Recognizing that this prtactice should be solved and clarified, the chosen topic for research " Management of credit-based training at the teacher’s training institutions with college-le
Trang 1MINISTRY OF EDUCATION AND TRAINING
VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL
Trang 2THE THESIS IS COMPLETED AT THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES
Instructed by: 1 Dr Le Dong Phuong 2 Associate Professor Ph.D Do Thi Bich Loan Reviewer 1:
…
Reviewer 2:
……
Reviewer 3:
The thesis will be presented and defended to the Judgement Council at the Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao Street, Hanoi
At date / / 2019
The thesis can be available at: - National Library of Vietnam - Library of Vietnam National Institute of Educational Sciences
Trang 3Recognizing that this prtactice should be solved and clarified, the chosen topic for research "
Management of credit-based training at the teacher’s training institutions with college-level programs in the Southeastern region" is necessary, contributing to the successful implementation of
the credit-based training mode, meeting the requirements of fundamental and comprehensive innovation of education and training of Vietnam
2 Research objectives
On the basis of theoretical and practical studies, proposing solutions regarding credit-based training management to replace the annual block training mode in accordance with the context and actual conditions of the teacher’s training institutions with college-level programs in the Southeast region
3 Research object and subject
If feasible solutions for management the credit-based training of the teacher’s training institutions with college-level programs in the Southeast region are proposed in a scientific, systematic way, meeting the basic requirements of credit-based training, they will positively impact the organization of the training process towards improving the quality of current college-level teacher’s training
5 Research tasks and scope
Trang 4Regarding the content: The thesis focuses on studying the theoretical and practical basis and
solutions for credit-based training management of the teacher’s training institutions with 3-year formal college education in the Southeast region
Study area: Teacher training colleges, universities with college-level teacher’s training in the
Southeast region (Ho Chi Minh City Central College of Education, Ba Ria - Vung Tau College of Education, Sai Gon University, Dong Nai University, Thu Dau Mot University in Binh Duong province, Binh Phuoc Teacher Training College)
6 Research method
6.1 Research methodology and basic approach:
6.1.1 System approach
6.1.2 History – logic approach
6.1.3.Learners' needs-based approach
6.2 Methods of theoretical research
6.2.1 Overview of research materials:
Argument 1: In the transition period to the credit-based training there are still shortcomings
restricting the training quality at the teacher’s training institutions with college-level programs in the Southeast region;
Argument 2: Proper management of credit-based training at the teacher’s training institutions
with college-level programs in the Southeast region will contribute to the improvement of training quality in the institutions Developing training management solutions should be in line with the characteristics of the credit system and the characteristics of the teacher’s training institutions with college-level programs in the Southeast region
8 Contributions of this dissertation
8.1 Theory:
The thesis has reviewed the theoretical basis for the management of credit-based training at the college-level training institutions based upon systematizing related concepts to clarify main concepts (Management of credit-based training of the college-level teacher’s training institutions), thereby confirming the feasibility of credit-based training in college-level teacher’s training At the same time, the dissertation has also identified and analyzed the content and factors affecting the credit-based training management of the college-level teacher’s training institutions
8.2 Practice:
The dissertation has analyzed and assessd the current status of credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region; The dissertation proposes 6 solutions for credit-based training management at the teacher’s training institutions with college-level programs in the Southeast region; The desisertation has tested the necessary and feasibility of 6 solutions and tried out 2 of the 6 proposed solutions
Trang 5Chapter 1 THEORETICAL BASIS FOR CREDIT-BASED TRAINING MANAGEMENT
AT THE COLLEGE-LEVEL TEACHER’S TRAINING INSTITUTIONS
1.1 Overview
1.1.1 Studies on credit-based training
Studies on credit-based training in the world
Author James M Heffernan, in the article "The Credibility of the Credit Hour: The History, Use and Shortcomings of the Credit System" provides an overview of the credit system in developing
countries, some learnt lessons on credit system of the US and the world
Two other authors, Robert Allen and Geoff Layer, have done research: "Credit-Based Systems
as Vehicles for Change in Universities and Colleges" The authors assert that the development of public higher education is a challenge for managers and the necessity to have a change in the higher education system
