![]() ![]() In recent years, FPT Education as a member of FPT Corporation, a leading ICT corporation in Vietnam, has been keeping up with its "Digital Transformation". The vision is to become a Mega internationalized education system, to meet the needs of the society, and to base on state of the art education technology. We propose that these methods are synergistically related and, when used together, maximize students' potential for intellectual and personal growth.įPT Education's vision is iGSM (i-Industry, G-Global, S-Smart Education and Mega). They accomplish these goals by establishing a shared vision for a course, providing modeling and mastery experiences, challenging and encouraging students, personalizing attention and feedback, creating experiential lessons that transcend the boundaries of the classroom, and promoting ample opportunities for preflection and reflection. Teachers assume the traditional role of facilitating students' acquisition of key course concepts, but do so while enhancing students' personal development and attitudes toward learning. From this perspective, instructors are intellectual coaches who create teams of students who collaborate with each other and with their teacher to master bodies of information. Transformational teaching involves creating dynamic relationships between teachers, students, and a shared body of knowledge to promote student learning and personal growth. In the present paper, we suggest that these seemingly different strategies share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching. This progress has been spurred by the development of several learning principles and methods of instruction, including active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning. Tensions continue to exist between the demands and opportunities provided by the workplace and the need to develop capable practice, support personal development and maintain academic validity however, universities are beginning to engage with these issues at a deeper level than that suggested by simple notions of employer engagement and skills development, and the evidence indicates that well‐designed work‐based programmes are both effective and robust.Īpproaches to classroom instruction have evolved considerably over the past 50 years. Recent examination of practice and literature indicates a growing sophistication in the way that work‐based learning is being theorised and facilitated in higher education, with its gradual emergence as a distinct field of practice and study supported by relevant pedagogies and concepts of curriculum. Since the 1980s there has been significant growth in the engagement of higher education with workforce development, with among other things the emergence of a distinct if varied area of provision commonly referred to as work‐based learning. ![]() Finally, the university may also consider and study ways on how to develop the entrepreneurial skills of tourism students. The training of students should also be regularly monitored by university training coordinators. The study recommends that the university should tie-up with more tourism industry partners that can give excellent trainings for students and offer more international OJT for them to be more globally competitive. Of immediate concern, however, is the decline of OJT contributions to the competencies of 2013 graduates. ![]() The OJT program is also consistent throughout the years in providing skills and personal qualities as indicated by the non-difference on OJT contributions when grouped according to graduation year. Further, the similarities of OJT contributions for males and females imply that there is no gender bias in the training places while the differences on OJT contributions for self-employed, casual, contractual and permanent employees indicate that those with more skills and competencies are more inclined to entrepreneurial activities than to employment. Results show that the OJT program of the university has significant contributions to the development of students’ basic skills, thinking skills, personal qualities and competencies on resources, interpersonal, information, systems and technology. Respondents consist of 74 tourism graduates from 2009 to 2013, which is 75.5% of the total number of graduates. The study is descriptive and uses survey questionnaire for data gathering. This study ascertains the contributions of on-the-job training (OJT) program of a university to the development of skills, personal qualities and competencies of tourism students.
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