PREAMBLE MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF PEDAGOGY NGUYEN THANH DAN MANAGEMENT OF PARTNERSHIP BETWEEN SCHOOL AND FAMILY IN EDUCATIONAL ACTIVITIES OF LEARNING FOR GRADE[.]
MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF PEDAGOGY NGUYEN THANH DAN MANAGEMENT OF PARTNERSHIP BETWEEN SCHOOL AND FAMILY IN EDUCATIONAL ACTIVITIES OF LEARNING FOR GRADE 10 STUDENTS IN SECONDARY HIGH SCHOOLS IN THE MEKONG RIVER DELTA Major : Education Management Code : 62 14 01 14 SUMMARY OF EDUCATION SCIENCE DISSERTATION Ho Chi Minh City – 2022 The work is completed at Ho Chi Minh City University of Pedagogy Instructor: Prof Dr ĐOÀN VĂN ĐIỀU Dr THÁI VĂN LONG Reviewer : Prof Dr Phan Minh Tiến Reviewer : Prof Dr Nguyễn Sỹ Thư Reviewer : Prof Dr Bùi Văn Hồng The dissertation will be defended in front of the University-level Dissertation Council meeting at ……………………………………… On the date……… ……… 2022 The dissertation can be found at the following Libraries: National Library of Vietnam Library of Ho Chi Minh City Pedagogical University General Science Library of Ho Chi Minh City LIST OF PUBLISHED WORKS RELATED TO THE DISSERTATION Nguyen Thanh Dan (2013) “Inheriting cultural values of traditional family in education for personality development” Journal of Education and Society No 28/2013 Nguyen Thanh Dan (2013) “The positive learning motivations of the students in Ho Chi Minh City University of Education” Journal of Sciene Ho Chi Minh City University of Education No 48/2013 Nguyen Thanh Dan (2016) “The evulation of secondary high school students on some factors in school – parent partner framework in Ca Mau City, Ca Mau province” Journal of Sciene Ho Chi Minh City University of Education No (82)/2016 Nguyen Thanh Dan (2016) “The high school students’ assessment about the coloboration between family and school in some southwest provinces” Journal of Education and Society Special 6.2016 Nguyen Thanh Dan (2017) “The coordinating role of family with school educating students in high schools” Journal of Education and Society Special PREAMBLE REASONS FOR CHOOSING THE PROBLEM The history and experience of many countries show that no economic miracle or social leap can take place without a breakthrough in Education and Training For the country to develop sustainably, Education and Training must be the first decision Therefore, the Education Law 2005 states: “The goal of education and training is to train Vietnamese people to develop comprehensively, to be ethical, knowledgeable, healthy, aesthetic and professional, and to be loyal to their ideals national independence and socialism; forming and fostering the personality, quality, and capacity of citizens, meeting the requirements of the cause of national construction and defense” (National Assembly of the Socialist Republic of Vietnam, 2019) The participation of all people, all organizations, especially families of learners in education creates effective education and training for people Therefore, the Education Law 2019 also stipulates: "The school has the responsibility to actively coordinate with the family and the society to realize the goals and principles of Education" and "The responsibility of the family: Parents or guardians have the responsibility to nurture, educate and care for and create conditions for their children or wards to study, practice and participate in school activities (National Assembly of the Socialist Republic of Vietnam, 2005) Thus, the school's partnership with families in managing and supporting students' learning is the viewpoint and basic principle of our Party and State in developing the cause of Education and Training, especially in the field of education and training the current stage of international integration and deep globalization This is also an inevitable trend in all developed countries in the world In fact, educational activities of learning are only effective when there is a positive environment such as security and safety, promoted by responsible educators and teachers who love learners and learners who have friends who love and share In the part of 10-grade students in rural high schools, often have not identified their motivation to study, so they may drop out in the process of learning in secondary high schools Therefore, families and schools, especially teachers, need to monitor, encourage and help children to study effectively until the end of grade 12 School-family partnership is the policy and line of the Party and State and is expressed in specific documents by all levels of management However, this is a new field in education Principals, teachers, and staff in secondary high schools have not been professionally trained and fostered to carry out the partnership Therefore, there are some places that have not fully implemented the tasks of the school-family partnership In particular, for grade 10, the weaknesses in the school-family partnership may be greater because both families and teachers not have much experience in the partnership and the management of the partnership Up to now, there has not been any in-depth research on the management of school-family partnership activities in the Mekong River Delta region For the reasons mentioned above, the author chose the topic "Management of the partnership between school and family in educational activities of learning for grade 10 students in secondary high schools in the Mekong River Delta region" RESEARCH PURPOSE On the basis of systematizing the theory and assessing the status of managing the partnership between school and family in the educational activities of learning for 10 th-grade students in secondary schools in the Mekong River Delta region, the thesis research proposes the measures to manage the partnership between school and family in order to contribute to improving the quality and effectiveness of the partnership management and the student learning education THE OBJECT AND SUBJECT RESEARCH 3.1 Research object: Managing educational