DESIGNING OUTPUT STANDARD IN DEVELOPING TRAINING PROGRAMS

LE HUY TUNG

LE HUY TUNG	tung.lehuy@hust.edu.vn	Hanoi University of Science and Technology

Summary:

Developing training program was usually divided into two main stages such as the development of output standard and curriculum design. The first thing to do when designing any training program is to set up the output standard. Output standards will stipulate the organization of the teaching process and ways of evaluation. Output standards are used to describe learners’ expectation and ways to achieve it. The paper presents the development of undergraduate training program in recent years and provides method suggestions for designing training program towards output standard. According to the author, training programs play an important role in the training process, decide learners’ quality. Therefore, the development of training program must be carried out in a rigorous and scientific manner. In particular, the development of output standards is the starting point for the development of training program and also the decisive step to the next steps such as content, teaching methods, testing and evaluation. Therefore,educational institutions should pay a special attention to this step

View file

Keywords:

Output standard

Training program

development of training program

Testing and evaluation

competence

Refers:

[1] ổi mới quản lí giáo dục đại học giai đoạn 2010- 2012, http://vanban.chinhphu.vn/portal/page/portal/ch inhphu/hethongvanban?class_id=1&_page=1&mo de= detail&document_id=93346, Chỉ thị số 296/CT-TTG của Thủ tướng Chính phủ, tháng 02 năm 2010

[2] Hướng dẫn xây dựng và công bố chuẩn đầu ra, https://thuvienphapluat.vn/cong-van/Giao-duc/Congvan-2196-BGDDT-GDDH-con..., Bộ GD&ĐT, tháng 4 năm 2010.

[3] Bộ Giáo dục và Đào tạo, Thông tư Ban hành Quy định về tiêu chuẩn đánh giá chất lượng chương trình đào tạo các trình độ của giáo dục đại học, Thông tư số 04/2016/TT-BGDĐT, tháng 3 năm 2016.

[4] ASEAN University Network, Guide to AUN-QA Assessment at Program Level, 10/2015

[5] Bộ Giáo dục và Đào tạo, Quy định về kiểm định chất lượng cơ sở giáo dục đại học, Thông tư số 12/2017/ TT-BGDĐT, tháng 5 năm 2017.

[6] ASEAN University Network, Guide to AUN-QA Assessment at Institutional Level, 5/2016.

[7] Jenkins, A. & Unwin, D. (2001), How to write learning outcomes. Available online: http://www.ncgia. ucsb.edu/education/curricula/giscc/units/format/ outcomes.html

[8] Donnelly, R and Fitzmaurice, M. (2005). Designing Modules for Learning. In: Emerging Issues in the Practice of University Learning and Teaching, O’Neill, G et al. Dublin: AISHE.

[9] ECTS Users’ Guide, (2005), Brussels: DirectorateGeneral for Education and Culture. Available online at: http://ec.europa.eu/education/programmes/socrates/ ects/doc/guide_en.pdf.

[10] Moon, J. (2002), The Module and Programme Development Handbook. London: Kogan Page Limited.

[11] Adam, S., (2004), Using Learning Outcomes: A consideration of the nature, role, application and implications for European education of employing learning outcomes at the local, national and international levels. Report on United Kingdom Bologna Seminar, July 2004, Herriot-Watt University.

[12] oohey, S, (1999), Designing Courses for Higher Education. Buckingham: SRHE and OU Press.

[13] Ramsden, P (2003), Learning to Teach in Higher Education, London: Routledge.

[14] Biggs J., (2003b), Aligning teaching and assessing to course objectives. Teaching and Learning in Higher Education: New Trends and Innovations. University of Aveiro, 13 - 17 April 2003.

[15] Bloom, B. S., Engelhart, M., D., Furst, E.J, Hill, W. and Krathwohl, D. (1956), Taxonomy of educational objectives. Volume I: The cognitive domain. New York: McKay.

Journal:

No. 144, September 2017

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

DESIGNING OUTPUT STANDARD IN DEVELOPING TRAINING PROGRAMS