Under pressure of the continuing need to modernize, Vietnam is rapidly reforming its education system. Cooperative Learning (CL) with a Western-based model is being enthusiastically applied. This paper suggests that an authentic form of CL has long existed in the foundations of Vietnamese education. The reasons why Western-based CL is encouraged can be attributed to false universalism (the belief that a practice that originated from elsewhere can be “cloned” with similar results) and neo-colonialism (the perpetuation of a colonial mindset under the pressure of financial loans). While an adjusted form of CL has been suggested by previous studies to make CL culturally appropriate, this paper argues that a true hybrid form of CL which takes into account the authentic CL will have more potential to make this method not only culturally but institutionally appropriate. The paper indicates a strong need to identify and incorporate indigenous practice in the process of educational reform.
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This booklet holds a collection of drawings, maps, schemes, collages, artistic impressions etc. which were made by students during an intense design moment in the project (re)CYCLE Limburg, which took place in December 2016. Students of Built Environment, Facility Management, Social Work and Health & Care cooperated in making designs and developing strategies for urban renewal in Kerkrade West (Province of Limburg, the Netherlands). The study focused on the importance of qualitative and shared public spaces. The local community (inhabitants, shopkeepers, entrepreneurs, municipality, housing corporation) was actively engaged by sharing knowledge and information, ideas and opinions. These reflections are part of the Limburg Action Lab (part of the Smart Urban Redesign Research Centre). It engages in research by design on innovative and tactical interventions in public space, that might enhance the identity, sustainability and socio-spatial structure of neighbourhoods.
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The Hague University of Applied Sciences has high ambitions in the field of internationalisation. Two out of four priorities in the institutional policy touch this theme: global citizenship and internationalisation. In order to ensure that the curriculum of the new degree programme HBO ICT meets these priorities, it is interesting to know which international competencies the ICT sector requires. The main research questions in this report is: Which international competencies does the ICT sector demand of ICT graduates and how can these be embedded in the curriculum of the new HBO ICT degree programme? That the question is relevant, is shown by the fact that 25% of the respondents, ICT graduates, indicated that they actually work abroad for longer and shorter periods. In this research an online survey was held among alumni (n = 315) of the precursors of the HBO ICT degree programme in order to find out which international competencies are important. By conducting interviews on the same target group, this information was deepened. In an online survey among graduation supervisors (n = 202) it is examined to what extent the graduates master the required skills by the end of their training. This combined information provides the input to develop the new curriculum of the HBO ICT degree programme and its specialisations. The results show that English and especially English listening and reading skills are considered to be very important. Our alumni master these skills highly satisfactorily. It was specifically mentioned, however, that alumni must overcome a certain reluctance to speak. Intercultural and personal and social competencies are found very important. To master these competencies, students should learn by experiencing. This can be done by working together in international teams, but also in national teams as long as they are supervised explicitly on intercultural, personal and social competencies. As far as the international academic and professional competencies concerned, especially internationally accepted professional knowledge is considered important. On these categories the HBO ICT graduates score satisfactorily (a score of 6 or 6,5 out of 10). Depending on the ambitions of the programme, some improvements could be made here. In general, the ICT sector is quite satisfied with the extent to which our students possess international competencies they consider to be relevant. However, there are suggestions for improvement and some of them have already been included in the toolkit internationalisation as part of the development of the curriculum of HBO ICT.
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