activities of learning in secondary high schools 3.2 Research subject: Managing school-family partnership in educational activities of learning for 10th-grade students in secondary high schools in the Mekong River Delta region SCIENTIFIC HYPOTHESIS The partnership and management of school-family partnership in education activities of learning for grade 10 students in secondary high schools in the Mekong River Delta region have been implemented but not fully implemented in accordance with the rules and procedures of this activity in the process of practicing educational activities of learning goals for students If correctly identifying the status of partnership and management of partnership between school family in educational activities of learning for grade 10 students, the topic can propose the measures to manage the partnership between school and family that are necessary and feasible to improve the effectiveness of educational activities of learning for grade 10 students in secondary high schools in the Mekong River Delta region RESEARCH MISSIONS 5.1 Theoretical investigation on the management of the partnership between school - family in educational activities of learning for grade 10 students in secondary high schools 5.2 Surveying the status of the management of the school-family partnership in educational activities of learning for grade 10 students in secondary high schools in the Mekong River Delta region 5.3 Establishing a system of measures to manage the partnership between school - family in educational activities of learning for grade 10 students in secondary high schools in the Mekong Delta region 5.4 Experimenting with some measures to manage the partnership between school - family in educational activities of learning for grade 10 students in secondary high schools in the Mekong Delta region SCOPE OF RESEARCH 6.1 Contents The thesis studies theories, surveys the status, and establishes a system of measures to manage school-family partnership in the education activities of learning for grade 10 students in secondary high schools in the Mekong River Delta provinces The subject of management is the school principal and the persons authorized by the principal to manage the partnership activities between school – family 6.2 Locality The thesis was conducted in the provinces of the Mekong Delta region: Ca Mau, Bac Lieu, Can Tho, An Giang, Dong Thap, Long An, and Tien Giang by random sampling (lottery) from 13 provinces in the Mekong Delta including: Ca Mau, Bac Lieu, Soc Trang, Hau Giang, Can Tho, Kien Giang, An Giang, Dong Thap, Long An, Ben Tre, Tien Giang, Vinh Long and Tra Vinh 6.3 Duration - The thesis conducted survey phase 1: December 2015; phase 2: October 2019 - The thesis conducted the experimental research in the second semester of the school year 2015-2016, from early March 2016 to May 2016, at Ho Thi Ky high school, Ca Mau city; and in April 2019 RESEARCH METHODS 7.1 Methodology 7.1.1 Systemic-structural perspective The thesis approaches from a systematic point of view to research on “Management of the partnership between schools and families in educational activities of learning for grade 10 students in secondary high schools in the Mekong River Delta region” is to consider the elements and their relationships in the structure of the system to manage the partnership between school and family in educational activities of learning for students Managing the partnership between school and family in educational activities of learning for students has a close connection with educational activities and other educational management in secondary high schools The thesis reviews and builds a management system for school-family partnership in educational activities of learning for grade 10 students in secondary high schools according to the system of management hierarchy and components which constitute the management process including the Board of Directors, teachers, staff, students' parents and students The thesis identifies the factors inside and outside the school that affect the school-family partnership management system in educational activities of learning for grade 10 students in secondary high schools in the Delta River Mekong region 7.1.2 Historical - logical perspective The thesis examines the problem of managing the partnership between school - family in educational activities of learning for grade 10 students in secondary high schools in a long-term development process, thereby it discovering the specific relationship between school and family in the past - present - future of the problem of managing the partnership between school family through dialectical and logical reasoning; besides, it studies the management models of school-family partnership and logic when they are applied to secondary high schools according to each historical period 7.1.3 Practical perspective The thesis approaches from a practical perspective to study the status and suggests some measures to manage the partnership between school - family in educational activities of learning for grade 10 students in secondary high schools, in the Mekong River Delta region Through the survey, it will discover the strengths and weaknesses of school-family management in the educational activities of learning for grade 10 students in secondary high schools and its causes Hereby, the thesis suggests some measures to improve the status that meets the new requirements in the current period 7.2 Research Methods 7.2.1 Theoretical research methods The thesis reviews analyze, synthesizes, systematizes, and generalizes documents, articles, and scientific works related to the topic including classic works of Marxism-Leninism, by Ho Chi Minh related to the topic; Documents of the Communist Party of Vietnam, legal documents; Documents on Psychology, Education, domestic and foreign; Scientific research works on Education in domestic and foreign-related to the topic such as theses, dissertations, scientific