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Recommendations of the international expert after having a 4- college valuation under UK standards
10:10' 8/12/2019
The high quality vocational school development project by 2020 approved by the Prime Minister in Decision No. 761 / QD-TTg dated May 23, 2014 set the target that by 2020 there will be about 40 high quality vocational schools available sufficient capacity to train some professions recognized by advanced countries in the ASEAN region and internationally.

The high quality vocational school development project by 2020 approved by the Prime Minister in Decision No. 761 / QD-TTg dated May 23, 2014 set the target that by 2020 there will be about 40 high quality vocational schools available sufficient capacity to train some professions recognized by advanced countries in the ASEAN region and internationally. To support Vietnam to achieve this goal, within the framework of Project EU VET Toolbox 2017-2018 of the European Union (through cooperation between Enabel organizations - Belgium, British Council - UK, GIZ - Germany, LuxDev - Lucxembourg, AFD - France) and the Directorate of Vocational Education and Training (Vocational Education and Training Accreditation Agency), 02 UK experts have been mobilized to Vietnam to survey the reality of 4 colleges from October 22 to November 7, 2018, to assess the teaching and learning activities of 4 schools according to the assessment framework and assessment methods of the United Kingdom. 04 schools participated in the evaluation including Can Tho Vocational College, Thu Duc College of Technology, Nha Trang College of Technology and Dalat Vocational College.
In early February 2019, the international expert sent an official report on the evaluation results which identified many of the core strengths of the schools and made recommendations for schools to strengthen and improve the quality. Experts emphasize 03 contents that are not only valid for 4 schools to participate in the assessment but also make sense for all vocational training institutions in Vietnam.
Firstly, schools need to improve the self-assessment process and plan for quality improvement. The mission judged that the self-assessment process of the schools was incomplete and still heavy in compliance. Each school's department or quality assurance department must play a leading role in integrating self-assessment processes into the school's activities through the development and introduction of the quality cycle, with a focus on periodically review and monitor each training program. The quality improvement plans need to have a specific orientation, regularly reviewed by the Head of Department of Quality Assurance and the team of teachers in charge of developing and teaching the program to ensure the results of births members, expressed by the proportion of students enrolled, the percentage of students completing the course and the progress of the learner (what the learner has achieved compared to the initial level when starting the learner's course, including soft skills).

Secondly, schools need to improve the system of effective monitoring and observing data so that they can regularly control and effectively support students' study. Currently, the rate of students attending schools is "Need to improve". If schools invest in building an effective information technology system that can provide reliable data, the school's management staff will be able to make better decisions and support students. Experts believe that each school should review the enrollment strategy used to ensure effectiveness and consider the idea of organizing a school-wide enrollment day for potential students to have directly contact teachers and students to better understand the program they will attend. In addition, schools should identify students from the "risk" group who dropped out of school early thanks to the Traffic Lights system - RAG (Red-Amber-Green) to promptly support students and improve birth rates. attendees Homeroom teachers need to take this role and coordinate with the leaders of the Faculties.

Thirdly, schools need to continue to support teachers to improve the quality of the training program, which focuses more on self-assessment/reflection to apply more effective teaching and learning methods. Directly estimating the total of 24 lessons in 4 pilot schools, the experts stated that in some lessons, the teaching methods used were limited, the pace was slow and the learning atmosphere was still dynamic.
Schools need to make efforts to improve this limitation by ensuring a comprehensive lesson plan, specifically ensuring the required content, the plan needs to be detailed every minute in class, applying use a variety of methods (not just narrow in group work methods), implement differentiation (scattering), scaffolding methods in teaching, create conditions for students to participate in lessons and need to integrate traditional teaching methods with information technology, mobile device applications.
Experts recommend that schools complete observation guideline for lessons conducted so that teachers can contemplate and discuss more deeply the learning and teaching strategies and ensure a more rational and differentiated layer. Experts also recommend that schools should replicate good examples (good teachers), organize annual seminars on each training program...
The recommendations of the above-mentioned experts are entirely in line with the guidelines for building a school-based quality assurance system in Circular No. 28/2017/TT-BLĐTBXH dated December 15, 2017 of the Minister of Ministry Labor - Invalids and Social Affairs as well as the orientation to develop accreditation and quality assurance in the coming period will be directed by Deputy Minister Le Quan, in particular the schools need to firmly strengthen the quality assurance system inside the school before registering an external assessment. According to the 2019 plan, the Directorate of Vocational Education and Training (Vietnam Vocational Education and Training Accreditation Agency) will focus on assisting schools in the process and quality assurance tools within the school, which will study pilot implementation quality assurance mechanism for some key vocational training programs.

Vietnam Vocational Education and Training Accreditation Agency- DVET

 

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