Implementing credit-based training is a major policy of Vietnam National University, Hanoi (VNU) aimed at improving the quality of education and moving towards international integration. As one of the pioneering units in this policy, the University of Social Sciences and Humanities (VNU) has implemented credit-based training for four years and has initially achieved certain successes. Assoc. Prof. Dr. Nguyen Kim Son - Vice Rector - shared experiences, lessons learned, and identified new challenges.
- Professor Nguyen Kim Son, could you please tell us about the main results after four years of the University of Social Sciences and Humanities applying the credit-based training system?- The policy of transitioning from a semester-based to a credit-based system at the University of Social Sciences and Humanities dates back to 2003 and was officially implemented from the 2007-2008 academic year. In the context of limited knowledge and experience with this new training model, the University made great efforts and demonstrated strong determination. Initial results can be assessed from several perspectives: Firstly, and most importantly, the awareness of faculty and staff regarding the requirements of credit-based training has improved. After the first academic year, skepticism and a desire to return to the semester-based system emerged. In the following academic year, with the promotion of practical activities, awareness among faculty and students shifted in a positive direction. Most suggestions focused on identifying areas for improvement and further refinement to enhance credit-based training. Secondly, the University has successfully implemented the plan to transition to a credit-based undergraduate education system according to schedule, despite the heavy workload over the past four years. Thirdly, the University has made fundamental strides in developing training programs, course outlines, course study guides, textbook compilation, and assessment. Fourthly, the conditions for improving students' adaptability to credit-based training and learning quality have been ensured. Through academic results and quality assurance activities, it can be seen that the quality of teaching has gradually improved year by year.
We need to modernize the training program soon. After two years of operating the credit-based conversion training program, it's clear that the number of credits and courses is excessive, stemming from the initial directive during the conversion: horizontal transfer. Furthermore, current training programs not only have limited elective time but, more importantly, a closed system between programs. When implementing dual degree programs, the workload is mostly between 85 and 90 credits, meaning a difference of up to 65% in total time. This limits the opportunity for students to attend courses year-round. We need to consider establishing a defined ratio of elective courses, in the true sense of the word "need-based learning," meaning students can choose from a "basket of elective courses" within their field of study or, at the university level. Doing this will not only help to streamline the existing courses but also increase the effectiveness of the "curriculum capital," which consists of courses chosen by many students.MSc. Dinh Viet Hai - Deputy Head of Training Department
So, what is the most fundamental difficulty in transitioning to a new training format, sir?In my opinion, the biggest difficulty is the reluctance to change, the inertia of old habits, that is, the ideological issue. The second difficulty is the lack of some important conditions regarding infrastructure and human resources to implement it on a large scale.
- We understand that the period from 2011 to 2015 was designated by the university as a time to deepen credit-based training. Could you please elaborate on the objectives of this period, Associate Professor?We call the past four years the first phase of the transformation process. The initial phase of transformation focused primarily on form, technology, management processes, and training thinking, starting with teaching methods and assessment. From 2011 to 2015, the transformation will be more in-depth. The implementation of this in-depth transformation is taking place amidst a great opportunity with many favorable factors. The past four years of operating under the credit-based system have created momentum for the entire transformation process. Furthermore, credit-based training is now an inevitable trend and aligns with internationalization and innovation in training management. The in-depth implementation of credit-based training mainly involves teaching methods, assessment, and especially assessment and guidance for self-study and research. This is a crucial step in truly improving the quality of training based on the advantages of credit-based training: emphasizing the proactive role of both learners and instructors.
- So, what challenges has the school identified and what solutions will it focus on to overcome them?- There are several major challenges: Firstly, the human resources challenge, specifically the staffing issue. The self-discipline, proficiency in training technology, professionalism of lecturers, and strict adherence to training requirements are crucial aspects of credit-based training. Furthermore, in phase 2, we plan to organize a system for selecting lecturers and arranging courses alternately according to the nature and role of each course, allowing lecturers more time for research. However, given the increasingly high demands on lecturers, the heavy workload, and the lack of or insignificant increases in income, ideological issues are inevitable. Based on this, we consider the staffing aspect a breakthrough, a key factor determining not only training but also other activities of the University. The second challenge is infrastructure and technology. The slogan: students can study anywhere, and can find materials conveniently anywhere, is still a very distant prospect. The third challenge is the need to modernize and standardize the training and student management systems. The current management system is functioning adequately, but to ensure stability, sustainability, and continuous development to meet the requirements of phase 2, standardization is necessary. A system operating according to IS 9000.2001 standards is perhaps an indispensable requirement. We are also facing a conflict between centralization and decentralization: centralizing management to departments or decentralizing management in the field of training to faculties and training units. The fourth challenge is finding solutions to improve the overall quality of training and solutions for specific groups. It needs to be reaffirmed that the transition to a credit-based training system is a comprehensive and holistic solution to internationalize and modernize training. The policy of developing world-class, high-quality training is a major and necessary policy, but it is creating a conflict: the conflict between a holistic solution and group priorities. Investing in high-quality classes presents several contradictions with widespread implementation. Therefore, a task for the university is to find a solution for world-class training that is suitable for the university and provides high-quality training within a credit-based learning environment.
