Educational Philosophy

NOTICE

Ref. Popularizing the “Educational Philosophy” of  Faculty of Economics


1. Introduction

UNESCO has defined four educational pillars: Learning to know, learning to work, learning to be, learning to live together (Singh, 1998). Learning to know shows intelligence requirements, including knowledge which can help learners make progress in learning, career activities and lifelong-learning. Learning to work requires perfection of skills as well as thinking methods. Learning to be  requires the development of all sides of learners’ nature which helps themselves develop personality. Learning to live together emphasizes the objective of training people know how to live, work and share benefits with others.

2. The educational philosophy of Faculty of Economics

Faculty of Economics develop to research orientation. Therefore, its teaching always combines and uses researches of Vietnamese and international researchers, especially researches of the faculty’s lecturers. The research is the combination of the 3 major factors: Mastering methods, generating ideas and cultivating intellectual souls.

With the above contents, the Faculty confirms the educational philosophy as follows: "Learner-centered learning, active teaching, and active learning".

With the above-mentioned educational motto, the activity of teaching at the Faculty is defined according to the following orientations:

Firstly, select and innovate the teaching program suitable for the practical situation in Vietnam

With the recognition of the content of undergraduate program as the core of a major, our training program of Economics is always updated, modern and adjusted suitably to the socio-economic conditions and labor market in Vietnam. Only an unremarkable number of graduates work  at educational organizations and research institutes. Actually, the program has had reasonable adjustments so that students, after graduation, have enough necessary knowledge, skills, methods and attitudes for stable jobs with high income.

Secondly, use the learner-centered method and lecturers become instructors and examples for students

Students are both customers and ‘products’ of higher education.Therefore, they need to be taken care of like special customers and are the center of teaching process. Lecturers will not do all the things during teaching and works as an advisor who instructs students how to reach knowledge and solve problems and makes funs and excitement for them to discover and create knowledge. The higher education environment of Economics must cover the whole of  intelligent solutions and qustions. Lecturers need to have career passion and inspire students to research and explore knowledge academy. In bachelor honors classes, each student will have a mentor and in other normal classes, each group will have a mentor. The mentors will get to know students about their needs for necessary knowledge, skills, attitudes and methods.

Thirdly, lecturers apply modern methods and means to motivate students creative thinking ability. Lecturers use positive teaching methods to activate students’ curiosity and creativity. The method include:

-          Exploratory teaching

-          Problem – Solving

-          Discourse

-          Case – study

-          Group work

-          Discussion and argument

-          Recitation oral questions and interview

-          Role – playing

-          Game theory

-          Field research

-          Brain storming

Fourthly, innovate and standardize the process of learn assessment. The objectives of learner assessment is to clarify or select learners, to maintain quality standard , to encourage students to learn , to provide feedback information for learner s and lecturers and to prepare professional  knowledge and skills for students.

The type of subjective multiple choices are to check student’s knowledge

+ short answers

+ true – false question and brief explanations

+compatible questions

+multiple answer questions

+original questions

+logical questions

The type of constructed – response questions are to check in – depth specialize knowledge. Good constructed – response questions can lead to effectiveness about abilities, analysis, assessment, synthesis, logical thoughts, abilities to solve problem and give learners’ theories.

Fifthly, the environment of learning and research at FE is formed, built and developed.

This environment is very important to improve training and research quality at the faculty. Building the environment and institutionalizing the things relevant to learning, teaching and researching are premise and prerequisites to generate interesting and persuasive lesson plans and to make good products for the society with high - quality  human resources and creative, independent and effective  researches. The Faculty has always been a solidary, helpful and cooperate unit in researching and teaching

Sixthly, build strong research groups between lecturers and students of generations.

One of the most vital talks  of a university is researching and academic. The university is the place which orientates students’ future. The Faculty is the process of forming research groups on macro – economics, economics history, institutes, etc. One of the Faculty’s strong points is scientific research of lecturers and students. Therefore, the research needs to be deployed more widely and go into academic research practice. Lecturers lead good students to research groups so that students can familiarize themselves with the research environment, methods and problems relevant to research in order to serve their learning and research in the future. 



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