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This dissertation aims to comprehensively and systematically study the fundamental theories of human rights education for high school students. From the known theoretical foundations, the dissertation will assess the current situation and propose innovation to improve the effectiveness of human rights education for high school Vietnamese students based on practical requirements.
VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES K NGO VAN NAM HUMAN RIGHTS EDUCATION FOR HIGH SCHOOL STUDENTS IN VIETNAM NỘI ĐỊA Ở ĐỒNG B ẰNG SÔNGG Major: Constitutional Law and Administrative Law Major code : 38 01 02 SUMMARY OF DISSERTATION FOR JURIS DOCTOR DEGREE HANOI – 2018 The project was completed at: GRADUATE ACADEMY OF SOCIAL SCIENCES Supervisor: ASSOC PROF PHD PHAM HUU NGHI Reviewer 1: PROF PHD PHAM HONG THAI Reviewer 2: ASSOC PROF PHD TUONG DUY KIEN Reviewer 3: ASSOC PROF PHD LE THI HUONG The dissertation will be defended against the Doctoral Dissertation Review Board at Graduate Academy of Social Sciences At hour day month year 2018 The dissertation is available on: National Library Library of Graduate Academy of Social Sciences LIST OF POST-GRADUATES’ PUBLISHED SCIENTIFIC PROJECTS IN RELATION TO THIS DISSERTATION NO NAME OF PROJECT FORM OF PUBLICATION Fundamental principles of human rights Journal of Democracy and Law education for high school students in In December (297), 2016 Vietnam Roles of families in human rights Journal of Democracy and Law education for high school students in Special issue in January, 2017 Vietnam at the present PREAMBLE Rationale of the project Human rights education for high school students is especially important in the society of law and integration The purposes and benefits of human rights education for high school students are to build a sense of respect, observance of the law, understanding and respect, use and protection of human rights, and the sense of citizenship responsibility towards the community and society Since 1994, the United Nations has launched globally the decade for human rights education Human rights education contains a broad connotation, which is an integral part of legal education The two most important functions of human rights education are provision of basic knowledge, building a sense of respect, protection and using the human rights of each person and of others Human rights education for high school students is particularly important in the context of the implementation of the Resolution of the 8th Congress of the 11th Party Central Committee (Resolution No 29NQ/TW) on fundamental and comprehensive innovation in education In fact, the children’s rights, education and practice of human rights are currently limited There are many situations in which students’ rights and interests are infringed in daily life Students themselves have not been aware of necessary knowledge about their rights and protective measures Currently, as human rights education for high school students is just the beginning step, the organization and contents, forms and methods are still limited On the theoretical basis, thorough and comprehensive studies on human rights education for high school students in our country today should be conducted For all the foregoing reasons, the PhD candidate has selected “Human rights education for high school students in Vietnam” project for the doctoral dissertation Research objectives and tasks of the dissertation 2.1 Research objectives This dissertation aims to comprehensively and systematically study the fundamental theories of human rights education for high school students From the known theoretical foundations, the dissertation will assess the current situation and propose innovation to improve the effectiveness of human rights education for high school Vietnamese students based on practical requirements 2.2 Research tasks In order to achieve the aforementioned objectives, the dissertation focuses on the following specific tasks: The first task is to study the fundamental theoretical issues of human rights education for high school students, the fundamental characteristics in terms of contents, forms, methods, factors affecting the human rights education activities for high school students The second task is research, analysis and evaluation of the current status of human rights education for high school students The author investigates human rights education for high school students in some localities to prove the scientific arguments set out in the dissertation The third task is to study and propose solutions to enhance the effectiveness of human rights education for high school students based on the experiences of some countries which may be applied in current conditions in Vietnam Scope and subjects of the project 3.1 Scope of study - Scope of contents: The scope of study covers the fundamental theoretical issues on human rights education for high school students, including basic elements: object, subject, contents, form, factors of influence and conditions for implementation assurance; study of the status quo; proposal of perspectives and solutions for renovation and efficiency improvement of human rights education for school students - Population and objects of study The dissertation focuses on research and survey in some high schools in Hanoi, Thua Thien Hue and Ho Chi Minh City The selection of survey sites was allocated to three geographic areas (Northern, Central and Southern regions) Objects in the survey on current situation of human rights education comprise high school managers, teachers of Ethics and Civic Education, Legal Education and high school students - Scope of time: The dissertation focuses on studying and examining the human rights education for high school students in recent years, from 2013 up to the present 3.2 Subject