4 years of transitioning training methods

ussh.edu.vn is pleased to present the full text of the paper "4 Years of Transforming Training Methods at the University of Social Sciences and Humanities: Lessons Learned, Opportunities and Challenges" by Assoc. Prof. Dr. Nguyen Kim Son (Vice Rector), presented at the 4th Congress of the Party Committee of Vietnam National University, Hanoi. According to the 2010 work plan, the University of Social Sciences and Humanities will not hold its conference to evaluate the four-year transition from the semester-based to the credit-based system until October. More importantly, it will not be until June 2011, when the first cohort of students fully enrolled in the credit-based system graduates, that we can begin to provide a relatively comprehensive and systematic assessment of the transition process at our university, what has been accomplished, and what needs to be done in the coming years. In this forum, I would like to present some general and somewhat subjective assessments of what we have done, as well as the difficulties and challenges that we must recognize and overcome.

1. Looking back at 4 years of transformation

To this day, at the University of Social Sciences and Humanities, concepts such as course registration, course syllabus, course classes, etc., are very familiar terms. In just a few years, the terms "transition" and "credit-based training" will no longer be used, as they will simply be considered part of the established operations of education that everyone is aware of. The work began around 2003-2005, when the University intensely debated how to standardize educational management technology, internationalize, and modernize all of the university's training activities in the best possible way. Switching to a credit-based training system was chosen as a systematic, comprehensive, and long-term solution. At that time, the Ministry's legal and guidance documents were just beginning to be compiled, and a few preliminary, directional documents were issued. The National University at that time had not yet implemented anything concrete. The University of Social Sciences and Humanities has found its own path and methods of solution. Expeditious study trips to learn from the experiences of other universities both domestically and internationally were undertaken, foreign documents were researched to support the transition, and importantly, many staff and students directly involved in credit-based training systems at universities abroad were consulted and participated in developing the transition plan. In 2006, the transition began with numerous difficulties. To date, the entire training system has taken shape according to the characteristics of a credit-based training system. Students are becoming accustomed to staying up all night waiting to register for courses, waiting for available classes, and searching for new classes, much like the familiar scene in universities in Europe, America, Australia, Singapore, and Taiwan… Professors have begun teaching according to the new course syllabus, conducting assessments according to new regulations, and teaching methods have begun to change. Some students are able to graduate early, and opportunities for double degrees, dual degrees, and supplementary degrees are more open than ever… The dynamism and self-determination of students have increased significantly. Looking back at the four years of educational transition, several key lessons can be drawn: - The ideological aspect is an extremely important factor determining success. (Ideological clarity and high consensus among all cadres are decisive factors) - Thorough preparation and anticipation of difficulties - High determination, resolute and timely leadership (the role of the Party organization and the exemplary role of Party members) - Proactive response, adjustment, and resolution of emerging issues and difficulties - Correctly identifying the key and crucial aspects (technology and personnel) - The necessary economic and material conditions for the transformation must be prepared.

