Linking the school, family and society in enhancing the moral education program for high school students in hanoi

Hoang Hong Trang LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING THE MORAL EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI EDUCATION MANAGEMENT DOCTORAL DISSERTATION SUMMARY A

Vietnam Philippines

DEM Candidate Hoang Hong Trang

LINKING THE SCHOOL, FAMILY AND SOCIETY IN ENHANCING THE MORAL EDUCATION PROGRAM FOR HIGH SCHOOL STUDENTS IN HANOI

EDUCATION MANAGEMENT DOCTORAL DISSERTATION SUMMARY

April, 2014

INTERNATIONAL TRAINING CENTER (ITC),

THAI NGUYEN UNIVERSITY

Academic supervisor: Prof Dr TERESITA V DELA CRUZ

Time period (dd/mm/yy): ………

The dissertation has been stored in:

- Vietnam national library

- Learning resource center, Thai Nguyen University

- Library at Interntional Training Center

- Library at Southern Luzon University, Phillipin

CHAPTER I INTRODUCTION BACKGROUND OF THE STUDY

Moral education plays an important role in fostering human behaviour Realizing this issue, the moral education has been paid due attention and gained a lot of achievement in the past years in the whole national education system However, in the process of social development, globalization and integration the moral education program has recently revealed some limitation and weak points related to the content, teaching methods, the training of subject teachers…Moreover, a part of students especially high school students (aged 16-18) are showing the moral degradation, even violating the law This worries not only the administrators, teachers, parents, but students as well

In some dialogues between students and school leaders, many students frankly pointed out the weakness of the moral education in school such as the content, the teaching method, the assessment… They suggested moral education would fulfil its role:

To train and educate students to become citizens with good behaviour and good value (http://dantri.com.vn/giao-duc-khuyen-hoc/dao-duc-sao-lai-hoc-thuoc-cham-diem-853058.htm)

During a visit to the Educational Department of HoChiMinh city on the occasion of the Vietnamese teacher’s day, the Vice president of Vietnam, madam Nguyen Thi Doan expressed the worries and concerns about the moral education now She reminded the school of improving the moral education program and at the same time combining the textbooks content with other subjects, paying

attention to extra curriculum activities for students

((http:/vnexpress.net/detail/print?id=2912608&page=1)

According to mass media, the Ministry of Education and

Training has plans to organize conference and seminars on the moral

education at national level so that they can have ground for the

improvement and renovation for the program

From the direction by the state leaders, the worries / concerns

of the schools and society, the suggestion by the students, the plan of

renovation of MOET and the demand by the social development, the

integration and globalization, there must be more studies on moral

education and solution as well With these main reasons, we have

decided to choose the topic: “L inking the school, family and society

in enhancing the moral education program for high school

students in HaNoi ” for the study

THE OBJECTIVE OF THE STUDY

We have set out 3 objectives for the study:

1 Assess the status of Moral education in high schools in Hanoi;

2 Find out how important the linkage between the school

with the family and society and current status of the linkage;

3 Suggest a moral education program with extra-

curriculum activities to link the school family and society together

To achieve these objectives, we try to answer the following questions:

1 How is the current status of moral education in high

school and what are the standards/criteria used to evaluate the

morality of high school students?

2 What are the factors influencing the formation of

personality and moral model of high school students in Hanoi?

3 Why do the school, family and the society have to work together in moral education for high school students in Hanoi?

4 Is the linkage among the school with the family and society in moral education for high school students in Hanoi feasible and effective? And how is it done?

5 What are the solutions for the school, family and society to set up and enhance the linkage in moral education for high school students in Hanoi?