of study Subject of study is current human rights education for high school students in our country The concept of high school students is construed under the Education Law 2005 (amendment in 2009) consisting of elementary, secondary and high school students Research methodology and methods of the dissertation In terms of methodology, the dissertation is conducted based on Marxist-Leninist principles and Ho Chi Minh’s ideology on the State, law and human development; Party’s principles and guidelines on the protection of human rights; modern political-legal science on human rights, human rights education - In terms of research methods: To perform the tasks of the dissertation, the author uses specific methods such as analysis, synthesis, deduction, induction, historical, comparison, sociological investigation of all research issues of the dissertation - Document analysis method is used to study materials in scientific projects, monographs, scientific articles, journals containing analysis and findings made by other authors; Party’s documents, legal documents of the State, published official statistics This method is mainly used in Chapter 1, Chapter of the Dissertation - Systematic and cross-disciplinary method is used to clarify that the subject of research has a close relationship with various social sciences such as pedagogy, psychology, sociology, etc This method is mainly applied in Chapter and Chapter of the Dissertation - Sociological investigation method is used in researching, investigating and evaluating the current status of awareness and implementation of human rights education for high school students The contents of the sociological investigation were mainly obtained from some high schools in Hanoi, Thua Thien Hue and Ho Chi Minh City New contributions of the Dissertation - The dissertation studies and clarifies the fundamental features of human rights education for high school students in the orientation of equipping them with practical knowledge and skills in line with the policy on substantial and comprehensive renovation in education and training - It studies whether the factors affect human rights education for high school students in positive or negative direction; - Research, survey and assessment of the current status of human rights education are conducted in some schools in order to clarify the shortcomings and limitations in current human rights education for high school students in Vietnam - The Dissertation proposes ideas and solutions to renovate and improve the effectiveness of human rights education for high school students in the current conditions of Vietnam The scientific and practical significance of the dissertation 6.1 Regarding scientific significance The findings of the dissertation contribute to supplementation and development of fundamental theoretical issues on human rights education for high school students The dissertation can be used as a document for teaching, studying and scientific research in the field of human rights and human rights education 6.2 Regarding practical significance The dissertation is a reference source for the development of legal documents on human rights education, programs and guidelines for the implementation of human rights education for high school students The dissertation is a good reference source for research, teaching, studying in terms of law, human rights education in the pedagogical curriculum and extracurricular programs Structure of the Dissertation In addition to the preamble, conclusion, references, the Dissertation consists of four chapters as follows: Chapter Literature review Chapter Theoretical issues on human rights education for high school students Chapter Current status of human rights education for high school students in Vietnam Chapter Perspectives and solutions for renovating and improving the effectiveness of human rights education for high school students in Vietnam at the present 2.2 Social roles of human rights education for high school students Human rights education for high school students plays a significant role, which is shown in the following basic points: Human rights education for high school students is aimed at equipping students with knowledge and skills in using, protecting and respecting the human rights and building a human rights culture; building friendly schools, active students, preventing school violence, protecting the rights, interests and development of high school students 2.3 Elements of human rights education for high school students Elements of human rights education for high school students comprises: Firstly, the objectives of human rights education for high school students Secondly, the principles of human rights education for high school students: ensuring the compatibility between the objectives of human rights education for high school students with the objectives of general education, regular and coherent combination between theoretical education and practical education; with the participation of students, families and society Thirdly, the contents of human rights education for high school students include the fundamental knowledge of human rights, 14 skills in life, which are suitable for learning and living environment of students Fourthly, the subjects and objects of human rights education for high school students Fifthly, forms of human rights education for high school students Sixthly, approaches of human rights education for high school students 2.4 Factors affecting human rights education for high school students Essentially, there are factors such as objectives, nature, principles of general education; contents, form and method of human rights education; connection between school, family and society; belief in the law, the life, and the people around; philosophical, physiological characteristics and living environment