At least 30 hours of personal preparation: reading the textbook in advance, answering suggested questions, doing exercises according to the requirements of the study guide outline. School principals specify the number of periods and hours for each subject to suit the characteristics of each school [14]. Corresponding to the three forms of teaching organization (classroom, practice and self-study) are three types of credit hours: class credit hours, practice credit hours and self-study credit hours. In which:
- Class hours: include 1 hour of listening to lectures in class (50 minutes) and 2 hours of self-study and research at home/1 week.
- Practical TC hours: include 2 hours of practice with teacher guidance, assistance, and control and 1 hour of self-study and self-preparation of lessons/week.
- Self-study hours: include 3 hours of self-study, self-research, self-practice according to the content assigned by the teacher and what the learner feels needs to be researched or practiced more/1 week.
The form of organizing TC hours is the way to organize the implementation of activities of teachers and students corresponding to the organization of the subject curriculum and lessons, in which self-study, research capacity, internship, practice, and reality are emphasized to accumulate enough knowledge according to the requirements of the training method according to the credit system.
Maybe you are interested!
-
Managing the development of the Finance - Banking training program under the credit system at Thai Nguyen College of Economics and Finance - 1 -
Theoretical Basis for Developing Investment Credit Activities at Development Banks -
Development of non-credit services of the Bank for Investment and Development of Vietnam - 1 -
The effectiveness of marketing communication activities for the program "An gia lap nghiep" for individual customers at Vietnam Joint Stock Commercial Bank for Investment and Development - Thua Thien Hue branch - 13 -
Credit quality assessment at the Bank for Agriculture and Rural Development, North Song Huong branch, Thua Thien Hue province - 1
1.2.3. Credit-based training program
Through studying documents related to training, we found that the term training has many different meanings:
According to the Education Dictionary, the concept of training program is understood as "An official document that stipulates the purpose, objectives, requirements, knowledge and skills content, overall structure of subjects, class and internship plans for each school year, the ratio between subjects, between theory and practice, regulations on methods, means, facilities, certificates and graduation diplomas of educational and training institutions" [19].
“ The educational program reflects educational goals, regulates standards of knowledge, skills, scope and structure of educational content, methods and forms of organizing educational activities, and ways of evaluating educational outcomes for subjects in each grade, each level of education or training level” [13].
From the definitions of training programs, it can be understood that training programs according to the credit system are documents that stipulate the purposes and specific goals set for a training major, knowledge blocks and subjects (compulsory and elective), total duration, specific duration (theory, practice, self-study) for each subject that the school organizes to teach to equip students with the necessary knowledge, skills, and attitudes to study a certain major according to
TC training method. The training program according to the credit system of college level has a cumulative credit volume of 90 to 120 credits.
The construction and implementation of training programs according to the system must ensure stability, transparency and a clear study plan for the entire course; ensure high connectivity to facilitate the organization of courses, conversion of training programs for students and simultaneous study of two programs; must build a precise and scientific course coding system; All courses must have a detailed outline, class script in which the theory teaching week, discussion week, homework correction, practice, etc. are clearly divided.
Levels of CTDT expression include:
- Curriculum framework: Curriculum framework is a state document that stipulates the minimum volume and knowledge structure for training programs. Curriculum framework determines the differences in curriculum corresponding to different training levels. Curriculum framework construction includes research on theoretical and practical bases to determine the purpose, goals, directions, and principles of curriculum construction; followed by specific planning (ratio of knowledge blocks, training skills, sequence, and allocation of subjects in the entire training course).
- Framework program: The framework program for each training major at college level includes the content structure of subjects, training duration, time allocation ratio between subjects, between theory and practice, internship. Based on the framework program, colleges determine their training program (Article 41 - Education Law 2005). The framework program of college level is issued by the Ministry of Education and Training, is a blueprint reflecting the overall structure of duration and components, basic training content (core) of the training program is the basis for building the training program for each specific major. It can be understood that the framework program is the curriculum framework plus the core content of the training program. Based on the framework program of the Ministry of Education and Training, educational institutions organize the construction of training programs and are approved by competent authorities.
- Detailed curriculum: The detailed curriculum is a specific curriculum of a major that stipulates the objectives, content, methods, teaching forms, assessment of results, learning materials, etc. of each subject/course based on the framework curriculum of the major/group of majors. The detailed curriculum is developed by the school's scientific and training council and approved by the principal.
- Course outline: Course outline is often used in curriculum development according to the credit system. It is a document compiled by teachers and provided to students before teaching the course, including contents such as: general information about the course, course objectives, summary of course content, detailed course content, information about teachers, learning materials,
Teaching organization, methods, testing and assessment of learning outcomes of the subject. The subject outline is built based on or parallel to the detailed subject program in the training program of the major/group of majors approved by the school's scientific and training council and the dean of the faculty.
- Output standards: Output standards are the concretization of training program objectives. Output standards demonstrate the qualities and abilities of graduates of each training major according to specific criteria on knowledge, skills, attitudes, civic awareness, position, work ability and ability to study to improve qualifications after graduation.