reports, articles, monographs; Documents on educational management, school management, management in relation to the community 7.2.2 Practical research methods + Survey method by a questionnaire - Purpose: The thesis surveys and evaluates the status of school-family partnership management in educational activities of learning for 10 th-grade students in 11 secondary high schools in the Mekong River Delta region; - Content is The status of school-family partnership in educational activities of learning for grade 10 students in 11 secondary high schools in the Mekong River Delta region and the status of managing school-family partnership in educational activities of learning for grade 10 students in the Mekong River Delta region - Research instrument is the questionnaire on the status of partnership and management of partnership between school-family in educational activities of learning for grade 10 students in 11 high schools in the Mekong River Delta region: + Method of interviewing - Purpose: This method is used to collect information to support the survey of the status of managing the partnership between school and family in educational activities of learning for grade 10 students - Subjects: interviewing 02 principals, 04 associate principals, and 10 teachers from schools: Ho Thi Ky High School, Ca Mau High School, Ly Van Lam Middle School & High School, Ca Mau City; Gia Rai High School in Bac Lieu Province and Bui Huu Nghia High School in Can Tho City + Experimental method - Purpose: The method is used to demonstrate the feasibility and effectiveness of some measures to manage school-family partnership in educational activities of learning for grade 10 students - Method of implementation: The thesis conducted an experiment on a measure of the partnership between school - family in educational activities of learning for students to verify that the developed measure is necessary and feasible, in accordance with the theoretical basis Theory and practice of managing partnership between school-family in educational activities of learning for grade 10 students in the Mekong River Delta region 7.2.3 Mathematical statistical methods SPSS for Windows software (version 13.0) is used to process the data obtained by statistical methods: percentage calculation, average calculation, ANOVA test, Independent Ttest, and Pearson correlation of the research results New contributions of the thesis 8.1 The thesis systematizes and clarifies the theoretical and practical basis of partnership management activities between school and family Thereby, it proposes some measures to manage school-family partnership in education activities learning for secondary high school students 8.2 It surveys the status of the partnership between school – family management in educational activities of learning for grade 10 students in secondary high schools in the Mekong River Delta region, and detects inadequacies, thereby helping the schools manage, mobilize the synergy of the school, family, and society to realize the goal of improving the efficiency and the quality of educational activities of learning in the schools 8.3 The thesis contributes to solving one of the problems of current educational practice, which is to find specific effective forms in managing the partnership between school and family in educational activities of learning for students in secondary high schools 8.4 The thesis can be used as a reference for educational researchers; lecturers and students of pedagogical schools; educational administrators and supports teachers in coordinating the forces of education of learning for students in secondary high schools THE STRUCTURE OF THE THESIS Preamble Contents - Chapter 1: Theoretical basis on managing the partnership between school – family in educational activities of learning for students in secondary high schools - Chapter 2: The status of managing the partnership between school and family in educational activities of learning for grade 10 students n secondary high schools in the Mekong River Delta region - Chapter 3: Suggestions of some measures to manage the partnership between school and family in educational activities of learning for grade 10 students in secondary high schools in Ca Mau province Conclusions and suggestions References Appendix CHAPTER THE THEORETICAL BASIS ON MANAGING THE PARTNERSHIP BETWEEN SCHOOL – FAMILY IN EDUCATIONAL ACTIVITIES OF LEARNING FOR STUDENTS IN SECONDARY HIGH SCHOOLS 1.1 History of problem research on the management of partnership between school and family in educational activities of learning for students 1.1.1 Studies abroad + The thesis investigates the partnership between school - family in educational activities of learning for secondary high school students Research contents on the partnership between school-family are classified according to the following items: - The concepts and characteristics of the partnership between school-family - The types of the partnership between school – family - The influence of the partnership between school-family on students’ learning outcomes The above studies show the depth of the partnership between school - family in the educational activities of learning for students in secondary high schools In other words, schools and families gain trust and responsibility and clarify the process for implementing the partnership + Research on managing partnership activities between school and family Parental Involvement Management Programs 1.1.2 Domestic research + Research on the partnership between school and family in educational learning for students Similar to studies abroad on the partnership between school, and family educational forces in our country, there are also many published works listed below which are classified according to the following categories: - Responsibilities of the parties involved the partnership between school – family, and society to realize educational goals and principles (Law on Education