MINISTRY OF EDUCATION AND TRAINING HO CHI MINH NATIONAL ACADEMY OF POLITICS ACADEMY OF JOURNALISM AND COMMUNICATION TIEN TRAN ENHANCING THE TRAINING QUALITY OF TV REPORTER EDUCATION IN VIETNAM A SUMMARY OF DOCTORAL DISSERTATION IN JOURNALISM HANOI – 2016 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH NATIONAL ACADEMY OF POLITICS ACADEMY OF JOURNALISM AND COMMUNICATION TIEN TRAN ENHANCING THE TRAINING QUALITY OF TV REPORTER EDUCATION IN VIETNAM Major: Journalism Code: 62 32 01 01 A SUMMARY OF DOCTORAL DISSERTATION IN JOURNALISM SUPERVISOR: 1- DOCTOR TRI NHIEM NGUYEN 2- DOCTOR THI THU NGA TRAN HANOI – 2016 INTRODUCTION 1- REASONS FOR CHOOSING THE TOPIC: Due to the development of the broadcasting service and the Government's plan for the development of radio and television broadcasting services until 2020, a greater number of human resources with better skills in this sector are in demand The in-depth training in major is practical as it meets students' needs to work in broadcasting industry In actual fact, the broadcasting industry is developing on a multi-platform basis It has varied the form of access of the public; not only through traditional televisions but also through social networks so that a more diverse audience can access it In terms of education, the training of individual skills, including broadcasting journalism skill, is still essential for journalism students to have multi-media skills Students must accumulate all skills enclosed in a curriculum On the contrary, if they not have specialized skills and master various genres, they will not be able to meet practical job requirements The broadcasting industry is changing fast thanks to the impact of science and technology The digital era requires professional skills in TV reporters, which means a need for more advanced education This will require more flexibility in the curriculum, which depends on the universities' ability to study the labor market and to apply such results in their curricula The skills and requirements for TV reporters are different from those of other positions in journalism Reality has shown that not all TV reporting students can meet practical job requirements In order train TV reporters who meet social demands and are suitable with the development trend of the broadcasting sector, it is essential to have a comprehensive summary and evaluation of the existing training programs for TV reporters 2- RESEARCH PURPOSE AND RESEARCH CONTENT: 2.1 Research purpose: By building a theoretical framework about the quality of TV reporter education, the dissertation evaluates the TV reporter education in Vietnam at the moment; it draws some references from some foreign broadcast journalism training institutions as well as explore practical requirements for TV reporters; basing on which, the dissertation recommends some solutions to enhance the training quality of TV reporter education, basing on some quality assurance factors which are part of the training procedure of the universities 2.2 Research content: - Conduct an overview of related studies - Study and clarify theoretical issues related to training quality and TV reporters - Survey universities which train TV reporters; identify their successes and limitations - Collect the feedback and evaluation of the sample who are working at Vietnamese Broadcasting Station and some local stations about the quality, efficiency and requirements for TV reporters in the current context - Study and evaluate broadcast journalism education in some countries in the world - Recommend solutions to enhance the quality of TV reporter education in Vietnam, specifically focusing on quality assurance factors as part of the training procedure of universities 3- RESEARCH OBJECT AND SCOPE: 3.1 Research object The research object of the dissertation is TV reporter education in Vietnam 3.2 Research scope The dissertation studies the training procedure of broadcast journalism at college and university level, full-time mode The dissertation studies the curriculum of cohorts 2014-2017 (college level) and 2014-2018 (university level) Short training programs and courses not belong to the scope of the dissertation For broadcast journalism education in foreign countries, the researcher only seeks references in some countries and international organizations with notable quality assurance factors to compare with the actual training situation in Vietnam 4- RESEARCH HYPOTHESES: - Over previous decades, TV reporter education in Vietnam has been effective, to a certain extent, providing human resource for broadcast stations all over the country However, it is a reality that many college graduates still not meet skill requirements - The outburst of technology, new techniques and the rapid development of broadcasting sector in the context of globalization and international integration lead to higher requirements for TV reporters In this context, training activities should originate from and based on practical demands Accordingly, the training objectives and learning outcomes of broadcast journalism major must meet specific requirements for broadcast journalists in terms of career characteristics, background knowledge and professional skills - The basic principle for enhancing TV reporter education is to design a flexible training activity to cater for changes during actual work, in which, curriculum is considered the nuclear element and it must be considered in a relationship with quality assurance factors of the training procedure 5- RESEARCH METHOD: 5.1 Methodology: The researcher relies on: Marxism-Leninism methodology, specifically dialectical materialism and historical materialism; Ho Chi Minh's ideology and the Party and Government's viewpoint and policies about education and training; Theories on journalism (studying documents on journalism, features