1.2.4. Management of training program development according to the credit system
- Develop
According to the Vietnamese dictionary by author Hoang Phe: " Development is to change or cause change from little to much, narrow to wide, low to high, simple to complex " [11].
According to the Social Management Dictionary of Nguyen Tuan Dung and Nguyen Minh Hop: " Development is a regular, irreversible change, characterized by qualitative change, by transformation to a new level. Development is understood as a basic characteristic of matter, a principle explaining the existence and operation of dynamic equilibrium systems " [1].
The term “development” has many definitions originating from different levels of consideration. We understand development as progressive change or transformation, a method of movement or a process that occurs with causes, in different forms such as growth, evolution, differentiation, transformation, expansion, ultimately creating qualitative changes, thanks to which the structure of the organization, the mode of existence and movement of things and their inherent functions are increasingly transformed, progressively changed or improved.
- Program development
According to author Nguyen Van Khoi: "Program development is a regular, continuous process that makes the program increasingly perfect; in essence, it is educational reform to innovate/adjust the program" [7, p16].
- Develop training programs
Curriculum development is the process of identifying and organizing all the listed activities to confirm the achievement of the goals and desires of the educational system based on an existing design or model.
Curriculum development is a closed process, with no end. It is important that each step is monitored and evaluated from the beginning. Each discipline in each different context has different stakeholders involved in curriculum development. Currently, many education experts suggest that curriculum development requires the participation of teachers, managers, students, employers and curriculum development experts.
Based on the concept of management and the characteristics of the problem of developing training programs according to the financial system, we believe that: Managing training program development according to the financial system is the conscious, purposeful, planned and lawful impact of the management subject on the organization of training program development according to the financial system in order to mobilize, coordinate and effectively use all resources to develop training programs to meet the increasingly high requirements for training quality according to the financial system in an ever-changing environment.
To meet the requirements of improving the quality of training, the management of training program development in general and the management of training program development according to the financial system in particular must always seek and recognize feedback information at all stages of training programs to promptly adjust each stage of the process of building and perfecting the program in order to continuously better meet the increasingly high requirements for training quality of society. From a development perspective, the important requirement of the work of building and developing programs is to have a comprehensive view, approach the characteristics of the training method according to the financial system, cover the entire training process, ensure high flexibility when drafting, implementing, evaluating and regularly adjusting the training program.
1.2.5. Measures to manage the development of training programs according to the credit system
Management measures are a combination of directional impacts and specific methods of the management subject on the management object to achieve the set goals.
Measures to manage the development of training programs according to the credit system are specific ways of organizing and managing of school managers and principals to develop training programs to meet the increasingly high requirements for training quality according to the credit system in the ever-changing educational and social environment.
1.3. Some theoretical issues on credit-based training programs
1.3.1. Training objectives
Training objectives according to HCTC are specific expressions of what learners are able to do after completing the training program according to HCTC. Objectives guide the determination of output standards of the training program.
According to Circular No. 14/2009/TT-BGDDT, the goals of college level training are:
- Train students with political and moral qualities, a sense of serving the people; the ability to learn independently, communication skills and teamwork; and health to meet the requirements of building and defending the Fatherland.
- Train learners with solid professional knowledge, basic practical skills, correct professional attitude and ethics, focusing on training skills and capacity to perform professional work, and having the ability to find and participate in job creation [18].
1.3.2. Training content
Training content is a system of knowledge about culture - society, science - technology, standards of personality attitudes, general and specialized labor skills necessary to form professional qualities and abilities suitable for a specific type of occupational labor. Training content is governed by training goals and tasks, and at the same time serves to well implement training goals and tasks, and regulates the selection of teaching methods and means. Training content is basically reflected in the training program (built flexibly and flexibly) built on the framework program of the Ministry of Education and Training. The program is designed according to the credit training method, including a system of subjects belonging to the general knowledge block, subjects belonging to the basic knowledge block of the industry and subjects belonging to the specialized knowledge block. Each knowledge block has a number of subjects larger than the number of subjects or the number of credits prescribed so that students can choose subjects according to their abilities and needs to complete the desired degree.
1.3.3. Methods and forms of training organization
The method of training learners in the credit-based training program is a system of ways to coordinate the common activities of teachers and learners in the process of implementing the program of subjects/modules in the training program to achieve the training goals.
The training method is closely linked to teaching methods that develop the learner's activeness, taking the learner as the center of the teaching and learning process. In theory and practice, organizing teaching and learning according to the training method according to the credit system requires a synchronous coordination of verbal teaching methods (presentation, question and answer, problem-based teaching, using textbooks, learning materials, discussion, seminars); visual teaching methods (observation, visual presentation); practical and practical methods (referencing
objective, practical, experimental, real) and testing and assessment methods (written test, oral test, practical test or objective test).
The training program is built on the basis of the framework program of the Ministry of Education and Training, with the participation and consultation of functional departments in the school, organizations, and labor-using units, and is approved by the school's scientific council. The training program is designed to be diverse with many elective subjects, creating conditions for students to have many possibilities to choose the program. From the training program of the majors, the training process is built to ensure the prerequisites and science when making a study plan for students.
