Kết nối nhà trường, gia đình và xã hội nhằm tăng cường giáo dục đạo đức cho học sinh trung học phổ thông tại Hà Nội

ThaiNguyen University
VietNam

southern Luzon state Univesity
Philippines


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


A Dissertation
Presented to
The Faculty of
GraduateSchool
Southern LuzonStateUniversity
Lucban, Quezon



In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy
in Education Management



by
HOANG HONG TRANG ( Moonlight )

April 2013



ThaiNguyen University
VietNam

Southern Luzon State University
Philippines



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


A Dissertation
Presented to
The Faculty of
GraduateSchool
Southern LuzonStateUniversity
Lucban, Quezon



In Partial Fulfillment
of the Requirements for the Degree
Doctor of Philosophy
in Education Management

by
HOANG HONG TRANG ( Moonlight )
April, 2014


1

ACKNOWLEDGMENT
With sincerity, I would like to express my thanks to all of Professors of Southern
Luzon State University (SLSU) and Thai Nguyen University (TNU) for their insightful
lectures in different subjects provided me with the knowledge and techniques to develop a
informative research.
The first and most important, I want to thank Prof.Dr Teresita V. Dela Cruz, my
supervisor, for her invaluable thoughts, suggestions and insightful useful guidance during the
thesis work. More over, I also appreciated my committee members for their valuable comments
and constructive suggestions, which are of significant value to this research.
I would like to express deep gratitude to Prof.Dr. Phan Van Que, who was dedicated
to guide me throughout the research process and complete my thesis to get good results today.
Sincere thanks to 10 high schools in Hanoi, teachers, students, parents of students,
family, friends, colleagues dedicated to provide documents, suggestions, encouragement for
me to complete this thesis.
Although I've tried hard, due to time limited and capacity, my thesis has certainly
inevitable shortcomings, I hope to receive comments from scientists, the teachers, colleagues
and those interested in ethics education for students in the current period.

Hoang Hong Trang

2
CONTENT
ABSTRACT 6
LIST OF FIGURES 8
INTRODUCTION 10
1.1 Background of the Study 10
1.2 OBJECTIVES OF THE STUDY 13
1.3 RESEARCH HYPOTHESIS 15
1.4 THE SIGNIFICANCE OF THE STUDY 15
1.4.1. For each student. 15
1.4.2. For the family 15
1.4.3. For the school 16
1.4.4. The Society. 16
1.5 SCOPE AND LIMITATIONS 16
1.6 DEFINITION OF TERMS 17
CHAPTER II 18
REVIEW OF LITERATURE AND STUDIES 18
2.1 THE DEFINITION OF MORALS 18
2.2 THE MORAL EDUCATION 20
2.2.1. Education 20
2.2.2. Moral education 20
2.3 THE CONCEPT OF MANAGEMENT 22
2.4 THE CONCEPT OF ENHANCING 23
2.5 THE CONCEPT OF THE LINKAGE 23

3
2.6 THE LINKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE
IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL
STUDENTS IN HANOI 23
2.7 OBJECTIVES OF HIGH SCHOOL EDUCATION 24
2.8 THE OBJECTIVES OF MORAL EDUCATION FOR STUDENTS 24
2.9 THE BASIC CONTENT OF MORAL EDUCATION FOR HIGH SCHOOL
STUDENTS 25
2.10 THE TASK OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS 29
2.11 THE MEANING OF THE LINKAGE OF THE SCHOOL WITH THE FAMILY
AND SOCIETY FOR ENHANCING THE IMPLEMENTATION OF MORAL
EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. 33
2.11.1 The linkage between the school with the family in the moral education for high
school students 34
2.11.2 The linkage between the school with social forces in the moral education for high
school students 35
2.12 THE FACTORS INFLUENCING THE EFFECTIVENESS OF THE LIKAGE
OF THE SCHOOL, FAMILY AND SOCIETY IN THE IMPLEMENTATION
OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS IN HANOI. 36
2.13 RESEARCH PARADIGM 40
CHAPTER III 41
METHODOLOGY 41
3.1 LOCATION OF THE STUDY 41
3.2 RESEARCH METHODS 42
3.2.2. Practical research methods 42
3.3 POPULATION AND SAMPLING 43
3.4 INSTRUMENTATION 44

