Subject, Object, Object of Legal Education for Women

1.1.5. Subjects, objects, and subjects of legal education for women

1.1.5.1. Subject of legal education for women

According to educational theory, the subjects of education are teachers and all other people working in education. Applied to legal education, it can be understood that: The subjects of legal education for women are all those who, according to their functions, tasks or social responsibilities, must participate in implementing the purposes of legal education for women. Theoretical and practical studies have identified and recognized that there are two types of subjects of legal education: professional subjects and non-professional subjects with different positions, tasks, requirements for qualifications and legal education skills. From there, there are different forms, methods and approaches to conducting legal education activities.

Professional subjects of legal education are those whose main and direct functions and tasks are to carry out the purposes and contents of legal education (law lecturers, reporters, legal propagandists...).

Non-professional legal education subjects are those whose main function is not legal education, but one of their tasks is to carry out the purpose of legal education through professional and technical activities (National Assembly deputies, People's Council deputies, officials and civil servants of executive and judicial agencies...).

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In short , the subject of legal education for women is understood as all those who, according to their function or social responsibility, have participated in contributing to the implementation of the goal of legal education for women.

1.1.5.2. Subjects (objects) of legal education for women

The object in the most general concept is "the object that is affected and governed by the action in an opposing relationship with the object that causes the action, called the subject". From that general concept, the object can be identified with the object that is affected. In educational theory, it is believed that: The object

(or subject) of education is the individual or group of people being educated, specifically within the framework of this research topic, the subject of legal education is women.

As mentioned above, the concept of legal education is built from the narrow meaning of the concept of education in pedagogical science, it is only a specific form with its own characteristics, within the general of educational activities. On the other hand, when considering the object and subject of legal education, it is impossible not to take into account the purposes of education in general and the purposes of legal education in particular.

The process of legal education for women is essentially a social relationship between the educator (subject) and the educated: the specific subject is women (object or subject). This relationship has mutual influence between the parties involved in the relationship. However, the main direction of influence is still the influence and control of the educator (subject). Educational influence is a conscious, oriented, planned activity aimed at achieving certain goals and objectives (including cognitive goals, emotional goals, behavioral goals, and habits of behaving according to the law). In other words, those responsible for legal education are responsible for imparting legal content, skills, and knowledge to women in order to gradually help them build awareness and carry out legal actions while knowing how to protect the rights and legitimate interests of themselves, their relatives, and the community.

Thus, the object (subject) of legal education for women here is not only individual women, groups of women but also includes their internal factors such as: their awareness, feelings, emotions, and specific behaviors in accordance with the law.

From the above analysis, it can be seen that the object of legal education for women is the same as the object of education in general, it is homogeneous.

with the subject of legal education. So the subject of legal education for women is understood to be individual women, groups of women along with their legal awareness and behavior.

Determining the subject and object of legal education for women is important in the theory and practice of legal education activities based on the relationship and mutual influence between the subject and the object in the process of legal education for women. In which, the main thing is the conscious, purposeful, and planned influence of the legal educator on the subject of legal education, which is women. That enables the subject to determine the appropriate content, form, means, and measures to approach the subject (object) of legal education in the most effective way.

1.2. FACTORS AFFECTING LEGAL EDUCATION FOR WOMEN

1.2.1. Factors of tradition, culture, customs and practices

Theory and practice have affirmed that in human society, women are the cradle of eternal life, the first teachers of people, and one of the main resources for social and national development. In the history of thousands of years of building and defending the country, Vietnamese women have made many glorious achievements, contributing significantly to the cause of national revival and longevity. Talking about Vietnamese women is talking about Vietnamese history. That is the heroic history of the nation, the crystallization of the quintessence of the Vietnamese national tradition. Although going through different periods of history, the country has moved from feudalism to war, peace, and today is building the country together, the traditions of women are still preserved and promoted to suit the characteristics of the country.

First of all, talking about Vietnamese women is the tradition of heroic struggle and hard work, intelligence, and creativity. The image of Vietnamese women is the image of mothers, wives, and sisters who endure hardship and suffering.

Vietnamese women, regardless of the era, are always willing to sacrifice themselves so that their husbands can pursue their careers, achieve success, and their children can study well. It can be said that with the tradition of hard work and sacrifice for their husbands and children deeply ingrained in their minds, many women do not realize the importance of studying and improving their awareness in all aspects to protect themselves and their loved ones, and at the same time educate their children in a more scientific way.

In addition to the tradition of hard work, intelligence, and creativity, Vietnamese women also have a tradition of being responsible for family affairs. This traditional characteristic of Vietnamese women is unique and deeply rooted in the geographical, political, and social circumstances of Vietnam through many periods. Women and family are an organic relationship that cannot be separated from family and society with a dialectical connection. Vietnamese women have long demonstrated their status and role in the family very clearly. In the family under the matriarchal and patriarchal regimes, in feudal society or in modern society, the role of mother and wife of women has not changed. In addition to taking care of children, women also take care of other jobs such as taking care of the elderly, the sick, and doing housework in the family. In today's modern society, the era of industrialization and modernization of the country, the role of "housewife" of women may be different, they may not directly have to do the work in the family, but they are still the ones who have to take care of and manage all the family matters. It can be said that in Vietnamese families, women always play an important role, if not the decisive role, in organizing family life, in creating a harmonious and warm family atmosphere. Some recent studies have shown that the burden of housework is mainly borne by women regardless of their social work. "60% of female employees in or outside the state have to take care of housework as the main

"The rest can be done by children or husbands, this figure is 90% for female farmers and 42% for female intellectuals" [24, p. 374] .

