Vietnamese Colleges Self Assessment of their Competence and the Importance of Key Processes Fall, 2017

Purpose of the Self-Assessment To begin tracking the progress of the Vietnamese Partners in terms of their acquiring the needed levels of competence / capacity to design and deliver exemplary student-centered, demand driven training programs. VSEP and the partner colleges would be able to continue to work together and to build on the areas of competence, over the remainder of VSEP that are most needed.

The Two Areas of Self Assessment The competence / capacity in the application of various processes related to program development and delivery. The level of importance that was given to these various program development and delivery processes.

The Focus The new program that is being developed by their college and VSEP, and those who have participated in its development

Five Key Process Areas Employer-driven Programs Instructors who are industry-experienced and use learner-centered methodologies Facility and learning resources that effectively support competencies Responsive and accountable leadership and processes Inclusive and empowering training

Figure 1: Illustrative diagram for 5 key Process Areas 1. Employer- driven Programs 5. Inclusive and Empowering Training 4. Responsive and Accountable Leadership & Processes Effective and Sustainable TVET Institutions 2. Relevant and Competent Instructors 3. Appropriate Facilities and Learning Resources Figure 1: Illustrative diagram for 5 key Process Areas (cited from VSEP knowledge product: A Model for effective and sustainable TVET Institutions)

A Diversified Student Population Who are our Students: male and female youth; males and females from rural areas; and, males and females from ethnic minorities.

Student Centered Colleges A student-centered college provides optimal learning experiences and services that lead to student success. The diverse needs of students are the at the center of our recruitment activities, student support services to retain students during their studies, successful graduation rates and support to finding employment in their area of study.

Inclusive classrooms/schools Attends thoughtfully and well to all the differences that students bring with them to school Widening the Circle: The power of inclusive classrooms, Mara Sapo-Shevian (2007), Beacon Press

Diversity “…differences in race, ethnicity, language, family composition, gender, religion, sexual orientation, dis/ability, socio-economic status, location (rural/urban) and so on” Adapted from Widening the Circle

Self Assessment Rating scale – Competence / Capacity 3 - Advanced – We have a broad and deep understanding and skills, with substantial experience in this area. We can apply the process regularly and independently and display this process in complex, varied situations. We can be a role model for this process. 2 - Proficient – We have sufficient understanding and experience to operate at a full professional level with this broad range of moderately complex situations. We can generalize basic principles to effectively function in both predictable and new situations. 1 - Developing – We are newly developing in this area. We have a general understanding of key principles but limited or no applied experience with this process. We are capable of using this process with coaching and support, in simple situations. 0 – We cannot demonstrate this process D/K – Don’t know/No opinion/ not applicable - We cannot rate this area due to a lack of information

Self Assessment Rating scale – Importance 3 - Extremely Important. This process is essential / fundamental for our college’s program development and delivery mechanism 2 - Important. This process is important for our college’s program development and delivery mechanism 1 - Somewhat Important. This process is less important but useful for our college’s program development and delivery mechanism 0 - Not Important/ Not Needed. This process is unimportant for our college’s program development and delivery mechanism D/K – Don’t know/No opinion/ not applicable - Cannot rate this process due to a lack of information

Specific Key Processes: 1. Employer-Driven Programs 1.1 Determining Labour Market Training Needs (LMNA) for the student target audience 1.2 Implementing the DACUM Model 1.3 Developing and implementing Program Advisory Committees (PACs) 1.4 Developing and implementing an Employer Linkage Strategy that is representative of diverse student population 1.5 Embedding Employability Skills in Training Programs that serve the needs of a diverse student population 1.6 Conducting Program Review, Validation and Updating Processes using DACUM principles for courses that meet the needs of a diverse student body 1.7 Implementing an Environmental Sustainability Program with a focus in greening the college and embedding environmental issues in the program curriculum.

Specific Key Processes: 2 Specific Key Processes: 2. Instructors who are industry-experienced and use learner-centered methodologies 2.1 Implementing Technical upgrading of Faculty to meet program requirements to meet the needs of a diverse student body 2.2 Conducting a Training of Trainers (TOT) Program to build the capacity of instructors in learner-centred processes to meet the needs of a diverse student body 2.3 Evaluating student learning 2.4 Developing learner-centred curricula and lesson plans in consideration of a diverse student body 2.5 Delivering learner-centred curricula and lesson plans to meet the needs of a diverse student body

Specific Key Processes: 3 Specific Key Processes: 3. Facility and learning resources that effectively support competencies 3.1 Identifying the needed infrastructure modifications to support program delivery to meet the needs of a diverse student body 3.2 Implementing the needed infrastructure modifications to meet the needs of a diverse student body 3.3 Identifying the Needed, Relevant Training Equipment and Learning Resources to Support Program Delivery to meet the needs of a diverse student body 3.4 Procuring the Needed Training Equipment and Learning Resources to meet the needs of a diverse student body

Specific Key Processes: 4 Specific Key Processes: 4. Responsive and accountable leadership and processes 4.1 Preparing Institutional Profiles which include sex disaggregated data on the diverse student population 4.2 Developing an Institutional Strategic Plan based on an analysis of the sex disaggregated student data 4.3 Developing and Implementing a Sustainability Model that addresses the needs of the diverse student population and focuses on long-term financial and human resource capacity. 4.4 Designing and implementing a QA system 4.5 Developing and Implementing an Enrolment Management Strategy that is mindful of the diverse population that is served by the college

Specific Key Processes: 5. Inclusive and empowering training 5.1 Identify Barriers and Enhancing Access Community Colleges for the diverse student population that the college serves 5.2 Developing and implementing Student Services and Success Processes to address the needs of the college’s diverse student population

Number of Participants in the Focus Groups Focus groups of College Leaders and instructors who participated in the development of the new programs in VLCC, HGCC, and BTCC were conducted in September and October 2017. The number of participants were: VLCC: ­­­­­­­­­­­27 HGCC: 12 BTCC: 08

Focus Group Overall Results: 1. Employer-driven Programs Competence / Capacity: 1.4 Importance: 2.5

Focus Group Overall Results: 2 Focus Group Overall Results: 2. Instructors who are industry-experienced and use learner-centered methodologies Competence / Capacity: 1.8 Importance: 2.8

Focus Group Overall Results: 3 Focus Group Overall Results: 3. Facility and learning resources that effectively support competencies Competence / Capacity: 1.7 Importance: 2.8

Focus Group Overall Results: 4 Focus Group Overall Results: 4. Responsive and accountable leadership and processes Competence / Capacity: 1.7 Importance: 2.7

Focus Group Overall Results: 5. Inclusive and empowering training Competence / Capacity: 1.8 Importance: 2.6

Scatter graph illustrating the overall results from FGD at 3 CCs)   Process Category Average for Competence / Capacity Average for Importance 1. Employer-driven Programs 1.4 2.5 2. Instructors who are industry- experienced and use learner- centered methodologies 1.8 2.8 3. Facility and learning resources that effectively support competencies 1.7 4. Responsive and accountable leadership and processes 2.7 5. Inclusive and empowering training  2.6

Overall comments and observations 1/ For the five major Categories: For Competence: The average results show the colleges reporting just below 2, approaching “Proficient”. For Importance: The average results show that the processes are tending toward “Extremely Important”. 2/ The colleges could benefit from additional capacity building in the five key areas. 3/ It is important to note that there is a variation within each of the five categories, suggesting that some individual processes may require more support than others.

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