4

3.5 DATA GATHERING PROCEDURE 44
3.6 STATISTICAL TREATMENT 51
CHAPTER IV 52
RESULTS AND DISCUSSIONS 52
4.1 EVALUATING THE STATUS OF MORAL EDUCATION AT HIGH SCHOOLS
IN HANOI 52
4.1.1 Evaluating the effectiveness of moral education in schools 52
4.1.2 Evaluating the status of moral education at high schools in Hanoi 54
4.1.2 The analysis of survey results 63
4.1.3 Some conclusions and findings 66
4.2 SUGGESTING A MORAL EDUCATION PROGRAM TO LINK THE SCHOOL,
FAMILIES AND SOCIETY FOR MORAL EDUCATION FOR STUDENT AT
HIGH SCHOOLS IN HANOI 68
4.2.1 Objectives and benchmarks for designing a moral education program for students
at high schools in Hanoi 68
4.2.2 Requirements for designing training program to link schools, families and society
for moral education of students at high schools in Hanoi 71
4.2.3 Suggesting extracurricular activities with moral educational content for school
students in Hanoi 73
4.2.4 Some recommendation for organizing extra-curriculum activities 89
4.2.5 The implementing measures 91
4.3 RESPONSE, EVALUATION FROM EXPERTS AND SOME CONCLUSION 99
CHAPTER V 105
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 105
5.1 SUMMARY AND CONCLUSION 105
5.1.1 Summary 105

5
5.1.2 Conclusions 108
5.2 RECOMMENDATIONS 109

BIBLIOGRAPHY 111
APPENDICES 115
APPENDIX A 115
APPENDIX B 116
APPENDIX C 122
APPENDIX D 124
CURRICULUM VITAE 126

6
ABSTRACT
Today, the moral education programs are implemented for students from young to
elder ages. In pre-primary level, it is the education of ethical behavior; in the elementary
level, it is the subject of morals; in high school, it is the civic education. Teaching ethics in
schools is still considered one of the important directions against the moral degradation in the
part of students. But textbook programs are too heavily depending on theory, not associated
with the reality, lack of soft skills, failed to remarkly form the personality of students. The
education program is too heavy, hence difficult for students to remember and concentrate. The
program in high school civic education textbooks has not changed drasticly. It seems to be
philosophical, academic, stuffing, dry, lack of the formation of the right moral habits, which
has not made a mark in students’ hearts, making them vulnerable of social context. High
school students in adolescents (16-18 years old), they are in their physical, psychological,
physiological development stage, which is a period of transition from children to young
adults. This is the period when children join actively in social life, thereby forming qualities
of the citizens. Instead of teaching students further moral lessons, it is time for the school to
educate children about kindness, tolerance, generosity, and education on ethics in social
relations. It is a need to find effective forms of living, creating a healthy playground for
students. Building a good educational environment, in large in the society and school,
particularly in family and classes, in order that students can study to become virtuous and
talented.
In order to collect information for the study, we have delivered questionnaires to

people of different background- They are parents, teachers, students…we have got back the
answers from 455 people as shown below:
The questionnaires on moral education were designed in terms of:
1. Assess the status of Moral in high school in Hanoi;
2. Find out how important the linkage between the school with the family and
society;

7
3. Suggest a moral education program with extra- curriculum activities to link the
school family and society together.
With the assessment of the status of moral education in high school, with the findings from
data analysis, with the reality of national education in VietNam, we can see:
- Besides the lessons of moral education in school, some other activities should be
organized for students to participate and to widen their look of life. But what kind of
activities? And How are these organized? These are the questions by many people.
- The school can better organize the extra- curriculum activities by co-ordinating
with the family and society.
But how to co-ordinate these forces and how to enhance the linkage of school with
family and society? These are also the questions by many people. From our own knowledge
and experience, other with their questions and suggestion, we have tried to design a moral
education program through the extra- curriculum activities. In the program through the extra-
curriculum activities. In the program we have confirmed the necessity of extra- curriculum
activities in moral education for high school students, and chosen 20 among 45 activities that
we think appropriate for high school students. At the same time we also suggested the
procedures and measures:
- To organize these activities;
- To link the school, family and society together;
- To enhance the linkage between them;
- To evaluate the process and results of the linkage.
All procedures and measures are based on the law of education, the principle of co-

operation, the sharing of responsibility in community… and are tested by different experts in
education. This program with appropriate procedures and measures hopes to have reasonable
contribution to the training of a future generation for the country.