Credit-based training began to be applied strongly in Western European countries since the 1960s Earlier, traditional training programs in European universities, especially in Western Europe were almost entirely decided by the teachers They tended to impose on students, sparing them with little choices in deceiding on subjects More than 40 European countries have their higher education facilities, so the application of credit-based training varies accordingly France also uses credits units (unite de valeur - literally meaning units) to measure the student's academic performance by semester for both the required and selected subjects The UK even goes further by, on the one hand, applying credit-based training and on the other hand making entire higher training program a module Other countries in Western Europe such as Germany and Portugal only organize their training programs and the requirements for obtaining degrees in subjects with credit-based values Italy, Spain and the former eastern-block countries have also begun transforming traditional training to credit-based training
Western European countries have taken a step further, advocating the diversification of higher education towards a "European Knowledge Society", encouraging student mobility and diverse knowledge exchanging among universities And to facilitate this work, in 1988 the European Credit Transfer System (ECTS) was kicked-off In Asia, credit-systems are also applied started by Japan, followed by Singapore, Taiwan, South Korea, India, Thailand, Malaysia, Indonesia, China, and the Philippines The application of credit-based training system reflects the learner-centered perspective and the learners are recipients of knowledge, but at the same time, they are also proactive in designing knowledge, aiming to meet the needs of the social labour market
In China, Jinsong Zhang, Chanliu Wang and LuluDong have published the article "Analysis of
restrictive factors on university credit system in China"
Studies on credit-based training in Vietnam
Before 1975, some universities in Southern Vietnam have tried to apply credit system to training orgnaization such as Can Tho University, Thu Duc University of Technology for about 1 year
After 1975, upon Vietnam’s unification, Saigon University’s School of Sciences, School of Letters organized trainings under credit system As one of the pioneer researchers on credit system in Vietnam, Lam Quang Thiep had written "Building credit-based training program using Internet" in
2006 with the theme "On the application of credit system in the world and Vietnam”
Since 1988, in line with the guidelines of the Ministry of Education and Training, a number of universities have adopted flexible system: Combining annual block and credit-based trainings (measured by units of study) From1993 to 1998, authors from the Department of Higher Education, the Institute of Higher and Professional Education led by Lam Quang Thiep, Le Thac Can and Le Viet Khuyen conducted several studies on training management when converting to credit system Recently, this issue has been mentioned in the documents and decisions of the Party, State, Ministry of Education and Training and has increasingly attracted the attention of many educational researchers, leaders of schools, teachers, students and social organizations using educational products Issues of training management under the credit system and the transition to this system have been widely
Trang 6studied by scientists
A valuable document "About the Learning Credit System" was published in 1994 by the
Department of Higher Education, Ministry of Education and Training This work was compiled as a selection of four foreign documents on the credit system with very basic knowledge and references needed for Vietnamese universities in Vietnam in their process of transitioning from yearly institutions
to credit-based training and credit-based training management experiences of some developing
countries
In these scientific forums many authors had remarkable writtings The experience of implementing training under credit system of some countries in the world was also summarized by some speakers Eli Mazur and Pham Thi Ly, the two researchers, emphasized on the pedagogical goals
of the credit-based training in the article "Pedagogical objectives of the US credit-based training system and suggestions for improving Vietnamese higher education" giving an overview of history
and management functions of the US based training; controversial issues and vision: based training in modern universities; Chinese lessons in implementing credit-based training in the
credit-US
Two popular models: The US credit system and the European Credit Transfer System are also analyzed by the authors with their functions and advantages as well as the implementation characteristics and management methods, some authors have studied and generalized the characteristics of the credit system and how to organize higher education in this way among European Union countries, Thailand, Malaysia and China
The scientific workshops on "Credit-based training, awareness and implementation experience at Vietnamese universities and colleges" and "Innovating teaching and learning methods in training under the credit system and Building a training management information system " organized by Vietnamese
university and college network committee in 2006 and 2007 with the participation of many scientists from academic íntitutions in Hanoi and Nghe An, Nha Trang, Da Lat, Ho Chi Minh City, Binh Duong, Cuu Long provinces had made positive impact on the teaching and learning activities of lecturers and students, for a common purpose of improving the quality of credit-based training These workshops attracted the participation of large number of managers and lecturers with many speeches and reports of high practical value This is a scientific forum for the admionistrative and teaching teams to exchange and learn experiences and raise awareness about a new training method
In 2006, Hanoi National University organized a Seminar on training under credit system at the