National Assembly of the Socialist Republic of Vietnam, 2019) - Strengthening the partnership between school, family, and society in the education of children, pupils, and students (Ministry of Education and Training, 2008) - The relationship between school, family, and society (Education Law 2019), chapter IV Thus, the above-mentioned legal documents clearly define the rights and responsibilities of the educational forces inside and outside the school The most prominent of which is the role of school-family partnership This shows that our Party and State attach great importance to the role of schools and families in coordinating student education Some contents are related to the research topic + Research on management of partnership activities between school and family There are a number of doctoral dissertation topics related to the management of partnership activities between family and school The following projects can be mentioned: - Thesis "Management of the association of high schools with social forces in building the current educational environment", author Le Gia Thanh (Le Gia Thanh, 2011) - Thesis "Connecting schools, families and society to strengthen moral education for high school students in Hanoi", author Hoang Hong Trang (Hoang Hong Trang, 2014) - Thesis "Management of participation in educational socialization of high schools in the Red River Delta region", author Luong Thi Viet Ha (Luong Thi Viet Ha, 2014) It can be said that the above doctoral dissertations have studied issues related to the cooperation between school - family to create an educational environment for students or moral education for students, as well as the socialization of student education in our country, but till now there has not had a research on the school-family partnership and school-family partnership management on the education of learning for grade 10 students in secondary high schools in Mekong River Delta region 1.2 The basic concepts of the topic 1.2.1 Educational activities of learning for students + Educational activities for learning According to author Tran Thi Huong (2017), education is understood in a broad sense as an overall educational activity that is formed and develops personality, organized in a purposeful and planned manner in order to maximize the potential and capacity of humans Overall educational activities include part activities including ethics, education, fine arts, physical training, labor education, and career guidance The General Education program forms and develops students with the following main qualities: patriotism, human compassion, hard work, honesty, and responsibility Specific requirements for key qualities and core competencies are specified in Section IX of the Master Program and in subject programs and educational activities (Ministry of Education and Training, 2018) 1.2.2 School and family partnership activities + Partnership The partnership between school - family is the job with common unity and close and complementary links in order to well carry out educational work + School and family partnership activities Coordinating educational forces outside the school or mobilizing the community to participate in the construction and development of education is a process of mobilizing (motivating, encouraging, attracting) and organizing all members of the community to participate in the construction and development of the school, from the construction of facilities, equipment for teaching and learning, taking care of the teachers' lives, creating a unified educational environment between the school-family- society, to participating in student education (Nguyen Quoc Bao, 2006, p.26) 1.2.3 Managing partnership between school and family in education activities of learning for students + School management + Management of the partnership between school and home 1.3 Partnership between school and family in educational activities of learning for grade 10 students in secondary high schools 1.3.1 Age characteristics of secondary high school students + General physical, social, and emotional characteristics of secondary high school students By understanding the characteristics of adolescents and the changes they go through, parents can better support children in developing their own identities and becoming more independent Here are some core characteristics: Physical characteristics; Social characteristics; Emotional traits: (Flora Richards - Gustafson, 2017) + Learning characteristics of grade 10 students: Changes in the learning environment of grade 10 students; grade 10 students’ anxiety and fears, grade 10 students’ rapid personal and social-emotional development, development of self-regulation and self-management; Developing personal identity; Development of learning behaviors and intellectual capacities develop quickly; Attendance of 10th graders decrease It is possible that some of the characteristics of grade 10 students in the above documents are not completely related to those of grade 10 students in Vietnam, but the documents also reveal some characteristics that can be referenced to grade 10 students in Vietnam 1.3.2 Meaning of partnership between school and family in educational activities of learning School-family partnership in educational activities of learning for students includes the following meanings: student parent involvement is a powerful lever to improve achievements in schools Students’ parents have the greatest influence on their children's achievements through supporting their learning within the family rather than through support in schools The partnership between school - family creates a unified and better educational process The practice has proven that where there is a close partnership between school and family, there will be better educational outcomes 1.3.3 Purpose and principles of school-family partnership in the education of learning for students in secondary high schools The purpose of school and family partnership