Legal education for high school students in Vietnam: an observation from the context of Hanoi city

This combination is shown from the construction of documents, guidance, administration, guidance on the implementation of common educational activities, organizing classes, disseminatio[r]

LEGAL EDUCATION FOR HIGH SCHOOL STUDENTS IN VIETNAM: AN OBSERVATION FROM THE CONTEXT OF HANOI CITY

Dr Nguyen Thi Thu Huong, Dr Mai Thi Tuyet, Dr Duong Van Khoa Politic – Civic Education Faculty, Ha Noi National University of Education Abstract

Legal education is the first step of implementing laws, it is a bridge to convey the law to life In fact, it is necessary to pay attention to legal education for citizens in school As the age of high school students is the transitional age between children and adults, legal education activities for this group play an important role in training human resources for the country

Vietnam is focusing on reforming the general education program, legal education is a part of it This article analyzes Legal Education for high school students in Vietnam to answer the following questions: (1) Why is legal education necessary for high school students in the current period? (2) What are the characteristics of high school students in Hanoi and what are the requirements for legal education for this subject? What are the advantages and challenges of legal education for high school students in Hanoi? (3) What are the solutions for legal education for high school students in Hanoi in order to meet the current requirements?

According to the author, legal education for high school students in Hanoi has been playing an important role and is becoming an indispensable learning content in high schools However, in the process of implementation, in addition to the remarkable results, this activity still reveals many shortcomings regarding the contents of the program, forms, methods, subjects and conditions therefore it is not really effective in the process of educating students as citizens The author argues that, in order to enhance legal education for high school students, it is necessary to follow general solutions such as improving institutions for legal education activities, developing teachers, ensuring material conditions, funding

Key words: legal education, legal education for high school students, Vietnam

Why is legal education necessary for high school students in Vietnam?

Like legal education in general, education for high school students (high school) is an oriented, organized, purposeful activity to equip students with knowledge, affection, trust for the law, thereby providing students with an awareness of the law as a basis for the formation of actions and behaviors consistent with the law right from the time they are sitting on a chair at school and after graduation

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development but there are also big challenges The problems of infrastructure and superstructure which still have significant shortcomings will be barriers in the integration process, especially the legal awareness of the people in general and the young labour division in particular To overcome that barrier, it is very important to equip legal knowledge for people, especially for young citizens when they are still in school

In recent decades, at the same time of the process of international integration, the Party and the State of Vietnam have paid great attention to investment in education in general and education in particular This is reflected in the direction and task of building and developing the human culture defined in the 12th Party Congress Document: “Building the Vietnamese people for comprehensive development must become an objective of development strategy Forging and building up the cultural value system and the standard value system of Vietnamese people in the period of industrialization, modernization and international integration; creating the environment and conditions for the development of personality, morality, intelligence, creative capacity, physicality, soul, social responsibility, civic obligations, and a sense of law compliance ”[1] Instruction 32 TW of the Secretariat of December 9, 2003 pointed out that it is necessary to consider legal education “as one of the key tasks in strengthening social management by law ”

In the construction of the country, legal education for high school students has an important role for the cause of education and training, as well as for the whole society This is reflected in the following aspects:

Firstly, legal education contributes to ethical education, lifestyle, personality formation, behavioral training for students who “to live and work in accordance with the Constitution and laws”

Along with ethical education, legal education has a role in creating long-term stability for the society People living in society must not only live according to ethical standards but they also must comply with legal norms In Vietnamese culture during the feudal period, the popular consciousness was “the king’s authority lose to the village’s rules.” The consequence of this is that although laws were enacted by the feudal state, it could not or could only “interfere” in a very limited way the villages, neighbors and the behavior of every citizen In the villages and hamlets, traditions have the greatest effect, and the words of the patriarch are of great value

In modern times, the outdated concepts mentioned above have gradually changed However, the awareness of law compliance of some Vietnamese people is still limited Most people still not have the habit of working according to the law, in many situations, the concept of “love” is more important than “reason”, so solving the work is often based on the subjective will of the individual without accordance with the law