of broadcast journalism ); Theories on college teaching; Researches on the quality of TV reporter education according to a systematic viewpoint 5.2 Research method: This topic requires in-depth studies in both the theories and practice of journalism and journalism education; the researcher will use traditional methods such as: analysissummary, deduction-induction, inference and explanation Some specific methods: Studying documents; Classification and systemization; Case study; comparative analysis; Forecasting; In-depth interviews; Survey questionnaires 6- THEORETICAL AND PRACTICAL IMPLICATIONS: The dissertation’s findings have significant implications for the theories and education of journalism in general and broadcast journalism in particular; they contribute an important part to the construction of a theoretical framework about the quality of TV reporter education in Vietnam The dissertation will recommend solutions for training activity and conditions for effective implementation, including curriculum, quality assurance factors, learning outcomes, evaluation criteria In addition, the application of new teaching philosophies and the identification of quality assurance factors can be applied for the training of other positions in the field of journalism-communication Dissertation results can be used as a reference for studies into journalism at journalismtraining institutions 7- STRUCTURE OF THE DISSERTATION: Apart from the introduction, overview, conclusion, references and appendixes, there are three chapters in the dissertation: Chapter 1: Theoretical basis of TV reporter education in Vietnam Chapter 2: Research methodology and results of surveys about the quality of TV reporter education in Vietnam Chapter 3: Recommendations to enhance the quality of TV reporter education in Vietnam OVERVIEW STUDIES MENTIONING TEACHING PHILOSOPHIES AND TRAINING MODELS Analyzing domestic and international studies about these aspects, the researcher comes to a conclusion about the teaching philosophies in leading countries, that is: in these nations, there is little government intervention in education Decentralization allows universities to have autonomy, leading to the flexibility in curriculum design and construction to achieve an ultimate goal: meeting demands of the society Learnercentered programs aim at promoting learners' competence, creativity and skill development Interdisciplinary integrated training has proven its effectiveness Apart from general knowledge, journalist education focuses on career skills It is also necessary to identify training objectives in the stratification of university education SOME STUDIES MENTIONING FACTORS AFFECTING EDUCATION QUALITY AND THE QUALITY OF JOURNALISIM EDUCATION Many domestic and overseas studies have mentioned factors affecting education quality and the quality of journalism education; however, there are no studies are devoted specifically to TV reporter education Despite researchers' various approaches, their findings about journalism education includes: the content and curriculum (reflecting training objectives); Quality of lecturers; Learning and teaching methods; Materials, textbooks and facilities; Admission; Quality assessment RESEARCHES SUGGESTING SOLUTIONS TO ENHANCE THE QUALITY OF TV REPORTER EDUCATION All suggested solutions focus on factors affecting quality of journalism education This is especially significant because it is a mutual agreement among many researchers Some studies even identify limitations in the education of journalists in general and TV reporters in particular There are many valuable forecasts and evaluations about the impact of social context on journalism education The suggested recommendations have practical value; however there is a lack of researches focusing specifically on TV reporter education Some solutions and curriculum only apply for specific journalism training institutions, or for the training of other positions, not specific for broadcast journalism education SOME RESEARCHES MENTIONING THE KNOWLEDGE, SKILLS AND PROFESSION OF BROADCAST JOURNALISM Some researchers have contributed general theories about journalism, especially the area of broadcast journalism Many of them are concise, short and focus directly on creative methodology These researches end to focus on a certain type of journalism, while TV reporters have many creative forms of expression These studies are useful reference materials for students with broadcast journalism major to equip them with necessary knowledge for the profession Conclusion of the overview part: Until now, there have been no scientific researches specializing in TV reporter education in Vietnam Researchers have not clarified concepts related to “The quality of TV reporter education” They are mainly concerned with the journalism education in general and offer general directions but lack comprehensive and deep analysis of factors affecting TV reporter education Therefore, there exists a gap to conduct more specialized researches into TV reporter education and to suggest general solutions to enhance the quality of TV reporter education in Vietnam CHAPTER 1: THE THEORIES AND PRACTICE OF THE TRAINING QUALITY OF TV REPORTER EDUCATION IN VIETNAM 1.1 BASIC CONCEPTS 1.1.1 Training quality Basing on the research objectives, the researcher uses the concept Training quality is the achievement of prescribed training objectives and meeting demands of the society 1.1.2 TV reporter 1.1.2.1 Reporter, journalist Reporter is a sub-concept of Journalist concept From a career and creative labor perspective, the researcher defines Reporters as those who collect and process information and transmit them in a responsible manner to the public In terms of the position and role in press agencies, reporters are not managers in press agencies; they not edit