In the study, we did not answer these questions saperately, but as a whole through all chapters, paying more attention to the questions directly related to extra- curriculum activities for students

RESEARCH HYPOTHESIS

Linking the school, family and society in the implementation of moral education has a positive impact on improving the quality of moral education for students (In the case of high school students in HaNoi)

SIGNIFICANCE OF THE STUDY

To some extent, the study has certain significance on the school, the family, social organization, students, teachers, managers and officials…

SCOPE OF THE STUDY

We have invited 485 people to participante in the study with survey questionnaire then we have collected the ideas, response, comment from them They are educational managers, teachers, students, parents, government officials, social activist…and the study was conducted at 10 high schools in HaNoi

As for the linkage of with the society, we just focus on the role, the responsibilities of some major social organizations (Youth Union, Women’s Union, Trade Union, Professional associations),

Social Functions (Festival, Entertainment, Sport and cultural events) and some other offices most related to the educating young generation (office of police, justice, mass media…)

METHOD FOR DATA COLLECTION PROCEDURES

- Interview;

- Survey/ Evaluation questionnaires;

- Seminar/ Meetings with related people

CHAPTER II LITERATURE REVIEW

In this chapter, we presented some issues related to literature review, the content and objectives of moral education, the significance

of the linkage between the school with the family and society in the implementation of moral education

2.1 Some basic categories, concept of morals:

In this part, we dealt with some basic concepts in connection with the content of study: Concept of morals, basic content of morals and the positive behaviors, the process of moral education

The process of moral education consists of different factors: Subjective, Objective, in and out school…These factors if properly combined will certainly improve the quality of moral education at school According to Associate Professor – Dr Pham Viet Vuong

“Moral education is the process that has the impact on students to form their ideal, emotion and moral belief and the ultimate goal is to create the habit of ethical behavior "(Pham Viet Vuong, 2008, State

Administration and Management of Education and Training sector Pedagogical University Publishing House, Hanoi)

According to Professor – Dr Ha Nhat Thang "Educating the humanistic moral value system is a process of organizing educational activities in many ways, many measures to help people understand the standard moral system that suit the demand of the social development and to help people in self-assessment, having the need to carry out those standards This value system orients and regulates the behavior of people, because education with self positive activities, people increasingly understand the role of the sense of conscience, individual honor and personal ethics in public, and they train themselves towards the true value, make the standard moral system from the external into the internal demands such as individual belief, need, and habit of the educated person" (HaNhatThang (9/96 page 8) Home-teacher with

managing the education of the high school students in new condition)

The concept of management, enhancement, linkage and some related issues The concepts and issues serve as strong ground for the research process and the solution in the study

2.2 Objectives of high school education and moral education for students

According to the Education Law 2005, amended in 2009: "The objectives of high school education is to help students develop a comprehensive moral, intellectual, physical, aesthetic quality, and basic skills to form a Vietnamese socialist person, shaping civic status and responsibility, preparing for students’ further education or working life, participating in the developing and protecting mission of the country"

The objectives of moral education is to help individuals realize the true moral values, to know how to behave by justice and humanity,

to live for people, for families, for the advancement of the society and the prosperity of the country The most important purpose of moral

education is to create the habit of ethical behavior The above objectives

has been affirmed in the education law that: "it is to help students develop comprehensively morals, intellectual, aesthetics and basic skills aimed at the formation of the Vietnamese people"

2.3 Research paradigm

Schematic of independent variables, dependent variables and the result of the study

- Goal for general

education and orientations

for moral education

- Psycho physiological

characteristics of high

school students

- Factors affecting the

efficiency of organizing the

coordinating between the

school with the family and

society in moral education

Quality of moral education for high school students

Solutions for linking the school, family and society in enhancing the implementation of moral education for high school students

CHAPTER III METHODOLOGY 3.1 Research method

In the study, we have used 2 groups of methods:

- Theoretical research methods including the document study, canonical document study, subject related books, newspaper…

- Practical research methods including observation, survey questionnaires

3.2 Participants and location of the study

485 people including educational administrator, manager, teachers, students, parents, government officials, social activist were invited to give their comment or answer to the survey questionairs and the study was conducted at 10 high schools in Hanoi

3.3 Data collection

To have information and data for the study, we have designed a set

of survey questionnaires with 30 questions and statements related to the most common issues of moral education Then we sent to 485 participants After some time, we have got back answers from 462 participants Among these participants, 455 of them gave answers or comments to all questions/ statement and we analyzed the data on the basic of answers/ comments from