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Legal awareness education in schools aims to create a sense of law for students from the time they sit in a school chair This activity plays an important role in educating ethical lifestyle, forming personality and legal awareness for students, creating human resources suitable to the needs and development of society For high school students, besides moral education, the implementation of legal education will promote the healthy development of students in the period when they have great fluctuations in psychophysiology In a broader view, in the current trend of international integration, education in schools also helps orient the lives and determining values for the younger generation Thanks to legal education, the society has a disciplined and orderly society, creating conditions for a stable, developing society and citizens capable of facilitating international integration

Secondly, legal education aims to develop students comprehensively, because the final product of education are people who posess all the elements: Ethics - Intelligence - Fitness – Beauty (in Vietnamese: Đức – Trí - Thể - Mỹ) A citizen in a multitude of situations taking place in his personal life, in interaction with his family and society, knows how to behave in a civilized manner, obey the law, create benefits for himself, community, society is the highest expression of Intelligence A person who knows how to behave according to the standards prescribed by law, has a way of living according to the “legal culture”, overcoming the limitations of legal awareness, legal ethics are the manifestations of comprehensive development of Ethics, Fitness and Beauty

In the current context of the country, when there are certain conflicts between economic development and social order and safety, law violations is on the increase and criminals has the trend of being younger, it is impossible not to pay attention to legal education in schools

Thirdly, education for high school students is contributing to training high-quality human resources for society and the country The fact that every year a large number of high school students graduate but not go on to university studies but instead start participating in the labour market That human resource needs legal knowledge to be able to behave according to the law To this, it is necessary to promote legal education for high school students

Implementing the directions and strategies set by the Party, the State has issued many legal documents and implemented projects on legal education, especially the Law on Dissemination and Legal Education in 2012 However, legal awareness activities in general and pedagogical education for high school students (high school) in particular is still not synchronized and does not meet the practical requirements Consequently, many students violate the law due to lack of legal knowledge Especially in large areas such as the capital Hanoi, high school students are strongly affected by the negative side of the market mechanism, so the rate of students violating the law has increased rapidly in recent years

From many perspectives, high school students are the transition between school and society, which is an additional force to the human resources for society They have full citizenship rights and obligations after leaving high school to establish the business process, established itself according to the expectations of family and society Therefore, it will create great social problems if high school students are not provided with comprehensive education, including legal education, even when they are still in school Not only that, good results, the education for high school students must take into account the characteristics of this target group, as well as the specific requirements set in different areas

521 LEGAL EDUCATION FOR HIGH SCHOOL STUDENTS IN VIETNAM: AN OBSERVATION FROM

fact that this is a city with a high population concentration and a large number of high school students, and is also a fast-growing area in all economic, social and cultural aspects compared to other localities of Vietnam

2 Characteristics of high school students in Hanoi and requirements for legal education for this subject

2.1 Characteristics of high school students in Hanoi

According to statistics in 2016, there are now 2391 high schools nationwide Vietnam, of which Hanoi has 212 schools with 196,469 students, including the public sector with 110 schools (accounting for 51.8%), people-founded and private schools with 102 schools (accounting for 48.2%) [6] The oldest school is Viet Duc High School (established in 1897) with a tradition of over 100 years Recently, many high quality private schools have been established with an inter-school model, including high schools, such as Vinschool, TH School

The ratio of high school students in Hanoi to the total population is 196,469 students / 7,328,400 people [6] On average, every 37 people has a high school student This is a very high rate compared to most other localities across the country, second only to Ho Chi Minh City (in Ho Chi Minh City this ratio is 204,506 / 8,277,500, Hai Phong is 52,882 /1,980,800, Da Nang is 29,396 / 1,046,200, in Can Tho, this rate is 28,667 / 1,257,900, the northern midland and mountainous provinces average 314,583 / 11,984,300) [6]

From the research works of some other authors and the author’s survey results at 12 high schools in Hanoi city including both public and private, urban areas and suburban high schools Yen Hoa, Tay Ho high school, Cau Giay high school, Quang Trung high school, Xuan Dinh high school, Ung Hoa high school, Nguyen Van Cu high school, Thanh Oai high school, Thach That high school, Hoai Duc A high school, Lomnoxop high school, Nguyen Binh Khiem high school), can give some general comments about high school students in Hanoi as follows:

Firstly, the majority of high school students in Hanoi have psychological development earlier than their age.