of high school students; legal awareness, awareness of rights, the need of understanding the law and human rights of school students; programs, forms and methods of human rights education for high school students 2.5 Human rights education for high school students in several countries around the world In this dissertation, human rights education for high school students in several countries in the world is studied, then comments and implications on human rights education for high school students in Vietnam are proposed 15 - Human rights education for high school students in the Russian Federation is implemented in two forms: integrating in civic education, legal education subjects and separating into civic education subject and legal education subject in which human rights education is an academic subject which plays an important role in the training program In Australia, the contents of human rights education for students are demonstrated through the design of lectures and debates that engage children in human rights situations Despite no separate subject in law and human rights, Sweden also provides knowledge of human rights to students through the integration of multiple subjects in the school and through social work organizations The features of human rights education for high school students in Canada and the United States are reflected in the diversity of contents, forms of education, case studies, and engaging students in the lectures of teachers and practical activists In Republic of France, human rights education for high school students is integrated into the civic education and legal education program Conclusion of Chapter Human rights education for high school students has broad implications, which are expressed in terms of purposes and requirements in order to equip students with fundamental knowledge of human rights, to form a sense of respect, protection and use of 16 human rights for high school students It also contributes to building students’ sense of responsibility for the community and the society Human rights education for high school students is a process of interaction between teachers together with other subjects involved in the education of human rights and high school students in order to achieve the objectives of human rights education for high school students Human rights education for high school students not only plays an important role in the formation and improvement of student personality but also a condition that ensures the realization of human rights and contributes to building of friendly schools, active students and the prevention of school violence Elements of human rights education for high school students consist of objectives, contents, principles, forms, methods and subjects of human rights education for high school students Human rights education for high school students is influenced by various social factors from culture, law, lifestyle, contents, forms, methods, combination of pedagogical institution, family, society; characteristics of the ages and living environment of students and those around them The experiences of several countries in the field of human rights education for high school students have important implications for Vietnam, in which students should be identified as the center in human rights education organization, combination of theory, law and practice and skills of human rights practice of students 17 Chapter CURRENT STATUS OF HUMAN RIGHTS EDUCATION FOR HIGH SCHOOL STUDENTS IN VIETNAM 3.1 The development and impact of general education on human rights education for high school students Under general education curriculum, general education is divided into two phases: elementary education (grades through 9) and vocational education (grades 10 through 12) General education is the foundation for the formation of human personality, as the school age is the process of development, strong and stable fluctuation of school students’ psychophysiology Human rights education makes it easy for students to recognize and be able to behave in specific situations and circumstances based on regulations of law 3.2 Current status of the political-legal basis of human rights education for high school students The Communist Party and the State of Vietnam issued consistent policies on human rights protection and human rights education, including human rights education for students These policies have been reflected in many important legal documents from the Constitutions, the Laws and many other legal documents 3.3 “Current status of human rights education for high school students” 18 3.3.1 Determination position and objectives of human rights education for high school students in general education Ethics, Civic Education had been “secondary subjects” in general education subject system for a long time, students and their parents did not pay due attention to studying these subjects Since this academic year, Civic Education has been identified as the core subject, returning to the right place and the role of this “human being” subject is a righteous policy in our country as well as in many other countries 3.3.2 Subjects carrying out human rights education for high school students There are many subjects involved in the implementation of human rights education for high school students, including: teachers directly teaching Ethnics, Civic Education; school administrators, teachers in social sciences and class teachers; social organizations, and unions, etc 3.3.3 Current status of human rights education contents for high school students The contents of legal education in pedagogical institutions in the national education system include: - The contents of legal education in pre-school and elementary education programs are integrated in moral education contents, forming habits in conformity with social ethical standards, sense