University of Social Sciences and Humanities - Hanoi National University,: "Regulations on organizing training under credit institution at the University of Social Sciences and Humanities"
Some Vietnamese educató have had research projects on credit system, icluding:
- Research on higher education in general and credit system in particular, advantages and disadvantages, conditions for implementing and training under credit system in our country, the application of credit system in Universities in Vietnam has been mentioned by Lam Quang Thiep in many research projects
- Researches on the process of implementing training under credit system, restructuring the training program to transfer the yearly training to the credit-based training in the existing universities and colleges in Vietnam have been presented in the report on credit system of the Department of Education, Hanoi National University
- Organization of teaching and learning according to the predetermined program and credit system has been researched in details by the Le Thac Can According to Prof Le Thac Can, while the annual block plan can be likened to an outlined route for all students (in a course) to follow throughout
a training course, the credit-based training plan is a learning map with a system of theoretical and practical knowledge in the disciplines and majors on which students can choose the route, the way and the speed to go to their destinations depending on their specific purposes, interests, strengths and weaknesses
Trang 7- Researches on credit system in the US and analysis of the impact of this training model on Vietnam's higher education system has been presented by the author Nguyen Huu Viet Hung, a former lecturer who had collaborated in researches at a well-known US university
Higher education researcher Nguyen Phuc Chinh also has had a practical study "Training under the credit system at Thai Nguyen University of Education"
- Nguyen Duc Chinh has developed the process of checking - evaluating learning results as required by the credit system The author also gave some notes as to implementing a training process
in general and credit system in particular such as the analysis of learners' needs and the evaluation of the managers and lecturers
- Le Viet Khuyen has had research works on the process of implementing the credit-based training The requirements for implementation and the suitability of each of those requirements for the existing status of education in Vietnam are analyzed and evaluated by the author and feasible steps for implementing the credit system in our universities and colleges are proposed accordingly
Le Viet Khuyen has the article "The process of transforming the training process through credit system in Vietnamese universities and colleges" The author has stated in the recommendation that it is not advisable to think the credit system is only suitable for "rich" schools but that the "poor" schools themselves need to implement the credit system early and do in a "poor" way for success
In order to clarify the nature and method of the credit-based training, Tran Thanh Ai has published an important study "Training under the credit system: Principles, realities and solutions" The author has summarized the principles of new education and implementation measures; raised some shortcomings of the credit-based training; given conclusions and 10 recommendations for ensuring the successful implementation of the MOET's policy on credit-based training in Vietnamese universities
The study by Dao Thanh Hai "Credit-based training in local universities - Current situation and solutions" has provided an overview on the credit-based training and its application in Vietnam; outlined the disadvantages in the credit-based training in local universities; The author has proposed a number of measures to improve the credit-based training activities, strengthen the role of teachers and create flexible training management mechanisms, etc
Studying the components of the training process, author Zihra, Michelle’s article "Switching to the credit system: Changing the training program and the role of teachers is necessary" (translated
into Vietnamese by Pham Thi Ly) has offered some recommendations related to the training program and development of teachers at Vietnamese universities
Tran Luong, in the article "Designing education module under credit system at Can Tho University", has studied the basis of the module design; General overview on subject design; specific
activities; Information content for activities, this is a reference for researchers to design modules of other subjects under the credit system
Credit-based training at Bac Lieu University studied by Truong Thu Trang has specific comments on advantages as follows: Preparations, facilities, teachers, students respond and adapt quickly to the training model using credit system; shortcomings: Grasping training regulations, teaching and learning experiences, equipment, etc and proposed practical measures: formulating appropriate regulations, guiding the implementation of regulations and academic advisory training with high quality, summarizing activities of each year, inspection and evaluation work and conditions for proper implementation of this training model
Referring to teaching activities, Pham Minh Hung has a research project "Some solutions to improve the adaptability to teaching activities of teachers and students in the credit-based training"
proposing building tools to help teachers and students with basic and core issues in training under the credit system; developing training programs, ensuring flexibility and giving focus on students' learning; innovating teaching and learning methods; diversifying teaching forms; proper implemetation of students' learning results assessment