activities in the educational activities of learning for students in secondary high schools is to enhance helping students with learning to achieve good academic results; Through a greater understanding and appreciation of educational issues and achievements, family and community increase confidence and satisfaction with school activities and programs The following principles guide school and family partnership activities in the educational activities of learning for students in secondary high schools, including Student-centered, Focus on family, Cooperation, and partnership Quality is enhanced and excellence becomes an achievable goal when collaborative parent-community relationships strengthen the academic program and students' chances for success (Parent and Community Partnerships) in Education, 1999, pp.8-10) 1.3.4 Contents of the partnership between school and family in educational activities of learning for students at secondary high schools The content of school-family partnership in the educational activities of learning for students in secondary high schools is focused on unifying learning content and how parents help students learn on their own Specifically: Recognizing the important role of the family; Consulting decision making; Connect learning at home and at school 1.3.5 Methods of the partnership between school - family in educational activities of learning for students in secondary high schools Modes of school-family partnership through the following forms: Communication Getting Parents Involved and Building Community and Identity 11 Thus, in terms of ranking, the opinions of administrators, teachers, and students' parents are different from the contents and purposes of school-family partnership in educational and learning activities for grade 10 students in different secondary high schools The majority of administrators, teachers, and parents are aware of the purpose of the partnership between school-family in educational activities of learning for grade 10 students as families have the opportunity to educate their children positively; the school builds family trust and satisfaction with activities and programs that help students receive support to reach their potential and are academically challenging; Collaborative parties are jointly responsible for the success, wellbeing, and academic achievement of their students There is a part of administrators, teachers, and parents who are not aware of the purpose of the cooperation such as the following contents: Strengthening the help of students in learning to achieve good learning results; School staff, parents, community members, and students are collectively responsible for the success and well-being of their students… - Awareness of the role and educational capacity of the family in the partnership between school and family in educational activities of learning for grade 10 students The results of the assessment of the perceptions of administrators and teachers about the role and educational ability of the family in the partnership between school and family in educational activities of learning for grade 10 students are presented in Table 2.5 Table 2.5 Opinions of administrators, teachers, and students’ parents about the role and educational ability of the family in the partnership between school and family in educational activities of learning for grade 10 students N0 Content The Role of Family Education The family is a social institution a micro-social environment Healthy families are important in the development of every country The family has a special meaning in each individual's life The family is an environment that ensures education and passes on traditional cultural values to the next generation The family is an educational force an educational subject The family is the first educational environment and has the first responsibility in educating children The family's ability to educate students Family is an environment for students to practice what they have learned at school practice behavior when students go to school The educational influence of the family on students is profoundly significant from childhood to adulthood Students' parents are the first "teachers" of their children the ones who build the student's personality foundation Many basic features of personality such as humanity and humanity all start from the family Survey objects Administrators Students’ teachers parents M SD Ranking M SD Ranking 4.01 0.88 4.00 0.98 4.07 0.90 4.49 0.78 3.98 0.93 4.07 1.02 4.05 0.91 4.23 0.99 4.07 0.89 3.85 0.50 3.88 0.87 4.11 0.96 3.99 0.88 4.07 1.07 3.86 0.94 3.46 1.29 3.92 0.91 4.12 1.01 3.94 0.91 3.85 1.14 12 and from preschool and primary education Students are exposed to ethical standards the first behavioral habits from the family all social events 4.16 that students perceive through their attitudes feelings and value orientations of family members The family has strong points such as high emotionality flexibility practicality quick 4.19 adaptation sensitivity between the requirements of life and children (educational objects) The values of family education complement school education contributing to perfecting the formation 4.14 and development of students' personality 0.91 3.08 1.48 0.87 3.16 1.44 0.93 3.97 1.29 The results of Table 2.5 show that the level of awareness assessment of administrators and teachers about the role and educational ability of the family in educational activities of learning for grade 10 students is at a high level As follows: The perception of administrators and teachers about the educational ability of the family emphasizes morality and the family environment helps students develop their personality because they learn and practice their humanity and humanity In particular, the educational role of students' parents is highly emotional in contact and teaching Although the opinions of administrators, teachers, and parents are different, most of them affirm the educational