of discipline and solidarity, sense of self-awareness, creating the premise to form legal awareness; 19 - The contents of legal education in the secondary school and high school curriculum provide initial knowledge of citizens’ rights and obligations, the practice of habits, the sense of respect and observance of law Currently, the structure of Ethics and Civic Education program, human rights education in general education in our country remains a lot of inadequacies requiring amendment, supplementation and perfection 3.3.4 Current status and methods of human rights education for high school students The application of forms and methods of human rights education for high school students is still relatively weak and inadequate, affecting the quality and effectiveness of the formation of students’ human rights awareness Forms of extra-curricular education are not regularly organized or the content is mainly popularizing legal regulations With respect to methods, the application of various methods creating an attractive and practical approach for students has been deployed in a few schools 3.3.5 Current status of facilities for human rights education for high school students In fact, there is a lack of necessary facilities and materials on human rights education for high school students, which has made it difficult for students to study about human rights 20 3.4 Assessment of performance outcomes of human rights education for high school students 3.4.1 The satisfaction level of objectives human rights education for high school students of contents of Ethics, Civic Education Through the practical survey, the contents of Ethics and Civic Education at the school level are still limited in both the curriculum and extracurricular 3.4.2 The ability of understanding and awareness of human rights of high school students The survey results of high school students’ understanding and awareness of human rights in some provinces and cities such as Hanoi, Thua Thien Hue and Ho Chi Minh City, etc indicate that most students are not fully aware of rights and how to use the rights in real life 3.4.3 Formation of skills and application of skills and knowledge and law on human rights of high school students In general, students are limited in the use of knowledge and laws of human rights of high school students in real life This situation mainly comes from human rights education for students is prone to theories and regulations but less equipped with practical knowledge, materials and case studies 3.4.4 Managers and lecturers’ interest in the contents and methods of human rights education in high schools Managers and lecturers’ interest in the contents and methods of human rights education in high schools is still limited, which is 21 reflected in the organization method of teaching and learning the curriculum and extracurricular 3.4.5 The involvement of organizations and associations representing students in human rights education activities for high school students The involvement of the organizations representing the students in the education of human rights for high school students is mainly reflected through extra-curricular activities or through consulting for human rights education program for students Conclusions of Chapter Human rights education is a section in general curriculum Human rights education for high school students has achieved many encouraging achievements, contributing to the formation of students’ awareness and skills on rights, and the sense of respect, protection and use of rights However, human rights education for high school students has many weaknesses, shortcomings with respect to programs, methods of teaching, training and fostering of teachers, etc Practical survey in some schools proves the above situation The dissertation also mentions some limitations such as the need of differentiating the content of the human rights education in general education curriculum corresponding to each level of general education; In Ethics, Civic Education, there are mainly theories on human rights while practical skills of human rights education have not been taken into consideration; forms and methods of human rights education for high school students have not been invested in 22 and renovated adequately, etc This is a practical basis for the author to present the perspectives and solutions for reforming human rights education for high school students in our country today Chapter PERSPECTIVES AND SOLUTIONS FOR INNOVATION, IMPROVEMENT OF HUMAN RIGHTS EDUCATION FOR HIGH SCHOOL STUDENTS IN VIETNAM AT THE PRESENT 4.1 Demand for enhancing human rights education for high school students 4.1.1 Satisfying the requirements of fundamental and comprehensive reform of general education Human rights education for high school students needs to be strengthened in order to satisfy the fundamental and comprehensive reforms in education and training in our country 4.1.2 Promoting legal education, improving legal awareness for citizens to form legal culture, human rights culture 4.1.3 Overcoming the shortcomings of human rights education for high school students in the past Closely linking human rights theory to human rights education practice is the goal and the demand for reforming human rights education for students 23 4.2 Viewpoint of innovation, strengthening human rights education for high school students Human rights education for high school students needs to be developed and implemented on the following basic perspectives: Linking theory, law and practice, bringing case studies into legal education for students Strengthening and assuring the active involvement of high school students in human rights education activities, coordinating between school, family and society in human rights education for high school students 4.3 Solutions for renovating, strengthening human