes because some schools have many campuses and lack classrooms, so they have to study in two shifts.

The work of training the content, program, form, and methods of life skills education for teachers in professional groups and at schools, and the proactive and active self-training and improvement of professional skills in life skills education by each cadre and civil servant, including self-protection skills for students, is not really good. Some teachers and staff have not been proactive and active in improving their knowledge on this issue.

Some teachers and staff lack initiative and creativity in carrying out the task of teaching life skills, including self-protection skills for students; have not flexibly used many methods in teaching life skills, including self-protection skills for students; have not invested adequately in researching, writing, applying and reporting on innovative methods of teaching life skills, including self-protection skills for students.

The subjects managing this educational activity in primary schools in mountainous communes of Hanoi have not carried out measures to manage this activity regularly and effectively.

The results are not good. Especially the stages of planning, organizing, directing the implementation of activities and checking and evaluating.

The management entity of this educational activity in primary schools in mountainous communes of Hanoi has not invested adequately and has not had many measures to improve the quality, effectiveness and efficiency of self-protection skills education for students in primary schools in mountainous communes of Hanoi in order to promptly resolve difficulties and obstacles in performing tasks.

Although the schools have plans and implementation, they are not closely monitored in inspection and evaluation work, and lack specific evaluation criteria, making it difficult to conduct inspection activities. Therefore, the effectiveness of self-protection skills education for primary school students in mountainous communes of Hanoi is not high.

Chapter 3 Summary

In this chapter 3, the thesis focuses on analyzing the current situation of (1) self-protection skills education activities for primary school students in mountainous communes of Hanoi;

(2) Management of self-protection skills education for primary school students in mountainous communes of Hanoi; (3) Current status of factors affecting the management of self-protection skills education for primary school students in mountainous communes of Hanoi.

The results of the current study show:

(1) Current status of self-protection skills education activities for primary school students in mountainous communes of Hanoi:

Basically, primary schools in mountainous communes of Hanoi have implemented life skills education activities, including self-protection skills for students in accordance with the regulations of the Ministry of Education and Training and directives of local government leaders. Education managers and primary school teachers in mountainous communes of Hanoi clearly recognize the important role of self-protection skills education for primary school students in mountainous communes of Hanoi.

Most schools have implemented the education of 7 components of self-protection skills for students. The primary schools studied have used a variety of forms to educate students about self-protection skills. Especially the form of education through the main subjects at primary schools and the form of education about self-protection skills for students through social activities. The methods of educating students about self-protection skills are also used in a variety of ways. In particular, some methods that bring high efficiency to this educational activity are regularly implemented, such as experience and regular practice.

The schools studied have taught students self-protection skills but not regularly. Only two skills are taught regularly: social adaptation skills and traffic skills. Therefore, the self-protection skills of students in the primary schools studied are currently at a rather weak level, not meeting the requirements. On the other hand, the effectiveness of the activities

This education is only assessed at an average level. Some component skills of this skill such as Safety skills when playing alone; Skills to avoid some emergency situations and call for help; Skills to avoid physical abuse, sexual harassment; Safe eating skills, etc. have not been regularly taught to students. The current level of self-protection skills in primary school students studied according to the assessment of staff and teachers is quite weak, not meeting the requirements of this skill.

Methods of teaching self-protection skills to primary school students in mountainous communes of Hanoi city are only occasionally implemented, especially the method of assigning tasks. Therefore, the effectiveness of using methods of teaching self-protection skills to primary school students in mountainous communes of Hanoi city is only at an average level.

Basically, the facilities and technical means serving the self-protection skills education activities for primary school students in mountainous communes of Hanoi city are available to serve this educational activity, basically acceptable. The space and environment for conducting life skills experience activities for primary school students are considered to meet the requirements at a fairly good level compared to other facilities and educational means. The schools studied have attracted forces such as teachers, management staff, mass organizations inside and outside the school to participate in self-protection skills education activities for primary school students in mountainous communes of Hanoi city. However, they have not really met the requirements. Especially the system of classrooms for teaching and practicing life skills as well as technical equipment for teaching and practicing life skills. The school lacks the conditions of facilities for teaching and learning; The number of students from poor, near-poor households and high-policy families. Some schools such as An Phu Primary School in My Duc Commune have 4 separate schools far apart, so they still face many difficulties in management. The schools have no surrounding walls, no playgrounds, and the toilets are degraded and damaged, affecting teaching and learning.

-Current status of self-protection skills education management for primary school students in mountainous communes of Hanoi:

Most school principals have implemented management contents such as: managing goals, planning, managing content, programs; managing forms and methods; managing teachers' educational activities; managing teachers' assignments to perform educational tasks; managing students' learning activities and practicing self-protection skills; managing material conditions; managing and coordinating forces participating in and inspecting and evaluating the implementation of self-protection skills education for students in mountainous communes of Hanoi. Basically, these management contents have been implemented and initially had certain effects on this activity.