8
LIST OF FIGURES
Figure 2.1: The content of moral education 21
Figure 2.2: The nature of management 22
Figure 2.3: Schematic of independent variables, dependent variables and the result of the
study 40
Figure 3.1: Map of the 10 schools in Hanoi 42
Figure 3.2: Describing and comparing the results ethical ranking of students 53
in 10 schools in 03 schoolyears 53
Figure 3.3: Forms of parents' involvement in the learning activity 47
Figure 4.1: Satisfaction in status of moral education in high school 56
Figure 4.2: Satisfaction level of evaluation of the surveyed about Curriculum Framework 58
Figure 4.3: Satisfaction level of evaluation of the surveyed about Implementation/ Teaching
resources and assessment 59
Figure 4.4: Satisfaction in the effect of extra- curriculum activities in the implementation of
moral education for high school students 61
Figure 4.5: Satisfaction level of evaluation of the surveyed about Linkages 62

9
LIST OF TABLES

Table 3.1: List of 10 high schools in Hanoi where the study was conducted 41
Table 3.2: Number of survey participants 43
Table 3.4: Results ethical ranking of students in 10 schools in 2010-2011 52
Table 3.5: Results ethical ranking of students in 10 schools in 2011-2012 53
Table 4.1: Weighted Mean Distribution of satisfaction in status of moral education in high

school 56
Table 4.2: Weighted Mean Distribution of satisfaction in Curriculum Framework 57
Table 4.3: Weighted Mean Distribution of satisfaction in Implementation 59
Table 4.4: Weighted Mean Distribution of satisfaction in the effect of extra- curriculum
activities in the implementation of moral education for high school students 60
Table 4.5: Weighted Mean Distribution of satisfaction in Linkages 62
Table 4.6: Plan of activities to reach the agreement 86
Table 4.7: List of highly preferred extracurricular activities with persons/organization
insvolved for high school students in Hanoi. 78

10
CHAPTER I
INTRODUCTION
1.1 Background of the Study
Morality is an important aspect, the core element of personality of every human being.
Therefore, the formation of personality in general, educational and moral training in particular
for the younger generation is always the priority task of the school all the time.
Humans has been moving up to a new era created by establishing a culture of peace,
which is a culture to address international, national and ethnic issues mainly through co-
operation, cultures and education.
The advance progress of the scientific and technological revolution in the twenty first
century, has changed the physical living condition as well as the social standard system,
especially the human values. Hence, the urgent issue is that which way the relationship
between the booming development of the scientific and technological revolution and the
degradation in human values of social life will be solved harmoniously.
Entering the first stage of the revolution of industrialisation and modernisation of the
country, it will certainly create a new development in the economic life and change the face of
society. However, how we can both accelerate the industrialisation and modernisation,
maintain and bring into play the national cultural tradition. It depends on the Vietnamese
ourselves, on the education for the young generation, the future owners of the country.

The today’s Vietnamese youth inherits many advantages from a new era with the
intelligence, dynamic, eager-to-learn and enterprising spirits Nevertheless, through many
years in the context of the market economy and the globalisation of international economic
intergration, in Vietnam “it appears many particularly worrying phenomena, that some parts
of students have moral degradation, hazy ideals, practical lifestyles, lack of ambitions to settle
for the future of themselves and their country”.