Students can choose their own learning process starting from admission, course registration, class selection until graduation.
- Enrollment registration: Students register for their major right from the time they apply for admission to the school. However, they can re-register for their major right after enrolling (or after completing general education).
- Training plan: A college-level student participates in a course from two and a half to three years depending on the training major and profession for high school graduates; from one and a half to two years for those who have graduated from intermediate level in the same training major. The maximum time to complete the program is two years from the date of graduation. Priority cases according to regulations will be extended by one year. Each school year has 2 main semesters, each main semester has at least 15 weeks of actual study and 3 weeks of exams. Depending on the actual situation, the principal may consider organizing an additional semester so that students can retake failed subjects, make up for them, or take advanced courses. The study and exam plan is developed and announced by the functional department to teachers and students at the beginning of the course, school year, and semester. Teaching time is calculated from 7:00 a.m. to 8:00 p.m. from Monday to Saturday every week.
- Course registration: At the beginning of each semester, with the help of an academic advisor, students decide which courses they will take in that semester to accumulate a certain number of credits. Students must register within the prescribed time, and the courses they register for must meet the prerequisites according to the school's training process.
- Class organization: Based on the actual registration of students, the teaching staff, and the school's facilities, the functional department arranges daily schedules for classes. The number of required attendance, tests, and study sheets are specifically prescribed for students in each subject.
- Assessment of learning outcomes: The learning outcomes of a semester include the number of credits that students accumulate according to the registered learning volume; The average semester score is the weighted average score of the credits on a scale from 0 to 10 (converted to credit points corresponding to letter grades A, B, C, D, F) that students register for that semester (the weight is the corresponding number of credits of each subject).
- Graduation consideration: Based on the student's learning and training results, the graduation council will consider the graduation conditions for the student, including the following: Up to the time of graduation consideration, the student is not prosecuted for criminal liability or is not in the period of disciplinary action at the level of suspension of study; The student has accumulated enough credits and volume of the prescribed training program. The cumulative average score of the entire course is from 5.00 or higher (on a scale of 10) and no credit is below 5; There is a certificate of national defense education, physical education; There is an application sent to the functional department requesting to be considered for graduation (in case of registering to study at a fast or slow pace). In case the student registers to study a second program and wants to be considered for graduation, he/she must graduate from the first program.
1.3.4. Teachers and teaching activities
Teachers (lecturers) at university and college levels must have scientific research capacity and pedagogical capacity, including the following specific tasks:
Teachers must compile and submit the course outline to the faculty or department, and develop class scenarios for the lessons: Regarding the content, teach according to the content of the developed curriculum, focusing on professional practice and graduation practice; Regarding the method and organization, the course curriculum is compiled in the direction of reducing theoretical hours, giving time for learners (students) to self-study, read documents, discuss and relate to the specific practical situation in the country, gradually integrating with countries in the region and the world.
Teachers must prepare full textbooks and learning materials and provide them to students a week in advance so that students can prepare before going to class.
Organize seminars for students, focus on group study and guide students in writing essays and graduation reports. Apply active teaching methods to promote students' initiative and creativity.
Teaching activities according to the credit system are the activities of teachers to orient, organize, control, and adjust the learning activities of learners to help learners acquire knowledge systems, attitudes, and form corresponding actions to develop personality.
suitable for the purpose and requirements of the training method according to the credit system in each specific training major.
1.3.5. Learners and learning activities
Based on the training program and training progress, learners consult with their academic advisor to develop a suitable study plan and register with the school's functional department (Training Department). Based on that study plan, learners need to:
Grasp the knowledge and practice exercises, prerequisite courses according to the requirements of the subject; Study the study program before class to easily absorb the lessons; Study and research on your own, actively study in groups and attend all seminars if any; Actively exploit documents on the Internet and in the library to serve self-study, self-research and graduation report writing; Strictly implement the regulations on examination, testing and evaluation.
Learning activities according to the credit system are activities of learners who self-organize, control, and adjust their own learning activities to acquire a system of knowledge and attitudes, form corresponding action operations to achieve certain action results, and develop their own personality in accordance with the requirements of the credit system training method.
1.3.6. Conditions to ensure program implementation
The training program ensures training quality: Ensures scientific, updated, practical requirements, and is suitable for learners' requirements. Meets regulations on minimum knowledge volume, capacity requirements of learners after graduation, ensures correct construction, appraisal and issuance processes; ensures consistency of knowledge between subjects in the entire training program; is periodically evaluated, adjusted and updated to suit the reality, development of the industry and meet the requirements of the labor market.
Training programs must ensure training effectiveness: Courses must be highly inheritable and avoid duplication. The program includes compulsory and elective subjects to increase students' choices. Equivalent courses must be developed between systems in the same industry to facilitate learners to transfer between programs and levels.
Training programs must ensure training efficiency: The program must be built into modules that can be assembled and built into different training programs. There are many shared modules, ensuring increased learning of common theoretical topics for the entire block [10, p74].