Some Models of University Training Program Development

Building training programs, innovating teaching methods and building dynamic learning skills for students at universities.

Thus: Developing a training program for the Mechanical Manufacturing Technology industry must include a system of program development methods, content and training methods for technical professions, must become a standard training process, based on output standard requirements to design standard input institutions, learning environments, and teaching methods.

For universities, Curriculum Development will provide schools with a consistent system of solutions to develop, continuously and comprehensively improve educational programs... Training programs are built and designed according to a standard process, in addition, the stages of the training process according to this model are highly interconnected and closely linked together.

To have an overview of the construction and development of training programs, it is necessary to study the State's educational policies, advanced training methods in the country and the world, monitor the training activities of educational institutions, scientific seminars on program development, and industry and profession activities that help the socio-economic development of the country to collect information, results and directions in the application of program development.

1.3. Some models of university training program development

There are many different training program development models today:

- The Performance-Based Instructional Design System (PBID) model was created by David Pucel in 1989. This system model provides a meaningful general framework for building a training program that is guaranteed by the learner's ability to perform. This system includes

7 main elements: Program Description; Content Analysis; Content Selection; Content Sequencing; Lesson Structuring; Lesson Delivery Formatting; Evaluation and feedback development [43].

- The Training Development model was proposed in 1995 by Dr. Jonh Collum - Education Expert at the Institute of Technical Teacher Training of Information Technology under the Swisscontact organization in Nepal [43]. This model includes

includes elements of: Organizational context, input analysis, general objectives, specific objectives, determining training outcome standards, developing assessment tools, training program guidelines, continuing training guidelines, training evaluation...

- The Training Technology System (TTS) model was developed by Richard Swanson (1987) [43]. This model focuses on training issues in the production and business sectors. The system consists of five main stages: Analyze; Design; Develop; Implement; and Control.

- Model of NoelKer and Schoenfeldt.

Theoretical basis

Implementation and evaluation

1. Situation analysis

5. Learning organization

2. Conditions

4. Learning objectives

6. Teaching and learning practice

3. Analysis of teaching theory

7. Evaluation

Figure 1.1. NoelKer and Schoenfeldt's model of training program development [ 43, p.15]

According to NoelKer and Schoenfeldt, building and developing a university training program must include 7 stages. For building a training program, it will be carried out from analyzing practical circumstances, to reviewing conditions, analyzing teaching theory, then determining learning objectives, organizing learning activities, through teaching and learning practice and then evaluating results. After building a training program, developing the training program is also carried out through such stages.

- The model of author Luu Xuan Moi provides a process for building and developing a program consisting of 6 basic steps: Evaluating the current training program; Analyzing the specific situation (Teaching and learning conditions); Building goals and objectives; Building content, selecting methods, means and assessment methods; Building a specific training program (Drafting and approving); and testing, implementing and evaluating.

1. Evaluation of current training program

6. Implementation inspection 2. Situation analysis and specific assessment (The

teaching conditions)

5. Build version 3. Build item

Specific training program (Drafting and approving goals and objectives)

4. Build content, choose methods,

means and

evaluation method

Maybe you are interested!

Diagram 1.2. The process of building training programs of Luu Xuan Moi [24, p.25]

- CDIO model: CDIO is an abbreviation of the English phrase Conceive - Design

- Implement - Operate, meaning: Forming ideas, designing ideas, implementing and operating, originated from MIT (USA). CDIO is a system of methods for developing engineering training programs, but in essence, CDIO is a solution to improve training quality, meet social requirements based on determining output standards, from which to design training programs and plans.

According to Vo Van Thang , “CDIO can be applied to build standard processes for many different training fields other than engineering training, because it ensures a framework of knowledge and skills, for example, applied to the fields of economics, business administration…”. The main benefit of the CDIO training model is to connect training institutions with the requirements of employers, thereby narrowing the gap between school training and the requirements of human resources users; helping learners develop comprehensively, quickly adapting to the ever-changing working environment.

