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

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LEGAL EDUCATION FOR HIGH SCHOOL STUDENTS IN

VIETNAM: AN OBSERVATION FROM THE CONTEXT OF

HANOI CITY

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

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 ...

<b>Key words: legal education, legal education for high school students, Vietnam</b>

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 do 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 do 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 do 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.

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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.

<b>2. Characteristics of high school students in Hanoi and requirements for legal education for </b>
<b>this subject</b>

<i><b>2.1. Characteristics of high school students in Hanoi</b></i>

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:

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

In the current general education system of Vietnam, high school level is prescribed for 3 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.

<b>Table 2.1. Percentage of high school graduates in some cities of Vietnam</b>

(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%

<i>Thirdly, in general, high school students in Hanoi have better social development than students </i>

<i>in other localities.</i>

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:

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

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.

<i>Secondly, in general, the cultural environment in Hanoi is richer but more diverse and has more </i>

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.

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

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 6 months of 2018,
the rate of children violating laws is quite high, as shown in the table below:

<b>Table 2.2. Statistics of law violations in Hanoi city</b>
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 5 5 2 3 60

Robbery 3 7 7 7 100

Extortion of
property

2 4 4 4 0

Rape 0 0 0

Delibertely
infilicting
ịnury

11 24 24 3 20 83

Property
theft

10 18 1 19 1 8 11 57

Disturbing
public order

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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 4 5 5 1 4 80

Illegal use of
narcotics

0 0 0

Drug
trade and
posession

1 1 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
<i><b>Hanoi police also showed that the culprit among high school students accounted for a high proportion. </b></i>

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:

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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 ...

<b>3. Solutions for promoting legal education for high school students in Hanoi</b>
Teachers who do legal education

Teachers who do 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.

<i><b>3.2. Curriculum, textbooks, forms and methods of teaching</b></i>

<i>3.2.1. Standardize curricula and textbooks</i>

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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.

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

<i>3.2.2. Diversify the forms of legal education</i>

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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<i>3.2.3. Innovating legal education methods</i>

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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ASIAN CONSTITUTIONAL LAW: RECENT DEVELOPMENTS AND TRENDS

530

<i><b>3.3. Strengthening facilities and conditions to ensure legal education activities</b></i>

<i>3.3.1. Ensure documents and equipment for legal education activities in the school</i>

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...

<i>3.3.2. Ensuring funding for legal education activities in schools</i>

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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531

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

<b>Conclusion</b>

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.

<b>References</b>

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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