Managing the Engineering Technology Education Process at Local Universities Based on Competency Approach

Learn the details step by step from the career analysis results as follows:

Step 1: Describe the results to be achieved after training (determine goals and programs);

Step 2: Determine competency requirements, certificates and diplomas;

Step 3: Select the tasks and jobs in the occupational analysis diagram that need to be included in the training program;

Step 4: Identify the scientific and technological knowledge needed to perform jobs according to training level and for future development;

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Step 5: Systematize and group knowledge according to the cognitive logic of the subjects;

Step 6: Organize knowledge and professional skills according to Modules

Managing training content according to the competency-based approach requires managers to:

- Grasp the principles of program structure, the relationship between knowledge, skills and attitudes, boundaries between subjects, program distribution, theory/practice ratio of subjects...

- Invite experienced experts from businesses to participate directly or indirectly in the process of building and adjusting training content. Managers need to change their mindset about training from what is available to training based on what businesses need to narrow the gap between supply and demand between training and human resource use.

- Universities must closely follow the needs of businesses, update advanced scientific and technological achievements related to the engineering technology industry they are training, and receive feedback from employers and graduated students to improve and perfect the content of each subject and vocational training module of the industry to suit the new requirements of the labor market.

- In addition, managers must also grasp the guiding viewpoints of the Party and State, strategic trends in human resource development, and strategies.

local industry development

- Manage training method design to build learners' capacity

Management of the design of training methods for the technical and engineering industry according to TCNL includes: Developing a plan to use training methods suitable for the orientation of forming the competency framework; Organizing the implementation of diversifying training methods; Monitoring the implementation of training methods; Assessing the suitability of training methods with the competency framework; Directing the adjustment and supplementation of training methods.

Training methods include the system of teaching methods of teachers and the system of learning methods of students when participating in the integrated teaching and learning process according to TCNL. The selection of training methods according to TCNL needs to be suitable for the new roles of teachers and students: Students are the subjects of the cognitive process; Teachers are the ones who guide, orient, transform the amount of knowledge, clearly define the goals and core content of the subject to guide students to acquire the necessary knowledge and professional skills.

Method design management is one of the important steps. The innovation of teaching methods is to form the capacity for self-study and self-research for learners, turning the training process into a self-training process. The general characteristics of method management according to TCNL are:

+ Promote learners' self-awareness and initiative;

+ Based on the learners' own active activities

+ Create a dynamic learning environment, rich in humanity and democratic pedagogical relationships;

+ Comply with technological processes and sample operations to form professional skills for learners;

+ Suitable for teaching techniques, including modern information technology;

+ Create many practice opportunities for learners to experience and develop their personal strengths.

c) Management of training facilities

Managing technical facilities according to the competency approach is to implement measures to promote the training support effect of facilities and techniques to improve training efficiency. Because the engineering technology industry is a special industry that is always closely linked to the progress of science and technology, building facilities to serve the training process according to the competency approach always requires large investment sources. According to the author, local universities with limited financial resources need to actively exploit more socialized sources such as: through the relationship between the school and organizations and businesses to take advantage of resources (experts of businesses, facilities, equipment, etc.) to improve the quality of training and professional capacity for students in the engineering technology industry, bringing benefits to both the school, learners and businesses.

Along with that, it is necessary to regularly plan for review, repair, upgrade, investment and replacement... and most importantly, manage and use it properly. To do so, it is necessary to improve the skills of using and exploiting facilities and techniques of both teachers and learners and managers. At the same time, the organization using it must comply with the requirements of the program and training plan for competency-based approach.

1.5.2.2. Managing the training process of engineering technology at local universities according to the competency approach

Process management is essentially the management of the teaching activities of lecturers and the learning activities of students. This is a process of continuous, flexible and interwoven combination between the teaching and learning process and the process of evaluating teaching and learning results to ensure that the implementation of competencies is fully completed from the initial preparation stage until the final results.

a) Managing teaching activities of lecturers

Managing teachers' teaching activities has many stages from: Developing plans for teachers to implement teaching programs, guiding practice and internship; Directing teachers to compile textbooks and documents suitable for the competency framework; Organizing training to innovate training methods and forms for teachers; Evaluating the level of teaching activities of teachers to make appropriate adjustments; Managing teachers' scientific research activities.

When applying the competency approach instead of the content approach, the roles of teachers and learners in schools have changed. Training according to the competency approach with a learner-centered perspective; the lecturer changes from a knowledge transmitter to an organizer, guiding students to learn. is more suitable than the traditional training method with a teacher-centered approach.

To manage teaching activities according to the competency approach, it is necessary to note:

- Regularly organize training for lecturers: on teaching according to the competency approach, competency structure, core skills of workers in the profession, competency structure in specialized knowledge units, teaching methods according to the competency approach, how to assess learners according to the competency approach...

- In managing teaching activities according to TCNL, the planning stage for teachers to implement the teaching program, guide practice and internship is very important. When planning, teachers cannot be subjective but need to base on the learning plan that the learners themselves set up according to their own abilities and pace.

- Universities need to coordinate with businesses to organize the teaching process of vocational modules according to NLTH at production facilities and have the participation of teaching assistants from business experts, especially in training professional skills and attitudes for students.

b) Managing learners' learning activities

Managing students' learning activities according to TCNL includes the following stages: Developing a plan to implement students' learning activities; Organizing and directing students to carry out learning activities; Organizing training in learning methods for students; Building a learning environment and conditions for students; Building a reward and discipline system for students' learning results.