CDIO is a system of methods for developing engineering training programs, but in essence, it is a standard training process, based on output (outcome-based) to design input. This process is built to ensure scientific and practical rigor. In general, CDIO can be applied to build standard processes for many different training fields other than engineering training, because it ensures a framework of knowledge and skills, for example, applied to the economic sector, business administration, etc. Therefore, it can be said that CDIO is essentially a solution to improve training quality, meet social requirements, on the basis of determining output standards, thereby designing effective training programs and plans.

Training according to the CDIO model, students need to achieve four blocks of skills and knowledge, and upon graduation, students will develop those skills and knowledge. The goal of CDIO training is to help students acquire the necessary hard and soft skills upon graduation, meeting the requirements and demands of society as well as keeping up with the very rapid changes in social life. Good students can master and lead the necessary changes in a positive direction.

According to experts, the benefits of training according to the CDIO model are: Connecting training institutions with the requirements of employers, thereby narrowing the gap between school training and the requirements of human resource users; helping learners develop comprehensively with "hard skills" and "soft skills" to quickly adapt to the ever-changing working environment and even be at the forefront of that change; helping training programs to be built and designed according to a standard process; the stages of the training process are interconnected and closely linked scientifically; linking training program development with the transfer and evaluation of the effectiveness of higher education, contributing to improving the quality of higher education.

According to the CDIO approach, when building and developing a training program, it is necessary to strictly follow the processes: building output standards, designing the program framework and how to convey it in practice, and evaluating learning outcomes as well as the entire training program. The key to CDIO is the CDIO outline. This is a statement of the training program's goals that the 12 CDIO standards are designed to achieve.

CDIO aims to develop higher education with 12 standards such as designing training programs from basic to advanced, learning space, curriculum assessment, integrated curriculum or active teaching and learning methods... With the current training method, schools develop training programs and then determine output standards, which makes it difficult for labor recruitment units, especially high-quality human resources. Therefore, the reality in Vietnam in the past time is that labor recruitment units are forced to retrain or supplement knowledge and skills after recruitment. Meanwhile, CDIO trains and provides high-quality human resources, because this training program is designed on the basis of a careful survey of the actual social requirements that employers require, so it contributes to reducing costs and resources related to training. On the students' side, they will be trained systematically, developed in knowledge, skills and attitudes; Lecturers must follow advanced teaching methods and meet scientific research standards, thus contributing to creating a team of high-quality, internationally-standard lecturers.

In addition, the CDIO model also helps to have a more comprehensive view of teaching and learning methods as well as student assessment or lecturer capacity. In addition to providing a model of output standards, the CDIO initiative also provides very specific guidelines on training and educational management methods such as entrepreneurship, leadership in higher education, professional lecturer development, linking businesses with higher education, internationalization of higher education, project-based learning, improving the framework program, informal communication skills, experiential learning and active learning, learning environment, testing, evaluation, etc., so it is very useful in application and implementation.

In the CDIO training program, each subject, from a different perspective, contributes to achieving the output standards of the entire training program. Therefore, each lecturer must comply with the standards of the program and at the same time have commitments to convey the output standards of the subject for which the lecturer is responsible.

1.4. Basic issues in developing undergraduate training programs in Mechanical Engineering according to the CDIO approach

1.4.1. Objectives of developing the University training program in Mechanical Engineering Technology according to the CDIO approach

The Mechanical Engineering program is built according to the CDIO approach with the following goals:

Improve the career potential of graduates (it is expected that 90% of graduates of training programs implemented according to the CDIO model will be capable of working in international enterprises).

Training program in accordance with international standards.

Improve the qualifications and skills of managers and lecturers to serve industry training. Innovate teaching and learning methods according to proactive and positive models.

Enhance facilities, learning and working spaces to suit the needs of support, encourage practice, create products, processes, systems, etc.

Developing a training program for the Mechanical Manufacturing Technology industry according to the CDIO approach is developed to achieve four main competencies (also known as output standards) upon graduation. Including Knowledge (theory) and specialized theory; Personal and professional skills and qualities; Social skills and qualities; Ability to apply knowledge into practice in the context of society and business . These four main competencies are built to a very detailed level, so they are very specific and separate for the training program.