In the current general education system of Vietnam, high school level is prescribed for school years, from grade 10 to grade 12, corresponding to ages 16 to 18 This is also the period of puberty start and finish to enter adulthood, so children have strong physical, psychological and psychological development At the same time, this is also the most important stage for the formation of their personalities During this period, children have just gone through their childhood years but not yet young adults, so their psychological development is often more complicated than in other stages This is a difficulty for them as well as their families, society, schools, organizations and forces in the field of education

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Secondly, in general, high school students in Hanoi have better cognitive development than other local students

The cognitive capacity of high school students in Hanoi has also grown very recently Although this is the common characteristics of high school students across the country, but the development of the power of perception of high school students in Hanoi and some other big cities are somewhat higher than in the delta provinces and mountainous regions This is mainly due to the fact that children living in the capital environment have a lot of favorable conditions to access knowledge and information The manifestations of the outstanding development in this criterion of high school students are: the rate of high school students passing university and college; The percentage of students winning high prizes in national and international examinations is higher than other localities

Table 2.1 Percentage of high school graduates in some cities of Vietnam

(Source:General Statistics Office of Vietnam)

Provice/city 2014 - 2015 2015 -2016 2016 - 2017

Hà Nội 95.57% 95.83% 98.66%

TP.HCM 97.39% 95.34% 99.59%

Quảng Ninh 94.79% 97.34% 98.01%

Nothern midlands and mountains 93.58% 96.28% 97.84%

Thanh Hóa 93.08% 97.34% 97.82%

Đà Nẵng 87.19% 85.36% 91.95%

Cà Mau 85.22% 91.89% 98.06%

Thirdly, in general, high school students in Hanoi have better social development than students in other localities.

At high school age, students often have a desire to assert themselves and have an independent need for thinking and action This is a natural development of this age group in every locality, but in Hanoi and other major cities, in general, this characteristic of high school students is superior to those in lowland provinces, mountainous

The manifestations of the outstanding development in this criterion of high school students in Hanoi are: they are able to express themselves better, having confidence, energey and broad social understanding than those in other provinces In particular, they are more active and creative in their awareness and activities This is mainly because they live in the dynamic socio-economic environment of the capital city, and are exposed early and often to books, newspapers, movies, photos and vibrant social activities in homes, schools and public spaces

Fourth, high school students in Hanoi have the highest conflict rate with the law among juvenile groups

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At the age of 16-18, children have very strong psychological fluctuations while their ability to control themselves is limited, so the risks of conflict with the law are higher than at other age This is also a common feature of high school students in every locality, but in Hanoi, there are some specific risks, as follows:

Firstly, the security environment in some areas of Hanoi city is more complicated than in other

localities, reflected in the more concentrated and frequent presence of social evils such as drug addiction, prostitution, theft, robbery The complex environment can completely affect the students, especially when the management and supervision of families, heads of houses and local authorities prove to be ineffective

Secondly, in general, the cultural environment in Hanoi is richer but more diverse and has more

harmful factors for children than in some other localities Compared to children in other localities, children in Hanoi can access depraved and violent cultural products through movies, photos or online games on the Internet much more easily Many studies have demonstrated that these types of toxic cultural products are one of the leading causes of violations of the law of children

Thirdly, in general, the family environment in Hanoi city is richer in wealth but also more risky

for children than in some other localities Specifically, in Hanoi city, the relationships between family members, the care of parents to children in many families are not as close as in the lowland and mountainous provinces This is because the city’s pace of life is much faster than other regions, urban citizens, especially parents, are often very busy, unintentionally leading to abandonment of children In this context, some children, especially during puberty, have fallen into unhealthy habits such as gaming addiction, social networking, having demands, early love, even abandoning their homes Together with the lack of experience, life skills, distraction of the family, it is easy to put them in a situation of law violation

In terms of the above, according to statistics of the Hanoi police, in the first months of 2018, the rate of children violating laws is quite high, as shown in the table below:

Table 2.2 Statistics of law violations in Hanoi city Violation

Total number of

incidents

Male Female Total number of violators

Under 14 Years

old

14-16 15- Under 18

% from 15 to under 18

Killing 5 60

Robbery 7 100

Extortion of property

2 4

Rape 0

Delibertely infilicting ịnury

11 24 24 20 83

Property theft

10 18 19 11 57

Disturbing public order

ASIAN CONSTITUTIONAL LAW: RECENT DEVELOPMENTS AND TRENDS 524

Violation

Total number of

incidents

Male Female Total number of violators

Under 14 Years

old

14-16 15- Under 18

% from 15 to under 18

Gamble 5 80

Illegal use of narcotics

0 0

Drug trade and posession

1 1 100

Data from the table above shows that the highest rate of law violations falls in the age group of 15-18, which is the age of high school students Specifically, according to the table above, perpetrators of high school age accounted for 60% of the murder rate; 100% of the crime of robbing and raping property; 83.3% of the crime rate of intentionally causing injury; 57.9% of the crime of property theft; 53.6% of the crime rate causing public disorder; 80% of gambling crime rate; 100% of the crime rate of buying and selling drug possession; 81.8% of other crime rates Thus, in all forms of crime, the prevalence rate of high school age group accounts for more than half, of which many types of offenses account for 100%

Previously, statistics of 2015, 2016 and 2017 on the situation of law violations in adolescents of Hanoi police also showed that the culprit among high school students accounted for a high proportion From the above analysis, it is different from students in many localities across the country, especially those in rural, remote, ethnic minority areas and high school students in the City Hanoi is very crowded, so it should be legal-educated Teaching legal documents for children about content, form, method, means also needs specific characteristics to suit their qualifications and needs in order to meet practical life and learning activities of high school students in the current capital Legal education for high school students in Hanoi has been organized for many years, so far it has been quite stable in terms of organizational structure, learning materials and teaching methods, so it has achieved encouraging results:

- The level of legal knowledge of high school students in Hanoi has been increasingly improved It can be affirmed that up to now, demand as well as legal knowledge has become permanent in a part of students Out of 1,520 students asked “What is the law?”, 67% answered correctly and fairly correctly the concept of law

- Their awareness of laws, attitudes and beliefs also have positive changes, gradually forming habits and culture of living and working according to the Constitution and laws This is reflected in the fact that most of high school students in Hanoi implement the rules and regulations of the school and class well They also participate in supporting traffic safety activities in their local area, near their school

However, as mentioned above, the research results of the author also show that the educational activities for high school students in the city still have some shortcomings as follows:

525 LEGAL EDUCATION FOR HIGH SCHOOL STUDENTS IN VIETNAM: AN OBSERVATION FROM

really become regular needs, so they have not brought about practical effects due to the small amount of time and due to the lack of appropriate facilities In fact, in order to have effective extracurricular lessons, the preparation of places, facilities and transportation needs to be ensured of the favorable conditions that are currently available at high schools in Ha Noi Internality is not fully met

Regarding the form and method of teaching: In recent years, due to the implementation of strong renovation of general education in saying no to reading and writing teaching, student-centered high schools in Hanoi City have basically met the requirements of education innovation However, a major inadequacy of civic education is that there still exists a large number of political education teachers teaching civic education, so the teaching methods of these teachers are not really close to the specific subject The teaching is still heavy in theory, imparting knowledge without paying attention to the formation of attitudes, emotions, and awareness of the law of students, not moving towards practicing and handling legal situations Only very few schools have the conditions to apply activities such as law enforcement fact finding, listening to legal talks, attending courts

Integrated, interdisciplinary teaching today is proving its superiority in education and is on the roadmap of implementation, especially in the overall program after 2018 It is possible to integrate the contents of legal education into some subjects such as History, Geography, Literature, etc However, the author’s survey shows that this form of integrated education has not been applied at all high schools in the city of Hanoi

