Abstract
In the context of the Industrial Revolution 4.0 and integration of the Vietnamese economy into the global economy, Vietnam's education and training has been increasingly developed and increasingly deeply integrated into the world. The development of teacher training programs is considered an urgent issue, a prerequisite to contribute positively to the development of education and training in the country. However, the first period of integration shows that teachers have many limitations in practical skills, soft skills, and foreign languages when working in a modern environment. These limitations are due to many factors; one of the basic factors is that the training programs at teacher training facilities are mainly focused on knowledge towards approaching content. Therefore, the development of training programs in general and teacher training programs in particular in the direction of developing necessary skills that society requires learners to have, in order to work and develop their qualities after graduation, to meet the integration needs in the context of the industrial revolution 4.0 is an important trend in the world and especially for Vietnam in the current period. CDIO stands for words: Conceive, Design, Implement and Operate. It is a solution to improve the quality of training to meet social requirements, on the basis of determining the outcome standards, developing programs and training plans; It is also the idea of universities, technical institutes of the United States and Sweden in the early 90s of the last century with the intention of training students after graduation with full knowledge and skills such as: communication skills, personal skills ... and immediate access to the labor market, meeting the needs of the business. In this article, we focus on the solution to develop teacher training programs under the CDIO approach to meet the requirements of the Industrial Revolution 4.0 in higher education institutions in Vietnam.
Highlights
The present world has been experiencing the most significant changes
Ability to apply the CDIO philosophy which is based on the principle of development and implementation of products, processes and systems with their whole lifecycles in mind and Operating – are the context for technical education and using the CDIO context to determine the content of teacher education
Specific, detailed learning outcomes for Ability to plan comprehensive results of CDIO Standard 2 Learning outcomes personal and interpersonal skills, and product, process, and system building skills, as well as disciplinary knowledge, teacher training programme implementation aiming at the development of professional, personal and interpersonal competences of consistent with programme goals and graduates, of the skills required to create validated by programme stakeholders products, processes and systems, as well as of their disciplinary knowledge
Summary
The present world has been experiencing the most significant changes. The forth Industrial Revolution 4.0 or Industry 4.0 has been creating strong evolutions, influencing on every aspect of people’s life in the 21th century [1][2]. In the time when the education and training tailored to meet the requirements of the society and enterprises have become an essential factor to the socio-economic development, the approach to CDIO is an inevitable part towards advancement, in accordance with the trend and tendency of the world development, combining academic curriculum development with Higher education transfer and assessment, contributing to an improvement of the teaching and learning quality of universities in global innovation and integration that takes place worldwide [6][7]. Specific, detailed learning outcomes for Ability to plan comprehensive results of CDIO Standard 2 Learning outcomes personal and interpersonal skills, and product, process, and system building skills, as well as disciplinary knowledge, teacher training programme implementation aiming at the development of professional, personal and interpersonal competences of consistent with programme goals and graduates, of the skills required to create validated by programme stakeholders products, processes and systems, as well as of their disciplinary knowledge.
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