11
The twenty first century is the time of intergation, knowledge and the development of
science and technology. Humans, especially high school students, are often affected by very
complex, sometimes contradictory, multilateral and multidimentional effects. Hence, school
education needs to collaborate closely with families and society to minimize the negative
impacts, in order to train out the people with fully developed personality.
Therefore, to develop human resource and enhance the quality of school education, it
is necessary to combine the education at school, at home and in the society, creating a healthy
educational environment, mobilizing the synergy, establising the consistency, that all impacts
on the comprehensive development of the young personality.
Highschool, the final level of general educational system has a great mission in
implementing educational objectives - “The objectives of the education and training
Vietnamese people are to have the comprehensive development with morals, knowledge,
health, aesthetics and professional career, the loyalty with the ideal of national independence
and socialism, forming and nuturing the citizens’ virtues and abilities to meet the requirement
of building and protecting the country” (Education Law 2011, National Political Publishing
House, Hanoi). Especially, at this school level, the target is to train out teenagers from the age
of 16 to 18 to acquire a solid comprehensive common knowledge, ethics, system of necessary
abilities to prepare for life. In fact, however, the massive development in scale, and number of
high school students in recent years is not proportional to the quality of cultural and ethical
quality. There are manifestations of the moral degradation of the high school students. This is
an issue being addressed by the Education – Training sector and the whole society.
Moral education for students becomes an extremely important mission, especially in

the context of industrialization and modernization of the country. However, so far “Family
and social communities have not proved their vital roles in education, have not coordinated
closely with the school in educating the youth, especially in political morals to prevent social
evils, depraved cultural products and the negative impact of market mechanisms for school
"(The theoretical issues of science education. National Publishing House, Hanoi - Le Van
Giang (2011). This problem only confined within the school that Education is the process of

12
profound social essence, which can be seen in different aspects with the paricipation of many
social forces. If Education and Training is only carried out within the campus, certainly it
cannot bring in the general strength comprehensively and therefore leading to the low quality
result.
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 ( />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. Madam Nguyen Thi Doan – the vice president of Vietnam
expressed her concern about the moral education for school students. Madam Doan estimated
that a part (not small) of students are showing serious moral degradation through misbehavior,
disobedience. However, the moral education is done through the subject of civic education
with one hour per week. The method of teaching this subject is monotonous and inflexible.
Majority of students are not interested in this subject. One more problem is that in many
school teachers do not like teaching this subject because they can not have extra- income with
teaching this subject. Moreover, students are lazy in learning this subject, so teachers of other
subjects take turn to teach this subject. The vice president stressed that the moral education
should be integrated among all subject, not civic education only. The outdoor events, extra
curriculum, activities, sightseeing…must be widely conducted, and the method of teaching
civic education must be more flexible and more practical. We must equipe our students with
the real life knowledge, not unreal and impractical concept

(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.

13
From the direction by the state leaders, the worries/ concens of the schools and society,
the suggestion by the students, the plan of renovation of MOET and the demand by the social
development, the intergration and globalization, there must be more studies on moral
education and solution as well. Which these main reason, we have decided to choose the
topic: “Linking the school, family and society in enhancing the moral education program
for high school students in HaNoi.” for the study.
1.2 OBJECTIVES OF THE STUDY
In the time of globalization and intergration, the introduction and spread of Western
culture has created a very powerful wave to influence other cultures, especially the Eastern
culture, and Vietnam is an example of this phenomenon. Besides, the life of the industrial and
modern era makes people become more utilitarian which is the main cause for so many
changes of attitude and moral standards of Vietnamese in general and Hanoian in particular.
The age at high school from 16 to 18 years-old is affected much and quickly by this factor.
They are very sensitive and need to be educated to shape the behaviors and lifestyles, ethical
standards, the true value of human compassion and education. However, what they learn in
books is not enough. Educational programs in some case are not quite
flexible and interesting. Most of moral teachers in high schools are not very well-trained and
do not have high competency in teaching. Normally, head - teachers are responsible for this
subject. They teach this subject together with classroom activities on Monday. Therefore,
students do not see this as an important subject, more over documents and teaching methods
are rather poor. Thus, in the opinion of many people the moral education program in school is
not quite effective. In addition the moral education by the family is causing a lot of
controversy, parents in general try to put too much hope on their children related to academic
achievement that creates a negative pressure for children. The parents also want to impose the

rule of making friends, relationships, intervention on preferences, time management, future
directions Although this idea is great, family upbringing is not always effective anymore.
The education, especially moral education for children should require combined efforts from