rights education for high school students 4.3.1 Overall solution group Raising awareness of human rights education for high school students is the task of state management agencies in education, general education institutions, families and society Renovating teaching methods, promoting the activeness, initiative and creativity of students, attracting the participation of families, mass organizations and enterprises together with schools in legal education 4.3.2 Renovating organization of human rights education for high school students 4.3.2.1 Solutions for developing contents of human rights education appropriate to the characteristics of high school students 24 The contents of the human rights education for high school students should be determined according to groups of students such as primary, secondary and high school students 4.3.2.2 Innovative approach to human rights education for high school students Various approaches to human rights education for high school students should be applied including methods of presentation, research, reading materials; self-presentation; feedback from students; group discussion, case study analysis, skits, etc 4.3.2.3 Training staffs in charge of human rights education for school students Reviewing and renovating the human rights education program for high school students, organizing periodical training courses for teachers in Ethics and Civic Education, organizing exchanges and sharing experiences between schools, social organizations in this work 4.3.3 Supporting solution for renovation and enhancement of human rights education for high school students 4.3.3.1 Improving the effectiveness of the coordination between schools and organizations, unions and families in the implementation human rights education for high school students 4.3.3.2 Attracting and facilitating engagement of organizations representing high school students as well as social organizations in human rights education 25 Human rights education for high school students should be attached to operating programs of such organizations 4.3.3.3 Establishing school advising model for answering questions of high school students It is necessary to apply frequently and flexibly some forms such as using advisory results, recommendations and guidance on consultancy skills for the staff working in the field of legal education and human rights education, etc Conclusion of Chapter Renovation and enhancement of the effectiveness of human rights education for high school students at the present is essential to meet the requirements of equipping students with knowledge and skills in using and protecting human rights, actively contributing to the cause of fundamental, comprehensive education and training renovation Renovation of human rights education for high school students should be carried out on the basis of fundamental perspectives and major groups of solutions The dissertation proposes and explains the perspectives of innovating and improving the effectiveness of human rights education for high school students Thereby, the Dissertation presents groups of solutions with specific recommendations for each solution These are recommendations in line with current conditions in Vietnam, contributing to the renovation and improvement of human rights education for high school students 26 CONCLUSIONS The Dissertation has focused on the fundamental issues of human rights education for high school students The author has conducted surveys in some schools On the basis of theory and practice, the author has analyzed and proposed ideas and solutions to renovate and improve the effectiveness of human rights education for high school students in our country From the analysis in the Dissertation, the PhD candidate draws the main conclusions as follows: Human rights education for high school students is one of the contents in the general education curriculum and is designed to be integrated in Ethics and Civic Education subjects Human rights education for high school students plays an important role in shaping the personality of high school students and contributing to the formation of citizenship in the relationship with the state when they reach adulthood Through knowledge, emotions, attitudes and behaviors based on human rights, high school students can exercise, promote and protect their human rights and others Human rights education for high school students consist of various elements such as objectives, contents, forms, methods and subjects implementing human rights education Regarding human rights education for high school students at the present, in addition to the achievements, there have been 27 limitations on the program, organization of teaching, learning, extracurricular activities, forms and methods, etc In the context of fundamental, comprehensive education and training renovation, human rights education for high school students should be renovated to improve the effectiveness of human rights education for high school students It is necessary to continue research on specific contents, methods and forms, which are more suitable for primary, secondary and high school students, etc in order to achieve better performance in human rights education for high school students./ 28 ... shortcomings of human rights education for high school students in the past Closely linking human rights theory to human rights education practice is the goal and the demand for reforming human rights. .. Studying on influence factors and conditions for assuring human rights education for high school students in Vietnam - Surveying on human rights education for high school students; proposing opinions... researches deal with the elements of human rights education, including the contents, methods, subjects of education, objects of human rights education, forms of human rights education This research was