Several new features are expected regarding interdisciplinary training.

Students of Hanoi Polytechnic College. *Photo: BK*

One of the most significant changes in the draft is the expansion of the ways in which academic achievements are recognized.

While previously articulation of credits was primarily based on completed courses, modules, or credits, the draft allows educational institutions to consider recognizing professional competence, national vocational skills certificates, professional certificates, work experience, and other evidence-based competency assessments.

This represents a shift from an approach primarily based on the learning process to one that values the practical skills acquired by learners. This approach aligns with modern educational trends, contributing to the practical application of learning and encouraging people to continuously learn and improve their skills throughout their lives.

In addition, the draft also adds a flexible mechanism for STEM fields, engineering, technology, and national key sectors. Accordingly, educational institutions will have more flexibility in admissions, recognition of learning outcomes, and determination of supplementary courses, thereby creating conditions to attract and develop human resources for STEM fields, engineering, technology, and national key sectors.

The draft regulations stipulate the principle of recognizing the maximum number of learning outcomes and accumulated competencies, limiting the need for learners to retake content that already meets equivalent learning outcomes.

Educational institutions are responsible for recognizing as much as possible the learning outcomes and competencies that learners have acquired if they meet the requirements of the training program.

This regulation contributes to reducing learning time and costs for learners, while also making more effective use of previously accumulated learning outcomes, skills, and experience.

This also represents a shift from a training-based management mindset to an approach based on learning outcomes and the actual competencies of the learners.

Although the draft aims to facilitate the transfer process for students, it still emphasizes ensuring the quality of education as a guiding principle. Students transferring must meet the same learning outcomes and graduation requirements as other students in the same training program.

The draft empowers educational institutions to take a more proactive approach in evaluating and recognizing learning outcomes and developing learning pathways tailored to each individual learner.

However, this autonomy must be coupled with accountability. The recognition of learning outcomes must be based on output standards, implemented publicly, transparently, verifiably, and with accountability for the quality of training.

Source: https://hanoimoi.vn/du-kien-co-nhieu-diem-moi-ve-dao-tao-lien-thong-982413.html