14
school, family and outside society. Currently, not all social organizations and the government
offices are interested in or share the responsibilities in moral education, some of them still
remain indifferent to this matter which they consister the task of the schools and family only.
For that reason, linking the school, family and society in enhancing the moral
education program for high school students in Hanoi is essential task in the implementation of
training a future generation for the country.
With all the matters mentioned above, we have set out the following 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;
3. Suggest a moral education program with extra- curriculum activities to link the
school family and society together.
To achieve these objectives in the study, 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?
We do not answer these questions separately, but we will try to give comprehensive answer as

a whole through following chapters


15
1.3 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)
1.4 THE SIGNIFICANCE OF THE STUDY
This research aims to find out the way of enhancing the linkage of the school, family and
society in the implementation of moral education, and the solutions will be beneficial for the
following objects:
1.4.1. For each student.
Understanding the nature of morality, principles, contents and ethical standards of the
Vietnamese people in the modern society, matching the requirements at their age, at the same
time understand the necessity to train themselves to meet the requirements of ethical
standards, having healthy and aesthetic lifestyles, deserving to become the country's future.
Having the right attitude of moral sentiments and social relationships. Have a clear
attitude towards the political morality in society.
Building habits of regularly practising ethical behavior, in behavior and in social
activity. Being self-aware of implementing ethical behaviors, obeying the convention of the
law and culture. Having healthy and pure lifestyle, showing the good status of the a student.
Actively fighting against the symptoms of depraveing and debauched lifestyle, selfishness,
pragmatism, indifferent to the problems of life, not thinking of the sacrifice and the loss of
their father's generation. Having academic training, scientific researching, working,
participating in social activities frequently and positively to prepare for the future career.
1.4.2. For the family
As there is only one or two children in almost present Vietnamese families, that
makes a favourable condition for the success of family education, contributing actively and
effectively in shaping children's personality and self-confidence. Each family is a cell of the

society, so improving family education will also make social development to keep up with the
civilization of the world and still not lose the cultural identity of the nation.


16
1.4.3. For the school
The results of this research hopefully will be useful for the high schools in general and
the high schools in Hanoi in particular in fostering ethics for students. The solution of the
research will find out how to organize the coordination of the school, the family and the
society to create a close and effective communication in moral education for the students.
With the quality coordination of social forces, the school will have a healthy, spacious,
civilized and polite training facilities. Thereby the education quality will be improved,
providing the society with talented and moral citizens.
1.4.4. The Society.
Through the results of the research, we hope to train and provide the country with
future excellent citizens having all- round knowledge, the love and pride for the country and
the people and above all well trained and disciplined generation for the integration and
globalization in a new era.
The research contributes to confirming the very important role of the society, together
with the school and family, in fostering the moral standards for the children in general and
especially for high school children in particular
The research also aims at dentifying and clarifying the responsibility of the society
social organizations (Social organization: Youth Union, Women’s union, Trade Union,
Administrative officies of all levels ) in co-educating the young generation for the country.
1.5 SCOPE AND LIMITATIONS
This research will find out the solutions to enhance linkage between the school with
the family and society in the implementation of moral education.
The participants and informants of this research will be 485 people including the
educational managers, educators, teachers, principles, students, officials working in
Government’s office, in Social organizations, the parents and relatives of students…The

research is done at 10 high schools, different offices and different families in HaNoi.
Method of collecting data and information:
- Interview whoever related to the research in the above school/ offices/families.
- Give questionnaires to them for their opinion/ comment.

