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Reform of TVET in Vietnam

Activity Reports and Module Curriculum


Posted:
20.02.2023 by SEA-VET Admin SEAVET ADMIN

Author:
Dr. Vu Quang Khue, Bui Quang Khai, Pham Ngoc Hoa and Bui Thu Trang | Prof. Dr. Hồ Tú Bảo, Dr. Nguyễn Nhật Quang

Publisher:
Programme Reform of TVET in Vietnam

Year of Publication:
2022

Country in Focus:
Vietnam

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Description

ACTIVITY REPORT. UPDATE ON INFORMATICS SUBJECT IN PREPARATION FOR DEVELOPING DIGITAL LITERACY TRAINING MODULE FOR COLLEGE STUDENTS AND PILOTING AT GIZ’S PARTNER COLLEGES

In the context of rapid digital transformation, to meet the requirements of digital technology application at work as well as in life, students need to be trained and improved on digital competence at schools. In addition, on December 30, 2021, the Prime Minister approved Decision No. 2222/QD-TTg promulgating “the digital transformation program in vocational education for the period 2021-2025, with a vision to 2030”. Accordingly, training programs will be renewed and integrated with digital competences to suit the digital transformation and the development of science and technology. For the above reasons, it is extremely necessary to develop a module to train students on digital competence.

However, in order to develop and widely implement a digital literacy training module in the VET system, first and foremost, it is necessary to digitize the content of the Informatics subject and change its teaching and learning methods. The pilot implementation of the updated Informatics subject, the gained experience, and the consolidation of the content will be useful in developing and digitizing a digital literacy training module before mass deployment.

In order to propose an updated content of Informatics subject, the consultants have conducted research on popular digital competence frameworks in the world such as the European and UNESCO’s digital competence frameworks as well as those for university and high school students in Vietnam.

The consultants also conducted a survey and analysis of the current situation of digital competence training for students at 11 GIZ's partner colleges in 10 provinces/cities through in-depth interviews and online surveys with representatives of the Rector Board, managers of training department, heads of IT department, teachers, learners, alumni and in-company trainers. In particular, the content of the Informatics subject was surveyed to figure out what needs to be revised to suit the requirements and needs of learners, teachers and the labor market.

Hopefully, the proposal on the updated Informatics subject will be piloted at some colleges and converted into a digital literacy module in the near future.

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APPENDIX 1. DIGITAL LITERACY LEARNING MODULE

Name of course: Informatics

Name of course: InformaticsDuration: 75 hours (theory: 15 hours; practice, discussions & assignments: 58 hours; exams: 2 hours)

Course position and description

Position: Informatics is a mandatory course in the general education category of the college study program.

Description: The course equips students with basic digital competence that can be applied in studying, working and lifelong learning in the future.

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APPENDIX 2. GUIDELINES ON THE IMPLEMENTATION OF UPDATED INFORMATICS CURRICULUM

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ACTIVITY REPORT. EVALUATION ON THE PROGRESS AND RESULTS OF DIGITAL TRANSFORMATION AND THE DEVELOPMENT OF SMART TVET COLLEGE MODEL

This document summarizes two activities on digital transformation in the field of vocational education and training (TVET):

  1. Evaluating the process and results of digital transformation activities at GIZ's 11 partner colleges
  2. Proposing a smart TVET college model for TVET sector.

The evaluation of the digital transformation process and results was carried out by the working group (External consultants, officers of GIZ and colleges), directly at 11 partner colleges, through listening to reports, observations, discussions with leaders and key officials on digital transformation at each college according to the contents and criteria of digital transformation in education which were identified two years ago, as well as sharing and exchanging digital transformation with all staff and lecturers of each college. One of the efforts on raising awareness digital transformation of 11 partner colleges was on the development of a self-paced learning course on fundamental knowledge of digital transformation in TVET.

The activity of building a smart TVET college model is based on the results of the above assessment activities and the working group's research on the ecosystem model of organizations in the physical-cyber environment.

From the facts and results of the two activities mentioned above, the working group made a number of suggestions and recommendations for Directorate of Vocational Education and Training (DVET), 11 partner colleges, and related agencies in the digital transformation of TVET system. The results achieved can be considered as a premise to expand the digital transformation activities of TVET colleges across the country.

(External consultants, officers of GIZ and colleges)

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