Of the three key elements to focus on in implementing credit-based training—teachers, students, and organizational mechanisms—the most important element to prioritize is the teacher. This is the most crucial variable in credit-based training. Changes in teachers will lead to changes in students, who are generally quite passive. Changes in teachers will also impact the organizational mechanism, as mechanisms are created by people. In short, credit-based training needs to start with the teacher, and that is the main driving force behind the transition to credit-based training. Changes in organizational mechanisms and students are good, but they won't bring about substantial, fundamental, and lasting change if the teacher doesn't change.Assoc. Prof. Dr. Hoang Khac Nam - Faculty of International Studies
- In the previous phase, some students expressed concerns about limited opportunities to choose their professors and courses. Will this be addressed in the upcoming phase?- During the recent transition in training methods, students have been able to choose courses, but mainly for their study plans. The number of elective courses in the curriculum that allow students to choose is still quite limited. This requires time and preparation in many aspects. Regarding the issue of choosing professors, this is not a simple matter. To allow students to choose their professors, courses must first have many instructors, meaning a large number of teaching staff, or human resources, for training. This is not practical, as most specialized courses are taught by only one person. Furthermore, psychological factors and traditional habits are not conducive to this type of arrangement. In the next few years, the University of Social Sciences and Humanities will implement a system where students choose their professors for courses in the general education block first. As for specialized subjects, whether students get to choose their professors will depend on the development of the faculty.
- Some argue that the transition from the old curriculum to the new credit-based training program is merely a horizontal transfer and does not truly meet the requirements of the credit system?- Naturally, during the transition process, the curriculum transformation is crucial. The curriculum transformation at the University of Social Sciences and Humanities is not a mechanical transformation. Many subjects have been integrated, the allocation of knowledge blocks has been reformed, the number of elective courses has increased, and the prerequisites and sequence of the curriculum have been improved. To operate the transformed curriculum, a system of course syllabi and course guides has been compiled to support the implementation of new teaching methods suitable for the credit-based system. However, the current curriculum still has some shortcomings, such as the large number of subjects, the excessively high proportion of 2-credit courses, making the curriculum fragmented, difficult to manage and implement, and the low interoperability between programs within the Social Sciences and Humanities.
As one of the students graduating a year ahead of schedule from the Philosophy Department, our experience taught us that overcoming difficulties is possible through the power of teamwork, such as group study, exchanging learning materials, and sharing knowledge about the credit-based training system. We helped each other overcome challenges and encouraged each other during times of fatigue and discouragement. Achieving the goal of studying quickly and getting good academic results was challenging because we lacked experience and precedents from those who had gone before us.Duong Thi Oanh Thanh - former student of the QH-2007-X cohort, Faculty of Philosophy
- What recommendations does the school have for VNU to support the implementation of credit-based training at the school, as well as to promote credit-based training on a VNU-wide scale?- Firstly, Vietnam National University, Hanoi (VNU) needs groundbreaking, revolutionary solutions regarding the conditions for credit-based training, such as libraries, learning materials, information technology, and other training facilities. Secondly, it is necessary to further increase the autonomy of lecturers, while simultaneously demanding more from them, but this requires a suitable, step-by-step roadmap that is compatible with the improvement of facilities, learning materials, and the increased professionalism and pedagogical skills of teaching and administrative staff. Thirdly, VNU needs to research and develop appropriate plans to transform its high-quality training model, achieving international standards to suit the credit-based training environment. Fourthly, it is necessary to research and innovate the operational model of the Youth Union and Student Association to suit credit-based training, avoiding the rigidity and passivity of the previous semester-based training system. Fifth, there needs to be strict regulations for quality assurance combined with rigorous rewards and punishments, even including dismissal, to gradually improve the quality of training. Finally, VNU needs to find a suitable and harmonious solution that balances strengthening the linkages and collaborations between units with increasing the autonomy of training units.
Thank you, Associate Professor!