17
- Seminar with different groups for information.
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, Trades 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…)
1.6 DEFINITION OF TERMS
* Moral: Moral is a special form of social consciousness, expressed in the form of
principles, rules and standards to regulate human behaviors in relationships between human
and nature, between human to human.
* Moral education: A process of turning the system of moral standards, from external
demands of social for individuals, to internal demands of individuals, forming beliefs, needs
and habits of educational object.
* Management: The way of organizing control, impact of management subject to
management object in order to effectively achieve objectives set by the organization.
* Enhancing: Strengthening / making better of something which is in existence.
* Linkage: The connection also the co- operation between people/ organization/
countries in order to implement/ to achieve something
* Organization: A structure linking the individuals in a system in order to to achieve
the system’s objectives based on certain principles and rules.
* Coordinating: The impact on the object to create the targeting influence
relationship with consistency and focus to mobilize the combined strength of all the objects in
order to achieve the objectives.
* School: A particular social organization with strict organizational structure,

specializes in educating, training children toward the direction of society.
* Family: Family is the cell of society, is a group of people who live together as the
smallest unit of society, they are bound together by the ties of marriage, blood, often includes
spouses, parents and children.
* Social forces: The domestic administrations, socio-political organizations, economic
organizations, mass organizations, functional organizations.

18
CHAPTER II
REVIEW OF LITERATURE AND STUDIES

This chapter will present the theoretical basis based on the documents related to
important issues, which are significant for this research. It also brings out some diagrams and
definitions of terms to help the reader fully understand the context of this research.
2.1 THE DEFINITION OF MORALS
To survive and develop, people have to work and participate in social relationships in
the real world. In the course of that relationship, if people have the responsibility to
communicate, behave in accordance with the common interests of the people, of human social
community, they are considered moral. In contrast, individuals with behaviours, attitudes that
prejudice to the interests of others and of the community will have social blame, being
condemned, and be considered immoral.
So morals is a social phenomenon that reflects the real relationship of human life. In life,
often each person must be aware of the meaning and the purpose of their activities in the past,
present and the future. These activities are governed by the personal relationship between
individuals, between individual and society in the limit of the community and the nation to
ensure the benefits for all to rise actively, voluntarily to create the motivation for social to
develop. These are the standard rules completely self-control the actions of each individual in
social relationships. Moral concepts can be understood broadly as follows:
Morals is a special form of social consciousness, manifested in the form of principles,
rules and standards to regulate the behaviour of people in the relationships between human

and the nature and the society, human and human and with themselves.
Of course, morals is a form of consciousness that is always affected by the history, the
classes, and the ethnicity, associated with the evolution of the human race and the ethnicity,
morals is not only subjected to the provisions of the economic and the physical conditions, but

19
also be affected by the social interaction, the interplayed of other social consciousness as law,
culture, education, custlimitoms
The basic categories, contents, and the concepts of morals can be summarized as
follows:
* The basic categories of morals exist and develop in the following opposite forms:
- Good and Bad
- Conscientious and Dishonest
- Responsible and Remiss
- Loyal and Disloyal, Disrespectful
- Glorious and Disgraceful
- Happy and Unfortunate
* The basic moral content:
- Affection for the people and country
- Passion and possitive attitude in working
- Sense of collectiveness, community, solidarity, descipline
- Humanism
- International consciousness in the new era
- Civilised lifestyle
* The possitive behaviour:
- Righteousness and Honesty
- The Principle and Steadfastness
- Modesty and Politeness
- Generosity and Delicateness
- Thrift and Simpleness

- Bravery and Heroic quality




20
2.2 THE MORAL EDUCATION
2.2.1. Education
Education is a social phenomenon, a process with purposeful impacts, organized by
plan, voluntarily and actively affects human and leads to the formation and development of
personality
Generally, education in all families, school and social impacts including teaching and other
forms of education have strong impact on the human.
Particularly, education can be considered as a process affecting on human’s ideal,
ethics and behavior (moral education, career education, lifestyle and behavior education…)
2.2.2. Moral education
Essentially, moral education is the process of changing the standard ethic system, from the
external social demands on individuals, into the internal of individual demands, build up the
belief, need, and the habit of educational subjects. 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).
Moral education is to form the basic point, the basic moral principles of the society, so
that people have the ability to select and evaluate thinking, their own behavior. So that the
education and training contribute to the formation and the development of the human
personality to suit each stage of the social development.
The process of moral education including the impacts of many factors, objective and
subjective, outside and inside. It is understandable that all the relationships in the school and
the society in which students participate in have the educational impact on students. These can

be combined in order to strengthen and support the moral education. If not combined properly
these can conflict, disable and weaken the result of moral education. Thus moral education is
only effective when educators have the ability to organize and make efficient educational
measures in order to achieve educational goals.