Building a training program aimed at achieving these four key competencies will help students acquire the necessary hard and soft skills when graduating and meeting the requirements of society as well as keeping up with changes in the environment, or being able to lead that change. At the same time, building a system of educational goals including twelve standards referring to program philosophy; developing appropriate training programs; learning experiences and spaces; teaching and learning methods; evaluating and certifying training programs...

1.4.2. Principles for developing undergraduate training programs in Mechanical Engineering according to the CDIO approach

The construction, review, adjustment and development of the university training program in Mechanical Engineering Technology must ensure the following principles:

- Promote the strengths of training units, promote connectivity, linkage and cooperation between training units and facilities that employ graduates.

- In line with the mission and linked to the development strategy of the training unit.

- The training major of Mechanical Manufacturing Technology must not overlap with the majors and specialties in the field of science and technology that other units are currently in charge of.

- Must be built according to the 4-step approach of training innovation: Investigating needs and forming ideas - Building programs - Conducting experiments - Mass deployment, highly meeting practical requirements; ensuring that students after graduation have many job opportunities and satisfy user requirements.

- Enable learners to improve their capacity and expand their scope of activities and work after graduation; meet the ability to update and expand knowledge to adapt to career and professional development.

- Meet international integration requirements on content standards, diploma systems and training models.

- Economically effective and suitable for the financial capacity of the training unit.

- Ensure quality based on existing material conditions of the training unit.

1.4.3. Content of developing undergraduate training program in Mechanical Engineering Technology according to CDIO approach

There are many ways to understand the development of training programs such as: Building new training programs, reviewing and adjusting, adding subjects to the program, reviewing and adjusting the knowledge content of subjects in the program, adjusting the duration of subjects, changing and adjusting the assessment method of the training program... From the research perspective of the topic, the content of developing the program of Mechanical Manufacturing Technology according to the CDIO approach is to review and edit the subject content of the training program to suit the CDIO output standards as well as meet the requirements of employers and the requirements of society.

Access to the CDIO training program will bring the following benefits:

Manufacturing Technology Industry

machine by method

- Training according to the CDIO approach is linked to the needs of employers, thereby helping

narrowing the gap between manufacturing industry training and human resource employers.

School machines and requirements

- Training according to the CDIO approach will help learners develop comprehensively with "hard skills" and "soft skills" to quickly adapt to the ever-changing working environment.

- Training according to the CDIO approach will help training programs to be built and designed according to a standard process. The stages of the training process will be interconnected and closely linked.

- The CDIO approach is a developmental approach, linking program development with the delivery and evaluation of university education effectiveness, contributing to raising the quality of university education to a new level.

According to the CDIO standard, there are three general goals to train students to become people who can:

+ Master in-depth knowledge of technical foundations;

+ Leading in creating and operating new products and technical systems;

+ Understand the importance and strategic impact of technology research and development on society.

The implementation of university training in the direction of balanced approach

CDIO contributes to improving awareness

awareness of managers and lecturers in developing training programs; innovating teaching methods, and building dynamic learning skills for students at schools

university. Over the years, developing training programs

in the direction of contact

CDIO

is considered a solution to improve the quality of training to meet social requirements. CDIO is a system of methods for building programs, content and training methods for technical professions. CDIO has become a standard training process, based on output standard requirements to design standard input institutions, learning environments; teaching methods. For universities, CDIO will provide schools with a consistent system of solutions to develop, continuously and comprehensively improve educational programs... The training program according to the CDIO model is built and designed according to a standard process, in addition, the stages of the training process according to this model are highly interconnected and closely linked.

closely together to improve quality and efficiency.

through training

engineer

Manufacturing technology

machines , meeting the growing needs of society .

1.4.4. Process of developing undergraduate training program in Mechanical Engineering Technology according to CDIO approach

The work of developing university training programs must be carried out regularly and continuously to create new and updated university training programs that meet the increasing demands of society.

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