- The use of facilities and means to support legal education for students and teachers is not effective Through the survey, the author found that most of high schools in Hanoi have legal bookcases but pupils and teachers use with low frequency and not effectively Among the reasons leading to this situation are the compilation of books and legal documents that are not really suitable for the school: they are still heavy in writing, presented in a monotonous, not eye-catching way, not raising interest and make it difficult to convey the message

- Among teachers and educators, there are some people who are not professional (as mentioned above) This stems from the old bachelor training mechanism of the pedagogical schools Prior to 2006, most civic teachers were trained in the bachelor’s degree in political education, focusing on academic knowledge in the fields of Socialist Science, Philosophy, History of the Party, Ho Chi Minh Thought, Political Economy; specialized knowledge of legal education is limited to the module of General Theory of State and Law These are teachers over 30 years old, currently accounting for a large proportion in high schools Therefore, when teaching content of legal documents, they cannot avoid confusion and shortcomings Recently, in order to prepare the team for the overall program, the Departments of Education and Training in Ha Tinh, Ha Giang, Can Tho actively took this force to train and foster legal education, but in the Department of Education and Training of Ha Noi, internal training has been organized yet

There are both subjective and objective reasons leading to the above limitations Subjectively, there can be a number of reasons such as:

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- The quality of legal education teachers (civil education teachers) is still weak and has not yet received intensive legal training Currently, most of the civic education teachers in the class who were trained by pedagogical schools have graduated from political education and civic education (graduated from 2006 to present) In both disciplines, the number of units of study (credit) in law accounts for just over 7% of the total number of units of study (credits) trained Hanoi has not implemented training and retraining on legal education for this team

Objectively, we can mention the negative impact of the economic and social context of the capital on education in general and legal education in particular The pressure of population growth - mainly mechanical increase – and the tastes of people in choosing high schools in Hanoi for their children, leads to pressures on schools, pushing educational infrastructure to the brink of overload Therefore, legal awareness activities are also significantly affected

3 Solutions for promoting legal education for high school students in Hanoi Teachers who legal education

Teachers who legal education plays a decisive role in improving the quality of teaching and learning legal knowledge in schools This team is composed of civil education teachers, teachers in some disciplines capable of integrating legal education, homeroom teachers, officials in union work, associations Currently, in general, across the country, this team is still thin, lacking in quantity and not yet standardized in terms of training From the reality of Hanoi city, there can be some solutions for the above problem:

For civil education teachers

+ Pedagogical schools need to revise the framework of the bachelor program in civil education to be in line with the specific legal education content by increasing the amount of time for the legal content In the context of preparing to implement a new general education program, in which the subject of Civil Education in High School is changed into Economics and Law Education, teachers need to be trained in legal knowledge that can meet the subject’s requirements

+ For teachers trained under the previous program of Bachelor of Political Education and those who have not been trained in Political Education, Civil Education needs to be fostered in legal education The Ministry of Education and Training has assigned a number of leading pedagogical units to undertake the task of retraining the civil education teachers Some Departments of Education and Training have paid close attention, creating favorable conditions for high school civil education teachers to study such as: Departments of Education and Training of Ha Tinh, Nghe An, Cao Bang, Ha Giang In some years of implementation, a large number of teachers have not yet been involved

- For other legal education subjects: It is necessary to be proactive and creative in seeking ways to improve the knowledge and methods of legal education for these subjects, for example through training, self-fostering In addition, it is also necessary to strengthen the incentive regime for teachers and the contingent of educators

3.2 Curriculum, textbooks, forms and methods of teaching

3.2.1 Standardize curricula and textbooks

527 LEGAL EDUCATION FOR HIGH SCHOOL STUDENTS IN VIETNAM: AN OBSERVATION FROM

general education program, it was clearly stated: “The content of Civil Education subject is closely linked to the practical life of students, attached to in ethical, legal, economics, politics, social events of the locality and of the country Therefore, between the standard contents for the whole country, the program also has an open section to teach issues of local concern.”