21
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 possitive
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" (Ha Nhat Thang (9/96 page 8). Home-teacher with
managing the education of the high school students in new condition).
Figure 2.1: The content of moral education


22
The moral education carries out the curriculum which aims to develop students in the
6 domains of (i) Self-awareness and mastery, (ii) moral development, (iii) education and
career planning, (iv) citizenship development, (v) life roles management and (vi) leadership
development. The programme complements and supports the Student Development
department's aim to develop passionate and innovative individuals who can serve the
community with empathy, integrity and responsibility.
2.3 THE CONCEPT OF MANAGEMENT
There are many different concepts of management but all refer to the nature of
management activites. That is how to organize the controls and impact of management subject
to management object in order to effectively achieve the objectives set by organization.

The nature of management activities is the expressions of targetting impact on a group
of people in order to achieve management objectives. In education, it is the impact of
education managers to teachers, students and other educational forces in society to
systematically achieve the educational management objectives.
Management function is the expression of the nature of management. It is a critical
category of basic categories of management science, is the kind of functional activities
extracted from management activities and specialized. “Management functions are the expressions
of targetting impact on a group of people”.
There are four basic functions closely related to each other and form the cycle of
management: Planning, Organizing, Controlling and Supervising.
The nature of management activities is the impact purposeful of the subject to the object in
the organization to obtain the targets. Castaldi (2001) in her work
“ Education Administration: Applied Concepts and Theoretical Perspective” stated the nature
of management as follows:
Figure 2.2: The nature of management




subject of
management

objective of
management

content
management

tools and means
of management

Aim of
management

23
2.4 THE CONCEPT OF ENHANCING
Enhancing generally means the strengthening, improving or making something better.
In this study, enhancing means the strengthening of the linkage and the co-operation between
the school with the family and society in the moral education for high school students. In
reality, the linkage between the school with the family and society is already in existence and
always a key factor in moral education. Therefore, how to enhance this linkage must be taken
into consideration in order to achieve better objectives in moral education.
2.5 THE CONCEPT OF THE LINKAGE
Linkage is understood as the collaboration among the people, organization,
countries… in order to implement certain tasks. In this study, it refers to the collaboration and
also the connection, the exchange of information and procedures between the school with the
family and society in moral education for high school students. The linkage is manifested and
realized in different ways, but in this study, we only deal with the most common way of
linkage- that is the working together between school with the family and society for fostering
new generation.
2.6 THE LINKAGE OF THE SCHOOL, FAMILY AND SOCIETY IN THE
IMPLEMENTATION OF MORAL EDUCATION FOR HIGH SCHOOL STUDENTS
IN HANOI
Linkage of the school with the family and society in moral education for students has
the impact on the object to create the targeting influence relationship with consistency and
focus to mobilize the combined strength of the school, the family and society in order to
achieve the objective.
EPSTEIN and her colleagues have conceptualized the relationships among school-
family- society as action strategies of parents, of the school and society that efficiently
support the students' success in school, their satisfaction and welfare in the family and school

24
environment as well as in the wider frame of the community in which they live. (EPSTEIN et
al., 2002, p.17). [21]
2.7 OBJECTIVES OF HIGH SCHOOL EDUCATION
- 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".
- "High school education is to help students consolidate and improve the results of
secondary education, completing the secondary education and the common understanding of
the technology and career to continue further education in university, college, vocational
school or to start working."
2.8 THE OBJECTIVES OF MORAL EDUCATION FOR STUDENTS
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".
In terms of perception: Understanding the nature of ethics, principles, contents and
ethical standards of the Vietnamese people in the new line with the requirements of their age
and understand the need for self-training to meet the requirements of ethical standards to
become citizens with good lifestyle, affection for the beauty, deserving to become the
country's future. Raising the political awareness, understanding the requirements of the
industrialization and modernization mission of the country, understanding the point of view of
Marxism-Leninism and Ho Chi Minh Thought on human development issues, associated with