Organize and direct the establishment of a Council to appraise draft objectives, output standards, and training program content or hold a meeting of the school's Science & Training Council to appraise drafts developed by the Training Program Development Boards.
Organize and direct the Training Program Development Board of the faculties to continue reviewing and editing based on comments from the Appraisal Council or the Science & Training Council.
After that, the Training Department sets up procedures to submit to the Principal for approval and signs the decision to issue new objectives, output standards, and training programs. Next, the school directs the implementation of the following stages: innovating teaching methods; compiling and adjusting textbooks... to suit the new training program in order to achieve the established objectives and output standards.
(3) Review the objectives and content of the Training program.
During the training organization process, it is necessary to pay attention to reviewing the suitability of the training program's objectives, content and effectiveness. The school conducts the review for each content and closely monitors the implementation progress. Because during the review process, unreasonable points will be discovered and from there, adjustments will be made to minimize the shortcomings that arise.
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In particular, in the review, it is necessary to promote the self-responsibility of faculties, departments, and lecturers because these are the units and individuals directly involved in the implementation. Through monthly professional and thematic meetings, shortcomings in the objectives and content of the training program are discovered and adjusted accordingly.
On the other hand, to better control, schools need to periodically collect comments and assessments from employers, alumni; lecturers, managers and experts... on the objectives, output standards, and content of the training program being applied to adjust, supplement, and update in accordance with actual training conditions and social requirements for professional skills.
3.3.2.4 Conditions for implementing measures
- Schools need to develop regulations and procedures on management and development of goals, output standards, and training program content to be publicly announced for units and individuals to use as a legal basis for implementation.
- In the management of building goals and training program content, the role of managers, training department specialists and specialized departments is the core. Therefore, the school needs to create conditions in terms of time, and at the same time have a mechanism to motivate and encourage them to research and build the program.
- The school mobilizes close relationships with employers, scientists, leading experts in educational management, high schools... to update requirements on occupations and training needs in accordance with practical requirements of production labor. From there, build goals, output standards, and standard training program content in accordance with the orientation of developing learners' capacity and in accordance with social requirements.
3.3.3. Directing innovation in training methods for engineering technology according to competency approach
According to statistics from the Ministry of Labor, War Invalids and Social Affairs, about 60% of university graduates work in fields other than their majors, and as of early 2017, there were more than 200,000 unemployed graduates. This figure shows us two problems: one is the quality of training; two is that the labor needs of society have changed, but the training programs at schools have not changed and kept up with the trend.
On the other hand, in the context of globalization and the 4.0 Industrial Revolution, employers' requirements are increasingly high. Workers not only need knowledge but also soft skills and especially how to apply that knowledge and skills to solve practical tasks to bring the highest labor productivity. One of the important criteria to evaluate the quality of training that brings prestige and brand to local universities is quality, which is assessed by "input", "output", "added value", satisfaction of learners' needs, and the rate of graduates working in the right major.
as well as the satisfaction of employers. Therefore, the requirement to survive and keep up with the development trend of society is that universities need to innovate education in the direction of approaching learners' capacity, especially innovating training methods. Because, if the training method is reasonable, the effectiveness of the training will be high; if the method is suitable, it can develop the thinking and creativity of learners; if the training method is scientific, it will create conditions for teachers to fully develop their abilities in imparting knowledge and skills. Therefore, the author has proposed the measure " Directing the innovation of training methods for the technical and technological industry according to the capacity approach".
3.3.3.1. Objectives of the measure
Overcoming limitations in managing training methods in the technical and engineering industry to suit training requirements according to TCNL to improve training quality.
3.3.3.2. Contents of the measure
Competency-based training requires lecturers to have knowledge, skills, master the training process and use many different training methods. Therefore, the key content in directing innovation in training methods for lecturers teaching engineering technology includes:
(1) Organize to thoroughly grasp the general orientation on innovation in training methods for engineering technology according to competency approach.
(2) Directing the development of a process to innovate training methods for the engineering technology industry according to the competency approach.
3.3.3.3. How to implement the measure
(1) Organize to thoroughly grasp the general orientation on innovation in training methods for engineering technology according to competency approach.
Training methods based on the competency development perspective not only focus on activating learners' intellectual activities but also focus on training their competencies.
Solving problems related to life and career situations, and linking intellectual activities with practical activities. Therefore, the general orientations on innovation in training methods according to the competency approach in general and the engineering technology industry in particular need to be thoroughly organized and implemented, which are:
- In training according to TCNL, "The teacher plays the leading role - The student plays the proactive role". Therefore, training methods according to TCNL need to promote the positivity, self-awareness, and initiative of the learner to form and develop the ability to self-study (using textbooks, listening, taking notes, searching for information...), gradually cultivating the qualities of flexibility, independence, and creative thinking.
- In training according to TCNL, the use of training methods must be closely linked and appropriate to the forms of training organization. Depending on the goals, content, objects and specific conditions, there are appropriate forms of organization such as individual learning, group learning; learning in class, learning outside class... Corresponding to that form of organization, lecturers need to prepare well the methods to ensure the requirements of practicing practical skills, applying knowledge into practice, and at the same time enhancing the interest of learners.
