Exploring the Transferability of Competency-Based Education Model to Social Work Education in Vietnam

Han, Meekyung; Nguyen, Diana; Cohen, Ed; Drabble, Laurie A.; Nguyen, Hoa; Sen, Somnath; Tran, Thanh

doi:10.1080/02615479.2016.1162782

Cited by 9 publications

(5 citation statements)

References 16 publications

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“…Through the analysis of 166 samples, it is found that, in the 164 valid samples, there are 157 people said that they have ethnic minority students, accounting for 94.6% of the total number of samples; there are 7 people said that they have no minority students. According to the common sense, in the daily life, minority nation students, in the acceptance of social work education, should slowly cultivate their national sensitivity or cultural sensitivity [9]. But in fact, we found that there are 7 people said that they do not have the minority nation students, while actually, their classmates are indeed minority nation students, but they basically do not have this awareness.…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 53%

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Research on the Dilemma and Countermeasures of the National Social Work Education in Chinese Colleges and Universities

Zhou¹,

Xu²

2017

Proceedings of 3rd International Symposium on Social Science (ISSS 2017)

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Abstract. National social work is a process to provide professional services to minorities with professional social work concepts, theories and methods. However, in the education of social work, national social work education, namely social work academic education related to nations and culture and continuing education are not paid enough attention to, and the development is relatively slow. China is a unified multi-ethnic country, and the national social work education has great possibility and urgency. In consequence, we should learn from the experience of overseas and overseas social work education. The research and practice of national social work have begun since the 20th century. Up to now, there are some colleges and universities in the country having set up social work professional, and there are master and doctoral points of social work in ethnic areas. However, there are still many difficulties in the national social work education. Due to the relative lag of the practice and research of national social work in domestic, the development of national social work education is relatively backward. At present, there is no training base for national social workers, and the continuing education courses all lack ethnic and cultural sensitivity. In addition, the contents and materials of occupation qualification examination of social work do not involve the ethnic and cultural contents. The relevant government department's top-level design, practice field, academic and education circles independently and consciously improve the social work field ethnic and cultural sensitivity is the path for our national social work education to better and faster develop

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Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 53%

“…In fact, in G school, the social work professional teachers include teachers from the nation of Zhuang, Yao and Naxi. Generally speaking, there are a total of 58 people being not sensitive to their own ethnic composition of teachers [10].…”

Section: Advances In Social Science Education and Humanities Researcmentioning

confidence: 99%

Research on the Dilemma and Countermeasures of the National Social Work Education in Chinese Colleges and Universities

Zhou¹,

Xu²

2017

Proceedings of 3rd International Symposium on Social Science (ISSS 2017)

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“…Previous studies on OBE in Vietnam have often concentrated on policy implications, curricular reforms, or comparisons with Western models (Han et al, 2016;Thuy, 2022;Nguyen & Lee, 2022). However, one glaring omission has been an in-depth exploration of teachers' preferences and strategies regarding assessment methods tailored for OBE.…”

Section: Introductionmentioning

confidence: 99%

Assessment Strategies in Outcome-Based Education: Preferences and Practices Among University Lecturers in Vietnam

Hoang Yen,

Anh Thi,

Thao

et al. 2023

IJLTER

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Amidst the diverse landscape of modern educational methodologies, outcome-based education (OBE) has gained prominence as an effective approach to teaching and learning. Originating from the desire to produce specific and measurable outcomes for learners, OBE focuses on what students should know and be able to do by the end of their educational experience. Motivated by the need to delve deeper into the implementation of OBE, particularly regarding assessment preferences, this study aims to explore the types of assessments preferred by university lecturers for implementing OBE in Vietnam. Building on the existing gap in literature that emphasizes the intricacies of OBE assessment choices, utilizing qualitative research methods, in-depth interviews were conducted with 15 university lecturers from various disciplines. To analyze the gathered data, a thematic analysis approach was employed. The findings reveal a strong preference for formative assessments, aligning with educational theories such as Constructivism, Assessment for Learning (AfL), and the Cultural-Historical Activity Theory (CHAT). The study also highlights the growing adoption of project-based assessments, rubrics, and reflective practices as effective means of evaluating student outcomes. Contrary to prevailing trends, a subset of participants also advocated for well-designed standardized tests, providing a nuanced understanding of their role in OBE. Implications point to a significant shift in assessment culture within Vietnam’s higher education sector, with broader ramifications for educational policy and practice. Limitations and recommendations for further research are also discussed.

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“…Vietnam's university landscape is undergoing rapid modernization and internationalization, and there is a growing need to align its HE system with global standards, like OBE (Han et al, 2016). However, transitioning to a new system is not merely about adopting new frameworks; it is about changing the very mindsets of those who deliver education.…”

Section: Introductionmentioning

confidence: 99%

Reframing Assessment Strategies: The Impact of Reflective Teaching on University EFL Lecturers’ Perspectives and Practices

Yen,

Thao,

Thuy

et al. 2023

jltr

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This study delves into the evolving perspectives and practices of lecturers regarding classroom assessment, especially in terms of integrating reflective teaching methods. Drawing insights from 15 English as a foreign language (EFL) lecturers, certain emergent trends were identified, including a pronounced shift towards constructivist approaches to assessment and an increased emphasis on formative over summative assessment strategies. Lecturers also showcased enhanced reflective abilities in assessment design, with a significant number highlighting the improved alignment between learning outcomes, teaching methodologies, and assessment strategies. A deepened appreciation for diverse learning pathways became evident, and there was an amplified responsiveness to student feedback in tailoring assessment strategies. The study also found trends like embracing technological tools for improved assessment, a surge in interdisciplinary collaboration in assessment design, a heightened empathy towards student challenges, and a strong advocacy for collaborative assessments. The findings underscore the profound implications of reflective teaching on assessment strategies. Recommendations for future studies emphasize the need for a broader participant base and exploration of direct impacts on student outcomes.

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Exploring the Transferability of Competency-Based Education Model to Social Work Education in Vietnam

Cited by 9 publications

References 16 publications

Research on the Dilemma and Countermeasures of the National Social Work Education in Chinese Colleges and Universities

Research on the Dilemma and Countermeasures of the National Social Work Education in Chinese Colleges and Universities

Assessment Strategies in Outcome-Based Education: Preferences and Practices Among University Lecturers in Vietnam

Reframing Assessment Strategies: The Impact of Reflective Teaching on University EFL Lecturers’ Perspectives and Practices

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