However, from Hanoi’s practice, it shows that the textbooks compiled under the Civil Education curriculum at high schools all have too difficult lessons compared to the students’ cognitive level In addition, there are some articles that are too long, some outdated information, unattractive presentation format Content of general education is mainly taught to 12th grade students At the same time, legal knowledge is still general, abstract and not specific, such as: laws for the sustainable development of the country; laws for peace and the progressive development of mankind Basically grades 10 and 11 are not allowed to be educated This is a shortcoming that needs to be addressed Legal education, like moral education, needs to be conducted in a synchronized and continuous manner The school does not just stop at the task of providing legal knowledge for learners, but more importantly it needs to form legal awareness, culture and behavior Therefore, the educational process needs to be conducted continuously, possibly starting at the elementary level and ending at the university level

In order to meet the requirements of the country’s situation and current international changes, it is necessary to change the curricular content of high school education accordingly Specifically, the legal curriculum and content should be developed for all grades 10, 11 and 12, and the content of legal education should be appropriate to the psychology of learners’ age and meet the requirements of practice

The revision of textbooks of civil education in high school needs to be considered an urgent issue In addition, it is necessary to focus on basic and comprehensive renovation of textbooks of civil education textbooks in the roadmap for developing the general high school curriculum to be used after 2018

Textbooks for Civil education will be more qualified when the following requirements are met: - Sticking to the goals, the legal education program provides sufficient knowledge, while focusing on strengthening beliefs, positive attitudes, training skills, forming behavioral habits in accordance with legal standards of students

- Ensure content is streamlined, close to reality, fits students well, avoid embracing specific knowledge and legal documents because it will be very quickly outdated

- Create conditions for students to improve their self-study capacity and teachers to innovate positive teaching methods with simple but focused presentation

- The language is clear, the style is easy to understand for all regions, attaching importance to both the text and image channels, reasonable prices

The structure of the textbook should be open, paying close attention to practical legal situations for students to apply in life

Regarding how to organize the implementation, the State should allow many establishments and subjects to write textbooks and create conditions for schools to select textbooks

ASIAN CONSTITUTIONAL LAW: RECENT DEVELOPMENTS AND TRENDS 528

continue to guide the integration of legal education issues into related educational content., because these documents are currently missing or not really relevant

3.2.2 Diversify the forms of legal education

In addition to the form of education in class, in school, from the practice of Hanoi city, it is necessary to design other forms of legal education for high school students, such as:

- Organizing playgrounds through activities of law study or capacity-building in solving legal situations in the form of “playing and learning” such as “Magical hat”, “Golden bell ring”

Expanding forms of education through practical activities such as attending legal aid sessions at legal aid centers, visiting reformatories, detoxification centers, visiting families communal house with meritorious services to the revolution, short-term military training courses, island border areas

- Enhancing education for students through subjects such as: Literature, History, Geography - Organizing for students to comment, build school and classroom rules in order to promote roles, sense of responsibility and create students habits of living in the framework of the law

Organization of legal education through watching short films about legal situations, judging court programs, reading leaflets

- Organize for students to meet National Assembly deputies, People’s Councils, and leaders in the school area for them to exchange, make recommendations and speak their voices

In particular, to enhance legal education for high school students, it is necessary to focus on two basic forms: teaching civil education and enhancing the experience and practice of legal acts

In the process of teaching of civil education and organizing experience activities for students, teachers need to link knowledge of classroom education with extracurricular activities; At the same time, strengthening activities that create interest and meaning for learners such as organizing contests, legal learning games; enforcement of traffic safety law; invite experts in traffic law to guide students on how to drive safely; building law bookcases; drawing competition to protect the environment; hang traffic safety signs in the schoolyard, or themed classroom corridors, and rotate the signs to ensure aesthetics and so that students are not overwhelmed by too many signs appearing at the same time; organize field trips to trial hearings, especially cases of youth violating the law

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3.2.3 Innovating legal education methods

Laws are inherently dry regulations, so teaching and learning in the style of a seminary or one-way transmission will lead to boredom and difficuly in understanding Therefore, it is necessary to attach importance to renovating educational methods Innovating educational methods at high schools should follow the following principles:

- Sticking to the content objectives of high school level and specific goals of legal education activities, at the same time attached to the student target

- Appreciate practice, avoid theory-oriented teaching far from reality

- Teaching method must be suitable with teachers, learners, characteristics of schools and localities In addition, need to be flexible, reasonable, attractive