About quality of pedagogical professional program transfer, Bui Thi Mui has the article
Trang 8"Contributing to improving the quality of pedagogical professional program transfer to the credit system in training high school teachers", conducting in-depth research on the pedagogical professional
program in teacher’s training; some shortcomings of the program: The pedagogical professional program is inconsistent, not ensuring the comprehensiveness, only focusing on the theory and teaching methods not the psychology (TLH) and pedagogics (GDH); teaching materials, assessment results are not close to reality; proposed comments for developing the pedagogical professional program in the future: building and transforming the pedagogical professional program into the credit system in a scientific and consistent way in accordance with the framework program of the Ministry; strengthening measures to build qualified staff for successfully performing the pedagogical professional program
Besides, teaching methods based on credit-based training are also deeply researched by Tran
Thi Huong in the article "Innovating teaching methods in training under credit system", studying the
credit system; innovating higher education teaching methods towards promoting students' self-learning capacity in training under the credit system: Designing objectives, organizing teaching content, using and coordinating active teaching methods, using technical facilities (IT, E-Leanning, etc), innovating examing - assessing students' learning results
Studies on credit-based training at college level:
Nguyen Cu in "Transforming training methods from academic modules to credit institutions at Kon Tum Pedagogical College, problems and solutions" has studied the training organization; professional work; management work: specifically mentioning building the software to manage training, professional work, unions, academic advisory work (still called the head teacher), (the class is still fixed to discipline except common subjects) The transition from annual training to credit-based training for Kon Tum Pedagogical College only includes: Converting academic units to credit units; restructuring the program; adjusting the content to suit the specified time; building academic regulations; building education management software; allowing students to register subjects (general subjects); renewing the way of evaluation using wording scores; graduation consideration instead of graduation examination
Tran Linh Quan, when referring to the "Transforming from yearly training to training under credit system at pedagogical colleges", has studied the benefits of the credit-based training; Steps to
organize the transition from yearly training institutions to credit-based training in pedagogical colleges; Some issues to consider during the transition process in pedagogical colleges: Restructuring the training program and supplementing the optional modules / subjects; building training management software; developing a detailed and roadmap transformation plan to implement the credit-based training in accordance with the conditions of pedagogical colleges
Referring to the process of applying the credit-based training program, author Truong Thi Thu Ha
in the article "Some issues concerning credit-based training and its application process in training programs at universities and colleges" has studied some problems of the credit system and the
necessity of applying the credit system to training programs at universities and colleges; the situation
of applying the credit system to the training programs of the universities: on the students' side, teaching content and methods, management of education, etc and proposed measures for students and teachers and that much attention should be paid to using information technology to manage education
to save human resources
1.1.2 Studies on credit-based training management
Studies on credit-based training management in the world
For the scope of our research, there are few materials on the credit-based training management available The theorists have been only interested in the basic philosophy, characteristics and benefits
of based training against the yearly training When analyzing the development process of based training, some scientists have mentioned training management under the credit system Although it has just been developed for more than a century, there are different views about the origin and process of credit-based training development in the United States
Trang 9credit-Arthur Levin has studied the credit-based training and diploma management in the "The credit and degree" He affirmed that it is possible to refer to the American model of credit-based training:
"Except for exceptions, every training program with degree in the US is based on the credit system "
Raunger, Row, Piper and West have divided the history of credit system development into three stages:
- Stage 1 (1873 - 1908): increasing dissatisfaction with the review and approval for university admission and the academic relations between high education and higher education;
- Stage 2 (1908 - 1910): proposing and implementing a standard unit for the subjects under the high school program as a basis for admitting students to universities and colleges ;
- Stage 3 (1910 up to now): Applying Carnegie credit hours, the popularity and development
of Carnegie credit hours and its impact on high school and university programs in the US
Gerhad (1955) divided the credit-based training development process in the US into two phases:
- Stage 1 (from 1870s to 1880s): emergence of the high school credit system, the universities began to measure teaching and learning performance by subject and class hours;
- Stage 2 (around the end of the nineteenth century to the present): High schools and universities assigned credit units to subjects and determined graduation criteria accordingly
American education researcher Jesica M Shedd argued that the credit-based training system in the United States comes in as a result of:
- The needs to handle the diversity and increase in the number of high school students enrolled
in universities while maintaining academic standards
- The motivation to change emerged in the US higher education system itself, higly expecting
a reform in the higher education with programs that contain subjects with certain flexibility so that learners can choose the appropriate majors and subjects they find necessary for their career development
- Pressure from organizations and individuals outside the university: government, donors, employers of gradutates… forced institutions to have units to assess the quality of teaching and learning meeting the increasing demands of real life In analyzing the such causes leading to the credit-based training, Jesica M Shedd has initially analyzed the credit-based training management model including management of objectives, content and training programs Jesica M Shedd confirmed that this is the stage that determines the quality of training management under the credit system However, many issues are left open: the role of lecturers, the activeness of students, and yet-studied training environment
Studies on credit-based training management in Vietnam
General research on training management under credit system:
Issues related to credit-based training such as Characteristics and conditions for implementation; Autonomy and self-responsibility of lecturers and students in credit-based education; Applying the theory of change management to move to the credit-based training in universities and colleges in the current period has been mentioned by Dang Xuan Hai in the "Credit-based training in
Vietnam: issues and implementation practice" and "Regarding the autonomy and self-responsibility of students and lecturers in the credit-based training mode" He is very interested in practical issues in
Vietnam by questioning how to manage students and assess teacher’s performance if the credit-based training is applicable Solutions and criteria for specific assessment of the concept of autonomy and self-responsibility in the universities are set forth accordingly
Journal of Science and Technology, Da Nang University, No 6 (41) 2010 published the article
"Issues of training management under credit system at universities" by Le Quang Son thoroughly
analyzing the theoretical and practical basis of the necessity to transform the yearly training model to the credit system, commenting: "Credit-based training is an advanced training method in the world with a wide range of advantages: flexibility, high activeness of learners, high efficiency, meeting the diverse needs of learners The application of a credit-based training system raises a series of training
Trang 10management issues related to all aspects of the training process These include managing objectives, managing content and programs, managing teaching activities of lecturers, managing students' learning activities, managing physical and financial facilities for teaching and learning, managing training environment, managing training activities and ensuring training quality ”
Identifying the above issues is a premise for policy decisions on ensuring the quality and effective operation of the new training model in pedagogical colleges in the Southeast region The content of credit-based training management in pedagogical colleges requires new approach different from the traditional training models We inherited this approach to developing methods to assess the current status of training management under the credit system in the pedagogical colleges in the Southeast region
After analyzing the process and the way of training management under the credit system at the University of Education - Da Nang University, Le Quang Son concluded: Credit-based training is an advanced training method in the world built on the foundation of learner-oriented thought, treating learners as the center of the teaching-learning process This is a flexible method of training, allowing learners to show very high autonomy in the process of approaching the subject, enhance autonomy, self-study, self-research and be proactive in terms of study schedule The training process meets the diverse needs of learners, the assessment is rigorous, economical and efficient, convenient for learners
to change their majors, training levels or transition training”
Application of the credit-based training causes changes across all aspects of or related to training, especially training management This requires fundamental changes from managers Identification of problems concerning training management under the credit system at the Pedagogical universities sets precedent condition for the quality and effective operation of the new training method Along with other scientists, Le Quang Son’s scientific points above are important, helping us determine the direction and implementation of the thesis
The workshop On innovation of training methods under the credit system at the University of
Social Sciences and Humanities was held in March 2011 with the goal of identifying the current status