- In training according to TCNL, enhancing communication between lecturers and students; students and students is very important and it is necessary to respect the principle that lecturers teach how to learn; students learn how to learn. The classroom becomes an open communication environment to apply the understanding and experience of each individual and the collective in solving common learning tasks.
Therefore, in " organizing and thoroughly implementing the general orientation on innovation in training methods for the engineering technology industry according to the competency approach", managers are required to:
- Timely grasp and disseminate to lecturers circulars and directives of state management levels on innovation of training methods or send staff to training programs to improve training methods.
- Organize seminars on innovative training methods so that lecturers can
can exchange, gain experience, learn and practice.
- Consider innovation in training methods as one of the criteria for evaluating teaching hours and evaluating competition results at the end of the school year. There must be plans and measures to check, give feedback and help lecturers who use inappropriate training methods.
- Provide modern facilities, equipment and techniques to support training and serve training work.
(2) Directing the development of a process to innovate training methods for the engineering technology industry according to a competency-based approach with two criteria:
- Diversify training methods to form and develop learners' capacity. Especially the capacity for self-study and self-research, turning the training process into a self-training process.
- Flexibly using training methods not only helps learners acquire knowledge but also practice professional skills and responsibilities.
The author proposes the following steps in directing the development of a process for innovating training methods in the engineering technology industry:
Step 1: Develop a plan to innovate training methods according to TCNL
The plan for innovation of training methods needs to clearly state key issues such as: analyzing the context, assessing the current situation, setting goals, proposing measures, determining resources... for innovation of training methods. From there, agree on a roadmap for innovation of training methods and ask relevant people (management staff, teachers) to commit to implementing the contents according to the agreed roadmap.
Step 2: Piloting new training methods according to TCNL in some subjects
In TCNL training, there is no teaching method that is absolutely superior, but it is necessary to skillfully combine appropriate teaching methods in the context, learning conditions and specific subjects to achieve results.
best results. Therefore, it is necessary to pilot the training method before mass deployment. When piloting, it is necessary to select experienced and dedicated lecturers. Along with innovating training methods, lecturers need to change their perspectives and teaching methods towards the TCL direction, which is: "Teaching is to exploit and nurture students' inner strength so that they will learn for life and create habits of thinking, problem analysis skills, ability to receive, express, organize, and process information in learners". Therefore, in addition to traditional teaching methods such as: conversation, visualization, modeling...; lecturers need to supplement TCL teaching methods such as: problem-solving method, inquiry-based learning method, project-based teaching method, etc. However, using any method must ensure the principle: "Students complete cognitive tasks on their own with the organization and guidance of lecturers".
Step 3: Summarize and evaluate experiences from implementing the pilot innovation of PPĐT
Summarize and draw lessons from the pilot implementation of PPĐT innovation.
In which, focus on evaluating some contents:
- Assess the change in awareness of innovation in training methods of managers, teachers, students and direct stakeholders such as employers, alumni, to what extent, support or opposition;...
- Evaluate changes in teachers' teaching preparation methods;
- Evaluate changes in the way learners organize learning activities;
- Evaluate changes in the way teachers evaluate learners;
- Evaluate changes in teaching evaluation methods;
- Evaluate changes in learners' learning methods...
Through evaluating aspects, analyzing achieved results, unachieved aspects, determining causes, drawing lessons for future innovation.
Step 4: Implement effective training methods for all
Technical training program in engineering technology
Experience shows that any change will encounter reactions from many sides if communication is not good and there is no team of lecturers who understand and implement innovation.
Therefore, when implementing the application of new training methods in all training programs in the field of engineering technology, schools need to do a good job of communication by providing complete and timely information to managers, teachers and students to see the necessity and benefits of innovating training methods to create consensus and support.
Step 5: Regularly review and adjust new training methods to suit the orientation of the National Training Program.
The process of training method innovation never stops. The end of this stage will continue to be the starting point of the next stage. Therefore, it is necessary to regularly review to find strengths and weaknesses to adjust the planning, organization, leadership and direction of training method innovation.
In addition, getting feedback from learners is also an extremely important information channel to adjust teaching activities and innovate teaching methods. Therefore, schools need to regularly conduct surveys to get feedback from learners to make innovation activities more effective.
Building a plan to innovate PPGD according to TCNL
Piloting new teaching methods according to TCNL in some subjects
Summary, evaluation and lessons learned from the pilot implementation of PPGD
Deploying effective teaching methods for all training programs in the field of engineering technology
Regularly review and adjust new teaching methods to suit the orientation of TCNL
Figure 3.3. Process of directing innovation in training methods for engineering technology according to TCNL
3.3.3.4. Conditions for implementing measures
- The school raises awareness of managers, teachers and students about the importance of management and using competency-based training methods in training engineering technology based on competency-based approaches.
- The school has a mechanism to encourage and motivate lecturers to apply and create advanced and flexible teaching methods to train and develop necessary skills for learners.
- Innovation in training methods requires appropriate conditions in terms of means, facilities and training organization.