Vietnam is a country heavily influenced by Confucianism, so the gender stereotype of "respecting men and despising women" still exists and has a significant impact on gender equality. In feudal society, women were not allowed to go to school, were not allowed to decide on issues directly related to themselves. Confucianism suggests "One man is something, ten women are nothing". This is an extreme inequality, it inhibits the creativity and independence of women, creating a premise, backward and conservative habits in the family, clan, and society. Because of this gender stereotype, it has limited and deprived many rights of women: the right to study, the right to participate, the right to decide... As we often see, in all meetings from family, clan to village, commune... most of the participants are men and they are also the decision makers. The role and position of women is almost non-existent. Because they are not educated, not allowed to participate and not allowed to make decisions, women lack knowledge and cannot protect themselves.

In the family, women participate in decision making less than men: although there have been many advances, in general, women have less power to decide on family affairs than men. A husband's higher power is shown in the right to decide on some matters such as purchasing assets, production and business, family relations, while the wife often only has a say in some matters such as using contraceptives, children's education or housework.

In today's society, gender stereotypes have gradually changed, women have more and more opportunities to study, access science and technology to improve their qualifications and integrate with the development of society. However, those stereotypes still exist and have a significant impact on the development of society in general and of women in particular.

1.2.2. Economic factors, labor - employment

Vietnam is one of the countries with a high rate of female participation in economic activities (83% compared to 85% for men). Women play an increasingly important role in the entire national economy; they are increasingly participating in the non-agricultural sector, especially in industries and economic fields that require high technology and technology. However, with the traditional concept that men are the "pillars" of the family, or "men build houses, women build homes", women often only take on housework, have lower incomes and women's working hours are often longer than men's. Although the law stipulates that in the family, husband and wife are equal in all aspects, discuss and decide on common issues together, share all work as well as take care of children, parents... but in reality, men are still considered the pillars of the family, have the right to decide on major issues and are representatives in the community. Housework and taking care of family members are often considered women's "natural duty". The conservative nature of the traditional division of labor by gender at different levels is still preserved in a part of Vietnamese families, limiting girls' educational opportunities, preventing women from participating in social activities and having equal status and income as men. Statistical results show that "the average working time of women is 13 hours a day, while that of men is about 9 hours. This difference is mainly due to women also taking on the main housework, taking care of children... in addition to their production and work roles like men" [3 , p. 5] .

The division of labor in the family in many regions across the country is still clearly gender-based. Housework is still mainly focused on women. According to research by the Vietnam Academy of Social Sciences, "88.8% of women go to the market to buy food, while men only account for 5.5%, or in cooking, the corresponding proportions are 79.9 and 3.3%; and in doing laundry, 73.3 and 2.8%" [61]. Because it takes too much time to take on

housework, managing the family, therefore, women have little opportunity to study to improve their qualifications, rest, entertain or participate in social activities. In some areas with matriarchal system, women not only shoulder most of the housework, take care of children, but also are the main labor force in the family. This is really an overload, causing negative effects on women's health.

1.2.3. Legal factors for women

Vietnam is gradually building a rule-of-law state, so to achieve that, propaganda, dissemination and education so that all people know and properly implement the provisions of the law is an important task. The system of legal documents stipulates the rights and obligations of citizens in general and women in particular. The State stipulates that all citizens are equal before the law, however, due to limited awareness and capacity, many women cannot protect their rights and interests when they are violated.

"Gender equality is when men and women have equal positions and roles, are given conditions and opportunities to develop their abilities for the development of the community and family, and enjoy the same results of that development" [52]. However, in our country , the ideology of male superiority and female inferiority still exists and affects the development of society in general and of women in particular. Equality

Gender is a broad field and is related to many sectors and fields, so national goals on gender equality are also scattered in many different legal documents such as: National Strategy for the Advancement of Vietnamese Women to 2010, Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), Vietnam's Millennium Development Goals (MDGs), Law on Gender Equality...

Vietnam's achievements in human development and gender equality are very proud and recognized by the international community. The United Nations Human Development Report 2007/2008 shows that:

Vietnam currently has a human development index (HDI) of 0.733, ranked 105th out of 177 countries and territories (up 4 places compared to 2006/2007). With a gender development index (GDI) of 0.732 - equal to 99.9% of the HDI value, Vietnam is also assessed by the United Nations as a country with much progress in improving gender equality [3, pp. 3-4] .

However, in practice, besides the achievements, there are still gender gaps that require attention and efforts from the entire political system, in which the State plays a central role.

In the political field, women are increasingly participating in state agencies such as the National Assembly, People's Councils, People's Committees, and Party committees at all levels, holding important responsibilities. However, the rate of women participating in these agencies is not yet commensurate with the rate of women in the population and the labor force, and has had uneven development over the terms.

In addition to the achievements, the implementation of gender equality in the field of education and training also has limitations such as: access to education for girls and ethnic minority women in remote areas is more difficult and hindered than for boys and men; The rate of women with high academic titles and degrees is still too low compared to men.

A report by the Ministry of Education and Training shows that the number of girls attending school in mountainous provinces is still low, in some places only accounting for about 10-15% of the total. The main reason is that they have to work to help their families, boarding schools are too far from home and in some places there is still a custom of getting married early. Therefore, there is a gender gap in educational opportunities in ethnic minority and economically disadvantaged areas. The Northwest is the region with the largest number of ethnic minorities living in Vietnam. The Gender Parity Index in Education (GPI) in the Northwest is lower than the national average, reflecting the gender gap here .

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