In competency-based training, students play a central role in training activities, and must build their own knowledge and understanding through the ability to explore, discover, create, test and observe. Therefore, managing students' learning activities according to competency-based training has new points such as:

- Organizing learning activities must be flexible and diverse; innovating the relationship between lecturers and students in the direction of collaboration. Therefore, instead of the traditional teaching method of teachers lecturing and students listening, a competency-based teaching approach can be organized in groups (group-based learning), individualized learning (individualized based learning), self-directed learning (self-directed learning)... Therefore, the learning environment must also be created to promote and facilitate students to realize their abilities, such as: applying technology and teaching tools to optimize the development of learners' abilities.

- For learning activities to be effective, learners also need to be aware of their roles and responsibilities, and improve their self-study awareness. From there, they should actively and proactively self-study, practice and develop their own abilities.

- Management of student learning activities must be implemented with a process consistent with the management of teachers' teaching activities. Therefore, schools need to develop clear evaluation criteria and standards to promptly adjust these activities to achieve training goals.

1.5.2.3. Managing the output of engineering technology in local universities according to the competency approach

a) Managing testing and evaluating learners' training results

Managing the assessment of training results according to TCNL includes: Developing criteria for testing and assessing training results according to TCNL; Developing testing and assessment processes and plans; Checking the implementation of training program objectives and content according to TCNL; Checking the use of training methods, means and technical equipment; Directing the testing according to the correct process and plan to meet training requirements according to TCNL.

In the management of testing and evaluating training results according to TCNL, it is necessary to ensure that the results are evaluated according to the process and through competency standards. Inviting business experts to participate in the process of standardizing the criteria for evaluating student learning outcomes according to competency is very important, especially inviting businesses to directly participate in the evaluation council to confirm that the "output" value is guaranteed to meet the standards that the business itself desires.

Learner proficiency is assessed and confirmed according to the following perspectives:

- Learners must perform tasks in the same manner as practitioners perform them in actual professional work;

- Assess each individual learner individually as they complete their work;

- Relevant knowledge and required attitudes are both components that need to be tested and evaluated;

- The standards used in assessment are the minimum requirements to ensure that upon completion of the course, learners are recognized for the skills or knowledge they have previously mastered;

- The criteria and indicators used for assessment are announced to learners before the assessment test.

b) Management of issuance of certificates, diplomas and output information

In the management of certificates and diplomas according to TCNL, the most important thing is to pay attention to the flexibility of each module's certificate and the assembly of certificates of all completed modules to obtain a diploma.

corresponding to the prescribed training level.

To manage learners' output information (employment status, learning needs, career development prospects, etc.), universities need to strengthen cooperation with organizations and businesses.

- Regularly conduct surveys of employers and graduates to grasp information about graduates' abilities and collect feedback from employers to promptly adjust management and organization of training programs to meet business needs.

- Implement consulting and support for graduates to find jobs while still in training; provide high-quality human resources consulting for businesses. Provide information: list of training majors and occupations; demand for technical workers of businesses in each field... Thus, students will be more secure in the learning process because they have been guided in their careers and have a job address after graduation, so they have the right motivation to study; the dropout and repetition rates decrease; the graduation rate and good and excellent academic performance increase. Businesses will be more proactive in arranging newly recruited technical workers to the right positions, avoiding wasting time and money on training and retraining.

c) Managing cooperation between local universities and enterprises in training in engineering technology

In order to train high-quality human resources in the technical and technological industry, creating a human resource capable of meeting social needs, especially in the current context of integration, cooperation between enterprises and training institutions is a necessity. Effective cooperation management requires the selection of a cooperation model. At the level of results, the following forms of cooperation are common:

- Cooperation in research and development: This is the highest form of cooperation between schools and businesses, but in reality it is still very modest.

cost. The purpose of this cooperation is to achieve support for the research activities of the school, jointly carry out joint projects between the school and the enterprise. Schools can seek this cooperation by proactively introducing to the enterprises feasible research programs that bring direct benefits to the enterprises.

- Cooperation in personnel exchange (lecturers, students and experts): to promote this cooperation, the school needs to create support mechanisms and strengthen coordination with the human resources departments of enterprises to create conditions for students to do internships and jobs after graduation; encourage exchange activities or short-term work contracts of lecturers in enterprises to build relationships, share views and grasp reality and vice versa. Experts working in enterprises also participate in teaching, imparting knowledge and experience at the school.

- Cooperation in developing and disseminating training programs: This is very important in improving the quality of training and helping students adapt well to the demands of the labor market. Therefore, schools need to encourage the participation of businesses in developing and adjusting the school's programs, through discussions and information exchange.

- Cooperation in business development and start-up activities: To enhance the entrepreneurial spirit in schools, create a culture that stimulates lecturers and students to think and act with an entrepreneurial spirit, expose them to the entrepreneurial paths of the business world and attract them to break out of the rut of thinking.

- Cooperation in business and school management: means increasing the participation of the business community in the decision-making process at the school leadership level. Invite successful people in the business community to participate in the School Council and vice versa, managers and teachers also participate in business management advisory councils. This cooperation is important, especially