From the realities of Hanoi city, some ways to innovate educational methodology can be identified as follows:

Firstly, for the persuasive method, it is necessary to combine explanation, debate and example It is necessary to classify students’ subjects under specific conditions in order to use reasonable forms For example, for students who are well aware of the law but still intentionally misbehaving, the teacher should advise, dissuade, and set an example of actual incidents to prevent it For cases of remote prevention of violations, the way to exchange and talk with others

To implement this method, teachers need to listen, create conditions for students to debate, express personal opinions, and skillfully persuade them to follow

Secondly, organizational methods of activities to form skills, techniques, behaviors and habits that need to be renewed in the direction of increasing learning and training activities through practical activities The procedure was carried out in three steps:

- Step 1: Define the educational topic and objectives of the activity - Step 2: Prepare the content and form of operation

- Step 3: Organize the operation

In order to apply this method, teachers need to first discuss with students the necessary information, guide on how to participate, set evaluation criteria to guide their values

Thirdly, innovating methods of stimulating activities and adjusting behaviors such as compliments, commendations, penalties, etc When applying this, the objectivity, fairness, specificity and right people must be applied to the right job

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3.3 Strengthening facilities and conditions to ensure legal education activities

3.3.1 Ensure documents and equipment for legal education activities in the school

From the reality of Hanoi city, it is necessary to supplement documents and equipment for legal education activities in schools, including:

- Book of law inquiry

- Outline introducing legal documents

- Books codifying documents according to each topic and time - Books of scientific commentary on law

- Documentation of legal situations - Leaflets, leaflets law

- Law bookcase

According to Circular No 02/2006/TTLT- BTP - BCA - BQP - BGDĐT - BLDTBXH - TLĐLĐVN guiding the construction, management and exploitation of legal bookcases, it is necessary to follow these steps:

- Make a decision to establish a bookcase - Arranging types of books

- Arranging officials in charge

- Establishing rules and usage methods

- Arranging funding for building, managing and exploiting bookcases

The Ministry of Education and Training also stipulates a list of minimum teaching equipment for civil education subjects, including:

- Photo albums on environmental protection, traffic safety, drug prevention, injury prevention Traffic safety education models

- State apparatus diagram - Types of maps, pictures

3.3.2 Ensuring funding for legal education activities in schools

From the reality of Hanoi city, it is necessary to ensure funding for the implementation of legal education in schools In this regard, Directive No 32/CT-TW of the Secretariat stated: “a necessary budget should be allocated for the dissemination of legal education”, Circular No 01/2003/TT/ BTP, On March 14, 2003, the Ministry of Justice instructed “all state budget expenditures for the dissemination of legal education to be carried out according to subsections 11.12 of section 111 in the state budget index system” ” Accordingly, funding sources for the activities of popularizing education in schools, including:

Building law bookcases - Organizing legal contests

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Conclusion

In short, legal education is the first stage in the implementation of the law, is the bridge to bring the law into life Moreover, legal awareness is also aimed at raising legal awareness into a legal culture for people in the context of building a socialist rule-of-law state of the people, by the people and for the people in Vietnam today The fact shows that it is necessary to pay attention to legal education for citizens since they are still in school seats

The age of high school students is the transitional age between children and adults, educational activities for this subject play an important role in training human resources for the country Due to socio-economic characteristics in the role of the capital-center of the country, high school students in Hanoi city should focus on legal education with specific, synchronized and appropriate solutions suitable with their physiological and cognitive characteristics Those solutions need to be carried out immediately, in parallel with the renovation that the education industry is finally implementing in the face of practical requirements, without delay

References

The Communist Party of Vietnam (2013), Resolution 29, Eighth Conference of the Central Executive Committee Session XI, National Political Publishing House, Hanoi

Nguyen Dinh Dang Luc (2004), Legal education in schools, Education Publishing House, Hanoi Hoang Thi Kim Que (2011), Discussing the effectiveness of law dissemination and education in our

country today, Journal of Legal Science (No 8), p 39-45

Do Ngoc Thong, Building a general education program towards capacity-based approach, Journal of Educational Planning

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