2. Opportunities and challenges in the next stage

We call the past four years the first phase of the transformation process, and the period from 2011 to 2015 will be the second phase. This is a phase of in-depth transformation. The initial phase of transformation mainly focused on form, technology, management processes, and training mindset, starting with teaching methods and assessment. The implementation of this in-depth transformation of training is taking place amidst a great opportunity and many favorable factors. The past four years of operating under the credit-based system have created momentum for the entire transformation process. The experiences from this initial step are very useful for the implementation of the next phase at the University of Social Sciences and Humanities. Currently, the Ministry of Education and Training and the Vietnam National University have issued more coordinated directives on the transformation of training methods. Credit-based training is an inevitable trend and aligns with the current trend of internationalization and innovation in training management. However, amidst this great opportunity, numerous difficulties and challenges also arise. We would like to highlight and analyze the following typical difficulties and challenges: - The biggest difficulty and challenge remains the human factor, the issue of staff. Implementing the credit system in depth means that it mainly takes place in teaching methods, assessment, especially assessment and guidance for self-study and research. In credit-based training, lecturers have to work much harder than before, and so do students. Without a strong transformation in teaching methods and assessment, the hope for high-quality training will remain just a beautiful dream. Self-discipline, proficiency in training technology, professionalism of lecturers, and strict adherence to training requirements by lecturers are particularly important in the implementation of credit-based training. Furthermore, in the second phase, we plan to organize the registration and selection of lecturers and the arrangement of courses every other year, depending on the nature and role of the course, so that lecturers have the opportunity to conduct research… This will be very difficult if the quantity and quality of staff are not ensured. The issue of staff and the issue of finance and remuneration are always two inseparable issues. In a situation where the demands on lecturers are increasingly high, the workload is increasingly heavy, but income does not increase, or increases only slightly, ideological problems are inevitable. Based on this understanding, we consider the issue of staff as a breakthrough, a crucial, decisive factor not only in training but also in all aspects of the university's operations. - The second difficulty and challenge is the issue of infrastructure and technology. Currently, the issue of infrastructure is a huge challenge for us, and perhaps for all units of the National University. This includes issues of materials, textbooks, reading rooms, and facilities for learning and research. A slogan: students can study anywhere, they can find books conveniently anywhere, is still a very distant prospect. The classroom system does not meet expectations and is becoming increasingly cramped. Other physical facilities serving training and training management, such as network systems, management software, and workspaces, are all pressing issues. - The third challenge is the need to modernize and standardize the training management system and the student management system. The current training management and student management systems are temporarily functioning. However, to ensure stability, sustainability, and continuous development to serve the requirements of the second phase of transformation, these management systems need to be standardized. A system operating according to IS 9000.2001 standards is perhaps an indispensable requirement. In the current management system, we are facing a conflict that needs to be resolved satisfactorily: the conflict between centralization and decentralization. The first challenge is the lack of coordination in training management across departments and the decentralization or partial distribution of management authority within the training areas of faculties and training units. A credit-based system requires high concentration and advanced technology, but it can easily become overloaded in some departments, while the direct training levels tend to be less active. - The fourth challenge is the lack of uniformity in training management within the large system of the National University. Currently, our university is trying to operate stably in its own way, but in the future, when all universities implement credit-based training more strongly and comprehensively, the National University will need more macro-level adjustments and guidance, at which point our system will have to adjust again. Thus, adjustments follow adjustments, and the leading units will face many difficulties. - The fifth challenge is finding solutions to improve the overall quality of training and solutions for each group. It needs to be reaffirmed that the transition to a credit-based training system is a comprehensive and holistic solution to internationalize and modernize education. The National University's policy of developing world-class, high-quality education is a major, necessary, and correct initiative, but it presents a contradiction: the conflict between a holistic solution and group priorities. Investing in high-quality, world-class classes has many points of conflict with implementing it on a wider scale. High-quality classes almost always have imposed study plans or significantly fewer opportunities for choice compared to regular classes, both in choosing subjects and professors. Two issues arise for the Faculty of Social Sciences and Humanities in the coming period: the need to develop a solution for world-class education suitable for the Faculty of Social Sciences and Humanities, and the need to develop high-quality education within a credit-based training environment. Of course, there are still many difficulties and challenges, including ideological and cognitive issues, training program issues, financial issues, etc. Within the scope of this statement, we will only highlight some of the most prominent issues. If we were to suggest a recommendation to the National University, it would be to promptly improve the information technology conditions serving training management and all activities within the National University; to quickly review and issue more management documents to create greater interoperability and synchronization within the National University; and to further strengthen the autonomy and self-determination of affiliated units in the field of training (for example, in adjusting programs, training scale, training methods, etc.). Given that the relocation to the new campus in Hoa Lac is still a long way off, the National University needs immediate, transitional solutions to avoid affecting the current quality of training. During the past four years of transition, we have overcome difficulties primarily thanks to our internal strengths. However, we also acknowledge and express our gratitude to the leadership of the National University for providing timely guidance and support, and to the functional departments, especially the Training Department, for their timely assistance in resolving difficulties and helping us throughout this period. We thank our partner institutions for their support, especially the University of Technology, the University of Foreign Languages, the Information and Library Center, and other units that have collaborated and assisted us. We wish all delegates good health and a resounding success for the congress!