Among the management contents studied, management contents such as: managing the objectives of self-protection skills education activities for primary school students; managing learning activities and practicing self-protection skills of primary school students; managing facilities and techniques serving self-protection skills education activities of primary school students in mountainous communes of Hanoi city achieved quite good results. Management contents such as: planning self-protection skills education for primary school students; managing the program and content of self-protection skills for primary school students; managing the form of self-protection skills education for primary school students; managing teachers implementing self-protection skills education activities for primary school students; managing the assignment of self-protection skills education tasks for primary school students; checking and evaluating self-protection skills education activities of primary school students in mountainous communes of Hanoi city achieved average results. Among the contents of this activity management, the content that has achieved a rather weak level of implementation effectiveness is the management of self-protection skills education methods for primary school students in mountainous communes of Hanoi city.

There is a statistically significant difference between the assessment of managers and teachers on the level of implementation and effectiveness of the management content of self-protection education for primary school students in mountainous communes of Hanoi city between the research groups. In particular, teachers tend to assess the level of implementation of management content significantly higher than managers on this issue.

Examining the relationship between the management contents of self-protection education for primary school students in mountainous communes of Hanoi city shows that the management contents are positively correlated with each other. This means that the better these management contents are implemented, the better the implementation of other management contents will be.

The results of univariate and multivariate regression studies show that all the studied factors have a certain level of influence on the management of self-protection skills education activities for primary school students in mountainous communes of Hanoi. However, the level of influence is different. Among the studied factors, the factors that have the highest level of influence on the management of self-protection skills education activities for primary school students in mountainous communes of Hanoi are: Qualifications of educational management staff; Capacity to perform the task of self-protection skills education for students of teachers and specialized staff; Capacity to perform the task of self-protection skills education

for students of teachers and specialized staff; Capacity of educational management staff to manage self-protection skills education activities for primary school students; Positive and proactive nature of primary school students. The remaining factors also have a certain influence on the management of this activity but the level of influence is less than the above factors.

With the above situation, it is necessary to continue researching and proposing appropriate and feasible measures to enhance the management efficiency as well as the effectiveness of KNTBV education for primary school students, creating a premise for the formation and development of good personalities to meet the requirements of human resource development, meeting the requirements of industrialization and modernization of the country in the current period of the capital as well as the whole country.

Chapter 4

MEASURES TO MANAGE EDUCATIONAL ACTIVITIES

SELF-PROTECTION SKILLS FOR PRIMARY SCHOOL STUDENTS IN MOUNTAIN COMMUNES OF HANOI CITY

4.1. Basis for proposing measures

Hanoi is the largest educational center in the country, so Hanoi education must always have a plan and orientation for long-term, sustainable and outstanding development goals. With the common goal of "Building and developing the education and training system of Hanoi capital to become a center for human resource training and nurturing talents for the country. Striving to become a prestigious training center in the region and having a highly educated population; meeting the requirements of socio-economic development and science and technology of a civilized and modern capital, the educational needs of all classes of people and preparing the capital's students to enter a new stage of development towards industrialization and modernization. Forming and developing the personality of a civilized, elegant, dynamic, creative and talented capital worthy of the 1000-year tradition of Thang Long - Hanoi" [39], Hanoi education and training must have a development plan for all levels of education, the foundation of which is primary education.

For primary education, the key goal is: “Improving the quality of comprehensive education, focusing on moral education, ideals, lifestyle education, personality education, education on the elegant capital tradition and legal education for young students. Gradually improving the quality of the whole population. Focusing on key investments to contribute to training and fostering talents, meeting the requirements of high-speed and sustainable development of the capital and the country, gradually approaching regional and international levels” [39] has posed opportunities and challenges for primary education.

Primary education, the first level of general education. Primary education is very important in the formation and development of students' personalities. In order to "Improve the quality of comprehensive education, attach importance to moral education, ideals, lifestyle education, personality education, education of elegant capital traditions and legal education for young students" [39], the issue of education on sustainable development skills is one of the basic contents to realize this goal. By equipping students with basic and necessary skills, they are able to cope with changes in the living environment, keep up with the pace of social development and international integration; self-protection skills help students improve themselves, live ethically, have a healthy lifestyle and form and develop good personalities for them.

4.1.1. Perspectives on the development of education and training in Hanoi capital to 2020, vision to 2030

- Developing education and training is closely linked to the requirements of socio-economic development of a civilized and cultural capital, and new urban and rural development; Development planning

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