of teaching and learning at the school after 2 year of credit-based training application; promoting innovation of training management under credit system at all faculties and functional departments throughout the school The workshop has had a positive impact on teaching and learning activities in the way of improving the quality of training and training management under credit system Scientists have analyzed the training process and methodology under the credit system and set out significant suggestions on training management for the education sector accordingly:
Some research projects on credit-based training include articles by Vu Quoc Phong, Pham Thi
Ly, and many other published articles on issues related to credit-based training methods
Regarding the history of the credit system; Research on the status of student management Academic advisory work (CVHT), considered as a typical activity of training under the credit system compared to the yearly training, is also analyzed by many authors Pham Thi Thanh Hai has
the article "Some contents of the academic advisory work in credit-based training of the United States and lessons for Vietnam" and Nguyen Thi Dieu Linh has the article "Managing academic advisory activities in credit-based training" presenting main and practical solutions to improve quality of academic advisory collaboration in the credit-based training
Mai Son Nam has the article "Academic advising in credit-based training" deeply studing the need to build a team of academic advisors (CVHT); the titles and tasks of academic advisors
Studies on credit-based training management in universities:
- Pham Thi Thanh Hai has studied "Managing students' learning activities by the credit system
in Vietnamese universities" Training management under credit system is the vividness in all students'
learning activities in an open way, improving autonomy and self-responsibility for the results and quality of each student's study and research to themselves, family and society as well The author has analyzed the learning activities and their characteristics of students; analyzed the management of
students’ activities according to credit system;
Trang 11- Tran Van Chuong has researched on "Credit-based training management in Vietnamese local universities" systematizing and clarifying, supplementing and developing theoretical issues about
training and management of credit-based training in local universities in Vietnam Intensive research
on training and management of credit-based training in local universities helps detect shortcomings and causes As a results, the author has proposed six solutions to manage training, solving shortcomisng and meeting the basic requirements of training under the credit system in local universities, improving the quality of training human resources for the local industrialization and modernization The thesis has deeply studied each of these solution especially management solutions: Building and developing training programs; Managing teaching process; Building teaching personnel, etc
- Tran Duc Hieu has studied "Managing assessment of academic results under the credit system in Vietnamese universities" systematizing and expanding and deepening the theory on
managing assessment of academic results in credit-based training, helping develop the basic theory on managing assessment of academic results in credit-based training in universities and determining the role and position of assessing academic results in the credit-based training; The thesis has evaluated the current situation of managing assessment of students’s academic results in universities; worked out the issues that need to be changed for managing assessment of academic results to meet the requirements of the credit-based training in higher education; and proposed five management measures to help satify the requirements of managing assessment of academic results in credit-based training in accordance with the reality of Vietnamese higher education amid international integration
- Furthermore, Cao Thi Chau Thuy has studied "Managing credit-based training process at the Ho Chi Minh National University" The thesis summarises and systematizes the theoretical basis of
the process of credit-based training and management of credit-based training process towards the responsibility and duties of each subject depending on their assigned positions; The thesis also
"reflects" accurately and objectively the status of implementing responsibilities and tasks of subjects directly and indirectly related to the management of credit-based training process; The reference framework proposed in the thesis is a tool to manage and evaluate the performance of the entities directly or indirectly related to managing the credit-based training process; The thesis offers solutions
to solve the shortcomings in managing the training process at universities under Ho Chi Minh National University
Besides, Nguyen Mai Huong in the "Managing the process of teaching and learning under the credit system in Vietnamese universities in the current period" has shown that uniform and thorough
application of solutions to manage the process of teaching and learning in accordance with the credit system in universities helps remove barriers and increase motivation to move to credit system, bringing in success for credit-based training in Vietnamese universities in current stage
The doctoral thesis of author Bui Thi Thu Huong on "Managing quality of bachelor's training program at Ha Noi National University under the overall quality management approach" has studied systematizing theoretical issues concerning managing quality of training program and proposed some specific measures accordingly
Studies on credit-based training management in colleges:
- Vu Thi Hoa has studied the thesis on "Managing credit-based training in colleges in Vietnam" summarizing and systematizing the theory on managing credit-based training, developing a
theoretical framework for managing credit-based training The thesis assesses the status of training management under credit system in colleges in Vietnam and developing a system of solutions to manage training in accordance with characteristics of the credit system that can be applied in practice
to help colleges in Vietnam with effective managing credit-based training towards successful transformation of yearly training to credit-based training
Ho Canh Hanh has studied "Managing teacher’s training to meet the needs of secondary education in the Southeast region" fully systematizing the theoretical and practical basis concerning
training management and proposing the appropriate management of secondary school teacher’s
Trang 12training together with training management solutions to meet requirements of secondary education in the Southeast region
- Dang Loc Tho has also researched on "Managing assessment of students’ academic results
at the Central Teachers' College according to the requirements of renovating Vietnamese higher education" clarifying some concepts, contents and terminologies on managing assessing academic
results of students at pedagogical colleges; systematizing, explaining in theory-oriented way the viewpoints, contents, methods and process of assessing the academic results of students and managing assessment of students’ academic results according to their functions; shortcomings in managing assessing the academic results of students at the Central Teachers’ Colleges in terms off viewpoints, content, methods of evaluation and management of assessment, indicating the requirements of innovation and the factors affecting the management of students’ performance assessment and proposing a number of feasible and effective solutions for management of students' performance assessment at the Central Teachers’ Colleges contributing to improve the quality of training and meet the requirements of higher education innovation ”
- Nguyen Van Thu in the "A number of measures to improve the training quality under the credit system at Thua Thien - Hue College of Education", has developed measures: building and
consolidating training management mechanisms; construction of facilities; building teaching personnel, academic advisors; application of information technology software, etc However, Thua Thien-Hue College of Education still encounters obstacles and shortcomings that need to be removed such as complicated administrative procedures and training management mechanisms not catching up with the development process of the school and social conditions, etc Therefore, the author has proposed measures: establishing the relationship between universities and colleges in the region to build the programs; renewing the management of key staff and professional teams
- Le Thi Huong Que, Nghe An Pedagogical College in the article "Credit-based training, unsolved issue for local colleges and universities" has studied credit, its advantages and related unsolved problems for local colleges and universities upon application; difficulties facing local colleges and universities when applying credit-based training These include, on school’s side, lack of facilities, rooms, limited training targets, non-fixed classes; on the side of teachers: no active teaching method to create situations for students, not promoting the activeness of students, the amount of knowledge is large but not focused, many teachers are not yet aware of credit-based training and afraid
to change accordingly, not exploring new teaching methods; on the side of students: no self-study method, lack of activeness, distraction due to high attendance, difficulty in search of references; The author has offered solutions concerning facilities, teaching staff, and students accordingly
1.1.3 General assessment
Studies in credit-based training management above show that in the process of credit-based training in the world and Vietnam up to now, there have been many works of scientists studying theory, practice and learned lessons, etc published in specialized journals, books of scientific seminars, website pages, master theses, doctoral dissertations and research documents on credit system However, the above studies only present the general status of credit-based training of the higher education system of each university, college, pedagogical college proposing solutions for some areas
of credit-based training management, there has been no comprehensive and comprehensive research of the kind at college level in the Southeast region so far Therefore, in-depth study of training management under the credit system helps have a basis to develop appropriate and synchronous training management solutions to meet the basic requirements of credit-based training management of college-level teacher’s institutions in the Southeast region
Trang 13number of hours in theory, practice for each subject in a week throughout one semester; (2) Credits accumulated to earn a degree; (3) The number of subjects and the combination of subjects to accumulate the number of credits required for a degree
1.2.1.3 Credit-based training
Credit-based training is a mode of training that allows students to earn a diploma or degree after having accumulated enough subjects (measured by credits) in accordance with requirements of training for those diplomas and degrees
1.2.2 Features and applicable credit systems
1.2.2.1 Features of credit-based training