role of the family and the family's ability in educating students This is an advantage in the partnership between school and family in the educational learning for grade 10 students in secondary high schools in the Mekong River Delta provinces - Awareness of the necessity of the partnership between school and family in the educational learning for grade 10 students The majority of administrators and teachers believe that the partnership between teachers and parents in the education and learning of grade 10 students is at the very necessary and necessary level: with a frequency of 436 (76.8 %) However, there are still a significant number of administrators and teachers (accounting for 21.15% of the respondents) who think that the necessity of partnership between school and family in the educational learning for grade 10 students is at an average level, there are even opinions that it is not necessary, absolutely unnecessary in the partnership between school and family in the educational learning orf grade 10 students According to the parents' opinion about the necessity of partnership between school and family in the educational learning for grade 10 students, we received the following data: With the survey results presented above, it is shown that the awareness of a part of administrators, teachers, and parents about the partnership between school and family in the educational learning for grade 10 students is not high, less than enough We have found out the cause of this problem through discussions with a number of administrators, teachers, and parents, and obtained the following information: - Students' parents are busy with work and have little time to pay attention to details of 10th graders' learning when they are grown up and can take care of their own ways; - Partnership between school and family is irregular and ineffective; - The educational level of some parents is not high, so it is difficult to support their children in learning; - The school does not have a plan to coordinate between the school and the family - Lack of checking the partnership between school and family 13 From the results of the survey on the perception of administrators, teachers, and parents about the partnership between school and family in the educational learning for grade 10 students, we continue to find out the status of content and methods of the partnership between teachers and students schools and families in the educational learning for grade 10 students in secondary high schools in the survey locations 2.3.2 The status of the content of the partnership between school and family in educational activities of learning for grade 10 students The partnership between school and family in the educational learning for students is the cooperation between the school and the student's parents, who agrees to act together and support each other to fulfill the educational and learning tasks of students Survey results of administrators, teachers, and students’ parents in secondary high schools in the Mekong River Delta region on the status of implementing the content of school-family partnership in educational activities of learning for grade 10 students It is presented in the following table 2.6: Table 2.6 Opinions of administrators, teachers, and students' parents on the actual implementation of the content of school-family partnership in educational activities of learning for grade 10 students N0 Content 5 Recognizing the important role of the family Unify views and content of education and learning for students; Share the responsibility of schools and families in the education and learning of students; Cooperation in encouraging and motivating students to study Develop policies that encourage all teachers to communicate regularly with parents about curriculum plans, homework expectations, and how parents can help There are clear rules to notify parents not to interfere with their children's learning and school events Consulting decision making Agree on methods and forms of education and learning for students; According to the general plan of the school to periodically organize parent-teacher meetings, it is possible to combine seminars The content of the parent-teacher meeting of the class must focus on in-depth discussions on measures to educate students All school members agree that parents have the right to be consulted and to participate in decisions regarding their child The school mobilizes the family's potential in educational and learning activities Reconciling the common interests of the school with the individual aspirations of the students' parents Survey objects Administrators and Students’ teachers parents M SD Ranking M SD 4.1 4.0 4.0 Ranking 0.93 3.91 0.36 0.96 4.26 1.04 0.99 3.08 1.47 4.1 0.93 3.21 1.51 4.0 0.96 3.98 1.15 4.1 0.94 2.97 1.48 4.0 0.94 3.75 1.30 4.1 0.94 3.55 1.31 4.0 0.97 3.46 1.34 4.1 1.05 4.20 1.11 14 Connect learning at home and at school The school periodically or regularly informs the student's family of the student's learning results Provide clear information about curriculum, assessments, achievement levels, and periodic reports The school ensures families are informed and understood about their child's progress Organizing the participation of students' parents in supporting the school is not only limited to jobs such as paying tuition fees, membership fees, and construction costs, but they also service-based work, participate in education, repair classrooms, help students in difficulty Organize information to students' parents by creating regular and regular contacts with families through the homeroom teacher, through the Student Parent Representative Board 4.2 1.04 3.92 1.32 3.9 1.03 3.96 1.24 4.0 1.07 3.97 1.17 4.0 1.06 3.82 1.28 3.9 1.19 3.58 1.43 The result of Table 2.6 show that, through the assessment of administrators and teachers, the actual situation of implementing the content of school-family partnership in educational activities of learning