advance quality assurance training by student-centred and...
TRANSCRIPT
Advance quality assurance training by
student-centred and self-reliant methods
10th Regional Policy Dialogue, Breakout session 2B
Nga Phung Thi
Ba Ria Vung Tau College of Technology (BCTECH), Viet Nam
Yangon, 14 - 15 November 2019
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Ba Ria Vung Tau College of Technology (BCTECH)
Campus 1 Campus 2
Training scale 4000 students; 200 workers
Electronic engineering; mechanical engineering;
food processing ; fashion designing; IT; accounting
Website: bctech.edu.vn
1. Transferring to student - centred and self-reliant learning
2. Practices at BCTECH
3. Lessons learnt
- Project – based learning
- Problem based learning
- Interdisciplinary; cross-curricular teaching
- Process plan; produce plan
- Practical career
- Learning experience
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1. Transferring to Student-centered and self-reliant learning
Some popular teaching methods at TVET centers in Vietnam:
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- As time-table
- Students are inactive
- Teacher-centred method
- Students gain reading skills, writing skills
- Evaluation is mainly by teachers.
- Outcome-based learning
- Students gain soft skills, creativity, analysis
skills and technology skills
- Students are active
- Many different learning sources
- Student self-assessment, peer-assessment;
Tearcher assessment, third party
assessment
Traditional methods Student-centred and self-reliant methods
Ba Ria Vung Tau College of Technology
1. Transferring to Student-centered and self-reliant learning
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Components of professional action competency include:
Individual competencies
Professional/Technical competencies
Methodical competencies
Social competencies
1. Transferring to Student-centered and self-reliant learning
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self-study skills Studies
self-
development
skills
cooperation
skills
problem solving
competence
skills
IT skills
communication
skills
Active skills
foreign
language skills
Professional action competency
1. Transferring to Student-centered and self-reliant learning
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2. Practices at BCTECH
1. Identify & define problems
2.
Gather infomation
3. IndentifyPossible solutions
4.
Create prototype
5. Evaluate or Test
6.
Refine
7. Communicate
Engineering
Design
Process
Note! collor: blue for activities of student; Orange for T& Sts’s activities
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Step 1: Identify and
define problem
2. Practices at BCTECH
Step 2: Gather imfomation
Resources that support learning
- Books, newspapers, Videos and trade journals
- Facebook, Twitter, Skype and mobile phones
- Paper based resources and handouts
Installing lights for a room Perform welding model
✓ Identification;
✓ Students gain general knowledge,
risks-assessments and professional
skills.
example - Learning games; Computers; Equipment and tools
-Visits to employers and get advices
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2. Practices at BCTECH
Step 3: Indentify Possble solutions
Teacher (Motivator)✓ Help studies analyze problem
✓ Create warm environment for learning
✓ Interact to student
✓ Support students’ needs.
✓ Discuss in groups
✓ Make ideas;
✓ Decide the best
solution
Student
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Step 6.
Refine
2. Practices at BCTECH
Step 5. Evaluate or Test
Student✓ Build process table
✓ Identify materials
✓ Draw technical drawings
✓ Carry out
✓ Self-assessment,
✓ Improve (if necessary)
Plan
Step 4. Create
prototype
Facilitator; Mentor;
Coach; Supervisor.
✓ Interact during
coaching
✓ Use the skill
listening
✓ Assessment
Teacher
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✓ Peer-assessment
✓ Teacher assussment
✓ Portfolio assessment
✓ Others assessment
✓ Third-party assessment.
Step 7. Communicate
2. Practices at BCTECH
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2. Practices at BCTECH
Example:
Topic of teacher:what is portrait of successful person?
KnowledgeKnow listening
Product made by students
CommunicationVision
Trust,
compassion
heart,
Traning soft skills for students
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2. Practices at BCTECH
Internships business Contracting
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Training soft skills for students
2. Practices at BCTECH
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Assessment at businessAssessment at school
2. Practices at BCTECH
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Products of students
2. Practices at BCTECH
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2. Practices at BCTECH
Products of students
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2. Practices at BCTECH
Products of students
3. Lessons learnt
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- Few professional development
trainings
- Limited teaching methods
- Students are inactive
- Difficult to invite businesses for
corporation
- unwell-equipped infrastructure
- Facilitate active teaching strategies
- Create active learning environment
- Apply various methods on coaching
- More internships for students
- More cooperation between TVET and
businesses
- Infrastructure investment
Difficulties Points for improvement
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