Credit system is characterized as the knowledge that is structured into modules Learning is accumulation of learners' knowledge in modules (unit of measure: credit); Unlike the annual block training where the classes are organized with a common program that consistently applies to all learners, classes in credit-based training are organized by individual module; At the beginning of each semester, students are enrolled in subject classes appropriate to their abilities and circumstances and in accordance with the general provisions for gaining knowledge in a particular major There is a wide range of choices, students can enroll in interdisciplinary courses if they like Students are not only limited to their specialized subjects but also need to study other subject ares for example those in natural and technical sciences are still required to study some social sciences and humanities knowledge and vice versa For assessing the academic results, general exams will not be organized, instead the credit system uses formative assessment on which bachelor’s degrees are conferred For postgraduate programs (master and doctoral training) in addition to the regular assessment results,
general exams and essays are required
1.2.2.2 Credit systems currently in use
There are two widely used credit systems namely the United States Credit System (USCS) which was implemented from the first years of the 20th century and the European Credit Transfer System (ECTS) built in the mid-1980s and recognized by the European Council as a unified system for assessing students' knowledge among EU members since 1997 ECTS is the most widely developed system that is even used in non-European countries
1.2.3 Annual block training vs credit-based training
- Annual block training:
All class and examination schedules are prepared by the Academic Afairs Department Number of students in groups is fixed since admission and there is little change Students who abide
by the class and examination schedules, regulations, school, actively study and practice will achieve good results Organizing annual block training is of advantage since training plans, lecture schedules, exam schedules can be done at the beginning of the academic year and rarely change All students follow the same schedule; The curriculum is the same for all students and no private choice of subject
is available
- Credit-based training
Students register their own schedules themselves Students without registration do not obtain any schedule In order to do that, students must study carefully the yearbook, student handbook, training program, modules that need prior training, modules that need parallel training, general training, professional education knowledge, etc to be able to get the appropriate registration for each semester accordingly Students themselves must know the substantial regulations and rules Students can register selective modules Each student can build his own learning schedule within the allowed timeframe for the corresponding level; Each student can choose subjects among optional subjects that are appropriate for their interests and abilities
Advantages of credit system: High training efficiency; High flexibility and adaptability, High
efficiency in terms of management and training costs:
- Disadvantages of credit system: Complexity of training management; Difficult to create
cohesion among students
Trang 14Through the study and analysis of advantages and disadvantages of credit-based training management, we found that organzing credit-based training should be:
- The trend towards a learning society which takes lifelong learning as a foundation
- Suitable for older people who want to continue their study and bring practical benefits to short-term students
- Suitable for developing mechanisms that allow students to study to achieve a degree according to their own plan
- Suitable for new educational environment
- Advantages of credit system:
+ High training efficiency:
+ High flexibility and adaptability:
+Highly effective in terms of management and training costs:
- Disadvantages of credit system:
+ Complexity of training management;
+ Difficult to create cohesion among students
1.3 Credit-based training management
1.3.1 Concept of managemetn
1.3.2 Training management
1.3.3 Credit-based training management
In terms of functions of the institutions, training includes: 1) input: training need assessment, program deveelopment, setting conditions for ensuring the implementation of training and enrollment programs; 2) Training activities: teaching, practice, education, scientific research, etc 3) Output: checking and evaluating the academic results, academic review and graduation recognition, issuing diplomas and certificates and accrediting and ensuring the quality of training These training activities theoretically are conducted for each student
1.4 Decentralization of credit-based training management at college-level teacher’s training institutions
1.4.1 Rectorate:
1.4.2 Department of academic affairs:
1.4.3 Testing and Quality Assurance Department:
1.4.4 Departments and professional team:
1.4.5 Managers, lecturers and staff:
1.5 Content and procedure of credit-based training management at college-level teacher’s training institutions
1.5.1 Management of training objectives
1.5.2 Management of training program development
1.5.3 Managing teaching activities of lecturers
1.5.4 Managing academic advisory activities and activities for training
1.5.5 Managing students' learning and pedagogical internship
1.5.6.Managing test and academic results assessment and feedback
1.5.7 Managing facilities, finance, training environment
1.5.8 Developing relationships among students, between lecturers and students and between schools and employers