for grade 10 students is carried out on a regular basis As follows: Recognizing the important role of the family Recognizing the important role of the family is reflected in many contents in the partnership between school and family, the contents have a range of mean from 4.06 to 4.11, ie the partnership between school and family is implemented on a regular basis Consulting decision making Consulting decision-making emphasizes that students’ parents have the right to be consulted and participate in decisions regarding their children Connect learning at home and at school The results of Table 2.6 show that the content about connecting learning at home and at school is identified by administrators and teachers as the one that emphasizes high expectations from both teachers and students’ parents for student success at school Through interviews with managers, and teachers about the partnership between schoolfamily in educational learning for grade 10 students, we received the following comments: - School-family partnership activities at high schools are interesting and focused However, there are still some limitations such as students' parents who are busy working to earn a living and haven’t attended students' parents’ meetings regularly (Question 1: A1, B1, B4) - Most families are aware of their responsibilities in coordinating with the school to educate students However, some parents still leave the responsibility of educating their students in school (Question 1: A2, B2) Therefore, the school periodically or regularly informs the student's family of the student's academic results; organizes the participation of students' parents in school support; provides a clear curriculum, assessment, achievement levels, and periodic reports, and organizes information to parents by creating often, regular contact with families through the homeroom teacher, through the Student Parents Representative Board However, partnership activities have not been highly effective The results of table 2.6 show the assessment of parents on the level of implementation of the content of partnership between family and school in the education of learning for grade 10 15 students as follows: Recognition of the important role of the family; Consulting Decision Making and Connecting Learning at Home and at School: The survey results of administrators, teachers, and students’ parents show that the majority of the survey subjects evaluated the implementation of the content of partnership between school and family in educational activities of learning for grade 10 students in secondary high school in the Mekong River Delta region on the regular level However, some contents need to be improved according to the opinions of administrators, teachers, and students’ parents such as Partnership in encouraging students to study; Organizing information to parents by creating often, regular contact with families through the homeroom teacher, through the Parent Representative Committee; The school mobilizes the family's potential in educational activities of learning 2.3.3 The status of implementing the method of the partnership between school and family in educational activities of learning for grade 10 students The methods of the partnership between school and family in educational activities of learning for students are the ways to implement the cooperation The methods presented in chapter are Communication; Inviting parents to participate; Building community and identity Below are the opinions of administrators, and teachers about the actual implementation of the methods of school-family partnership in educational activities of learning for 10th graders presented in Table 2.7: Table 2.7 Opinions of administrators, teachers, and parents on the status of implementing the methods of school-family partnership in educational activities of learning for grade 10 students N0 Content Communication Conduct a formal conference with all parents at least once per school year Conduct annual surveys of families to share information and concerns about students' needs, responses to school programs, and satisfaction with their participation at school and at home Assign teachers who are available to meet outside of school hours with parents who have jobs and cannot easily attend school meetings during the workday There are clear two-way channels for home-toschool and school-to-home communications Contact the student's family about the academic or behavioral problem Provide parents with many different ways (Zalo, Facebook…) to communicate every day Inviting students' parents to participate Involve families in disseminating, sharing, and receiving information related to school collaborations Build true partnerships with families, providing regular opportunities for open, honest dialogue Schools share information with families to create the sense to families that the school is keeping them informed about important issues and events, and Survey objects Administrators Students’ teachers parents M SD Ranking M SD Ranking 3.97 1.07 4.16 1.16 3.91 1.15 4.23 1.16 4.00 1.17 3.81 1.25 3.88 1.16 4.24 1.23 3.89 1.15 4.42 1.09 3.90 1.15 3.85 0.52 3.94 1.16 4.48 1.08 3.99 1.18 4.47 1.06 3.95 1.17 4.55 1.04 16 easily communicate with teachers, principals, and other school staff Invite parents to participate in student learning activities outside of the classroom or outside of school Building community and identity The school implements aspects of the work of the social, emotional, moral, and spiritual development of students Schools play a role in promoting both personal growth and cultural renewal The school acts as a focal point for the community to come together and engage in capacity building 3.93 1.19 4.59 0.97 4.07 1.09 4.47 1.05 3.99 1.07 4.23 1.16 4.02 1.09 3.81 1.25 The results of Table 2.7 show that the assessment of the performance status of administrators, and teachers on the methods of school-family partnership in educational activities of