455 participants Together with the survey questionnaires, we also referred

to the results of moral ranking of students at 10 high schools in 3 school years (2009-2012) and met, interviewed with other people for more information for study

To make our suggestion more convincing, we also referred to and exploited other information related to geography, economy, culture of Hanoi and the current status of linkage between school with the family and society in other schools nearby

With above information, the analysis of the data collected, we have got rather enough materials to assess the current status of moral education and suggest possible measure for the improvement of moral education, first of all, for high school students

3.4 Statistical treatment

From statistical treatment, we have used the following formula:

4.1.1 Evaluating the effectiveness of moral education in schools

According to the results of moral ranking of students in some high schools in Hanoi, we see that most of students were ranked as

“Good”, but there is a slight decrease of “Good students” in recent years, whereas the number of “Bad students” is rather small, but it tends to increase year after year The increase and decrease of “Bad and Good students” has a strong connection with the levels in which students are The higher level they are in, the number of “Good students” decreases and the number of “Bad students” rises This phenomenon showed that the implementation of education is not stable, the moral education program is not quite effective and the method of teaching moral education doesn’t really influence the students in fostering their behavior In school, the subject of moral education is regarded as a complementary subject, much less important than the other subjects, students feel “compulsory” to learn this subject At home, many families do not pay enough attention to

their children, they think that moral education is the responsibilities

of the school only This led to the misbehavior and misconduct of the students Many of them disobey their parents, fighting each other in the street, violating the law, even committing crimes Through these facts, we can come to the conclusion that the moral education program has got a lot of success and achievements in the past years, but it also leaves much to be desired in terms of content, methods, assessment etc…Therefore it needs improving so that it will be more effective and more stable

4.1.2 Assessment of moral education at school

In order to have better understanding of moral education status we have designed a set of survey questionnaires and then sent

to the interested people for comment and suggestion to improve the effectiveness of moral education for students in school The survey questionnaires with 30 questions/ statement focus on the following issues:

1 The status of moral education in high school;

2 The curriculum framework for moral education in high school;

3 The implementation/ teaching resources and assessment;

4 The effect of extra curriculum activities in the implementation of moral education for high school students;

5 The linkage of the school with the family and society in moral education and how to better link them together

We sent the survey questionnaires to 485 people and got back answers from 455 people with full response to all questions/statement, among these 455 people, we have 62 parents, 108 teachers, 32 education managers, 55 government officials, 150 students, 38 social activists, 299 of them are male and

226 are female These people are of different background, different ages and of course different jobs It is interesting to note that one person may be a father and

teacher as well, or another person may be a manager and at the same time a mother of a high school student, therefore they can give suggestion and comment from different roles This helped us to have broader and also deeper analysis of the current status of moral education now In our research, we always got positive support from people of different sectors This confirmed the fact that the moral education has always been a big concern of society and that the moral degradation of the students must be seriously taken into consideration The content in survey questionnaires is about the most common issues of moral education, that’s why all participants could answer these questions or provided the information based on their point of view, their understanding, their generation

Each question or statement has 4 options: Strongly Agree

(SA-WM 3.51- 4.00), Agree (A- (SA-WM 2.51- 3.50), Disagree (D- (SA-WM 1.51- 2.50), Strongly Disagree (SD- WM 1.00- 1.50)

We sent out 488 sets of questionnaire and then got back 642 sets but 7 of them did not provide enough necessary information so we got 455 people with full answers for all questions/statements in the survey

Based on the information from 455 participants, we have made careful analysis and had the remarks as follows:

1 The role of moral education in school

The comments related to the role of moral education are divided among the participants Though WM: 2.53 showed that just more than half agreed with the statement, whereas nearly half of them disagreed that the moral education has been given due attention

in all school, on the contrary the moral education should be paid more attention in all level of national educational system This indicate that the moral education has been regarded as an important subject but there exists worries and doubts about the investment for moral education and effectiveness of the moral education with the