The draft Circular is being developed to implement regulations on professional development training according to the Law on Teachers, creating a basis for learners to develop basic and essential competencies to meet the professional standards of college and university lecturers.
According to the Ministry of Education and Training, the professional development program for lecturers also aims to meet the new requirements of professional activities in the context of digital transformation , application of artificial intelligence, innovation, and ensuring and improving the quality of education.
Reduce theory, increase practice.
The draft program has been redesigned to focus on the fundamental and essential competencies of lecturers; reduce theoretical content that overlaps with other training programs; and increase the time spent on practical exercises, discussions, assignments, case studies, and application to professional activities.
Learning outcomes are assessed module-by-module and based on learning outcomes. Instead of focusing on memorization and recall, assessment emphasizes the ability to apply knowledge and skills through tasks, products, practical exercises, and relevant evidence.
According to the Ministry of Education and Training, this design aims to enhance the practicality and effectiveness of training activities, while reducing unnecessary time and costs for learners and training organizations.
The draft also designs the program to be interconnected, flexible, and allow for the accumulation of results in modules. The program includes general and specific competency blocks, with 4 general modules applicable to both college and university lecturers; and 1 specific module corresponding to each group of lecturers.
Learners can register for the entire Program or individual modules. Completion of the entire program or recognition of completion of individual modules will be accumulated to determine program completion and certification. Therefore, learners do not necessarily have to participate in the entire Program at once; they can accumulate modules according to their needs and existing results.
Differentiating between professional development standards and pedagogical competence.
Another notable aspect of the draft is the clear distinction between professional development training and pedagogical competency training for college lecturers.
Accordingly, for college lecturers, since there are already regulations on separate pedagogical competency training programs, the Professional Standards Training Program does not repeat the content on developing pedagogical competencies, but focuses on professional competencies according to standards. The specific module for this group emphasizes organizing training linked to businesses, the labor market, and professional practice.
For university lecturers, since there are no specific regulations on corresponding pedagogical competency training programs, the Professional Standards Training Program includes a specific module on designing, organizing teaching and learning, and assessing learners to develop basic university pedagogical competencies.
This design aims to minimize duplication of training content while ensuring that each group of instructors develops the necessary competencies appropriate to their professional activities.
Three methods for completing a module
One of the new features of the draft is that a module can be completed through three methods: learning and assessment; recognition of learning outcomes; or assessment and recognition of existing competencies. Regardless of the method, the results are determined based on the same learning outcomes of the module.
For the method of recognizing learning outcomes, the results of a program, subject, module, or course completed by the learner will be compared against the learning outcomes and core content of the corresponding module. Once recognized, the learner does not have to retake or be re-evaluated for that module.
For individuals who have developed competencies through professional activities, teaching, scientific research, innovation, self-study, or self-training but lack sufficient grounds for recognition of their learning outcomes, the draft allows them to register for assessment and recognition of their existing competencies.
Module completion will only be granted when it is determined that the applicant has fully met the module's learning outcomes.
According to the Ministry of Education and Training, this mechanism aims to acknowledge the learning outcomes and practical competencies that have been developed, limiting the need to relearn content that learners have already mastered; thereby reducing time, costs, and making more efficient use of resources allocated to training while still ensuring consistency in quality requirements.
Educational institutions are free to organize training courses.
The draft Circular allows educational institutions that fully meet the quality assurance requirements to proactively organize training, recognize learning outcomes; assess and recognize existing competencies and issue certificates within the prescribed scope.
Along with autonomy, educational institutions must meet requirements regarding faculty, lecturers, materials, learning resources, facilities, equipment, information technology infrastructure, and other quality assurance conditions.
Training institutions are also responsible for the quality and legality of the training outcomes.
Source: https://baophapluat.vn/de-xuat-cho-phep-giang-vien-tich-luy-tung-mo-dun-de-hoan-thanh-boi-duong-chuan-nghe-nghiep.html