learning for grade 10 students is assessed at the regular implementation level arranged as follows: Communication School contacts the student's family with an academic or behavioral problem and has clear two-way channels for home-to-school and school-to-home communications Inviting parents to participate The principal builds a true partnership with the family, providing regular opportunities for open, and honest dialogue to the principal and other school personnel; Involving families in disseminating, sharing, and receiving information related to school partnership activities, and inviting parents to participate in student learning activities outside the classroom or outside of school Building community and identity The identity characteristics of the community include: emotional, moral, and spiritual; cultural capacity and innovation need to be built In reality, the school alone cannot build the identity of the community, but the school with the conditions of personnel, infrastructures, and facilities, in partnership between the family and the community, effectively builds community identity The results of table 2.7 show the opinions of the student’s parents about the level of implementation of the partnership method between family and school in the educational activities of learning for grade 10 students: Communication; Involving parents and students, and Building Community and Identity have several different assessment hierarchies Table 2.8 summarizes the evaluation opinions of administrators, teachers, and students’ parents about the implementation of the contents and methods of the partnership between school and family in the educational activities of learning for grade 10 students in the survey locations Table 2.8 Overall assessment of administrators, teachers, and students’ parents on the level of implementation of the content and the mode of the partnership between school and family in the educational activities of learning for grade 10 students The contents and methods of the partnership between school and family The level of implementation of the partnership between school and family in the educational learning for grade 10 students Contents Recognize the important role of the family Consulting decision making Connecting learning at M 3,91 3,87 3,96 SD Ranking 0,82 0,92 0,94 17 The level of implementation of the method of the partnership between school and family in the educational learning for grade 10 students home and at school Communication Invite parents to participate Building community and identity 4,01 0,94 4,20 1,05 4,09 1,01 To help learners to study effectively, managers need to pay attention to two main factors: (1) learning content and related components and (2) a safe and positive learning environment It can be said that element (1) is designed and implemented by the school with the direction and support of higher management levels, and element (2) is coordinated by the school and family to help learners achieve their goals Education and learning goals and objectives are to create people with the required social and family personality traits CHAPTER MEASURES FOR MANAGEMENT OF PARTNERSHIP BETWEEN SCHOOL AND FAMILY IN EDUCATIONAL ACTIVITIES OF LEARNING FOR GRADE 10 STUDENTS IN SECONDARY HIGH SCHOOLS IN THE MEKONG DELTA RIVER REGION From the theoretical basis and the status of managing the partnership between school and family in the learning activities for 10th graders in secondary high schools in the Mekong River Delta region, the author proposes some measures to manage the partnership between school and family in educational activities of learning for grade 10 students in secondary high schools in the Mekong River Delta region 3.1 Principles of proposing measures to manage the partnership between school and family in educational activities of learning for secondary high school students in the Mekong River Delta region 3.1.1 Principles of ensuring legality The measures to manage the partnership between school and family in educational activities of learning for grade 10 students in secondary high schools in the Mekong River Delta region are the topic proposes which must ensure the legality and compliance with the provisions of the law - Law on Education (2005), revised in 2009, and now the Law on Education (2019), - Overall general education program (2018) 3.1.2 Principles to ensure practicality Measures must reflect and concretize the Party and State's policies on the partnership between school and family, in line with the educational principles of the sector in management 3.1.3 Principles of ensuring the feasibility The feasibility of the measures is reflected in the resources, factors, and conditions for implementing the measures The proposed measures must be based on the specific capabilities and conditions of each locality and each secondary high school 3.1.4 Principles to ensure effectiveness From the theoretical basis of management of partnership between school and family in educational activities for secondary high school students presented in chapter and the status of managing the partnership between school and family in educational activities of learning presented in chapter 2, the author proposes some measures to manage family-school partnership in educational activities of learning for students grade 10 in secondary high schools in the Mekong River Delta region ... Mekong Delta including: Ca Mau, Bac Lieu, Soc Trang, Hau Giang, Can Tho, Kien Giang, An Giang, Dong Thap, Long An, Ben Tre, Tien Giang, Vinh Long and Tra Vinh 6.3 Duration - The thesis conducted... Thi Ky High School, Ca Mau High School, Ly Van Lam Middle School & High School, Ca Mau City; Gia Rai High School in Bac Lieu Province and Bui Huu Nghia High School in Can Tho City + Experimental... school and family in educational activities of learning for grade 10 students - Subjects: interviewing 02 principals, 04 associate principals, and 10 teachers from schools: Ho Thi Ky High School,