news, research or teach about journalism They account for a large number and are the main force to relay information to press agencies Therefore, within the scope of the research, the researcher uses the definition Reporters are those who collect and process information; they produce works to reflect reality objectively, responsibly and publish such products on social media 1.1.2.2 TV reporters From the definition of “Reporter” and from real-life, the author adopts the following definition: TV reporters are those who collects information, and together with other positions in the production process, they utilize specialized devices to process information which mainly comes in the form of pictures, in order to produce broadcast journalism products to reflect reality objectively, responsibly and publish such products on television 1.1.3 The training quality of TV reporter education Through researchers about the concept Training quality and the concept TV, the following definition will be used: The quality of TV reporter education can be evaluated through whether it meets training objectives and demands of society 1.2 REQUIREMENTS FOR TV REPORTER IN CURRENT CONTEXTS 1.2.1 Showing professionalism in major skills TV reporters must possess specialized skills (understanding of broadcasting language, using technical equipment, organizing the production of broadcasting works, team-work and mastering of phases in production assembly line) Also, they should have “soft skills”: Critical thinking, sharp analysis, being daring and presentation skills 1.2.2 Having wide background knowledge and strong capability TV reporters must not be ignorant and bring to audience outdated information This requirement is essential so that reporters not only introduce Vietnam to the world, but they will also bring the most updated news and knowledge of the mankind to their people Capability of reporters will depend on their awareness of political benefits, their understanding of law and work ethics 1.3 QUALITY ASSURANCE FACTORS FOR TV REPORTER EDUCATION IN VIETNAM Basing on an analysis of TV reporter training procedure and inheriting from previous researchers, the researchers identify these factors as: Training objectives, Admission, Curriculum content; Lecturers; Learning and teaching methods; Materials and facilities and Assessment CHAPTER 2: RESEARCH METHODS AND RESULTS OF SURVEY INTO THE QUALITY OF TV REPORTER EDUCATION IN VIETNAM 2.1 RESEARCH METHODS The researcher applies scientific methods to survey the quality of TV reporter education in Vietnam as follows: - In-depth interview: Used with two groups: * Group 1: Sample for in-depth interviews include representatives of leaders and managers of some broadcast stations, both at central and local level Interviewees must be those who directly use and manage human resources and their staff includes graduates from journalism universities Information searching Interview content objective Successes and limitations of TV -The strengths and weaknesses of TV reporters in reporter education from the terms of knowledge, skills and qualities standpoint of employers -Contents which usually require re-training from the employers Admission Aptitude factor for TV reporters Orientation for the construction -Necessary criteria for TV reporters of new curriculum -Recommendations for TV reporter training institutions * Group 2: In-depth interviews with lecturers in broadcast journalism major Way of choosing sample: only full-time lecturers working at universities with broadcast journalism major; they directly teach broadcasting subjects The information searching objectives are lecturers' evaluation about quality assurance factors, thereby drawing conclusions about the success and limitations in TV reporter education Information searching Interview content objectives Admission Evaluation of aptitude-based admission Curriculum content Evaluation of the amount of knowledge, skills and requirements for TV reporter education Lecturers for major Requirements for lecturers in broadcasting majors Teaching and learning Opinions about applying modern teaching methods; methods advantages and difficulties during implementation Materials and facilities Evaluating current situation and demands for materials and technical facilities in TV reporter education Assessment Opinions about assessment methods and supervisions of students' learning results - Survey questionnaire (Anket): Survey sample is reporters working at some broadcasting stations in Vietnam Sample size: Distributed number of questionnaires: 600, divided among regions: for each regions, choose randomly broadcast stations, 40 questionnaires for each station: North West region and Viet Bac region (3 broadcasting stations of: Lang Son, Son La and Thai Nguyen provinces); Northern delta region (3 broadcasting stations of Nam Dinh, Hung Yen, Bac Ninh provinces); The Middle and Tay Nguyen areas (3 broadcasting stations of: Ha Tinh Da Nang, Lam Dong provinces); The Southern region (3 broadcasting stations HCMC, Can Tho, Ba Ria-Vung Tau provinces) Vietnam Broadcasting Station is the national station with the highest number of reporters and channels; therefore, the number of questionnaires distributed here is equal to that of a region (120) Collected number of questionnaires: 500, equal to 83.3% Survey objective: to seek evidence for quality assurance factors from the point of view of students, thereby learning the successes and limitations of the training process Criteria Survey content Admission - Opinions about the autonomy of universities in admission issues - Opinions about aptitude-based admission Curriculum content - The practical value of knowledge blocks (foundation, general knowledge, major) - Untrained specialized knowledge - Time allocation among modules - Participation level in short-term courses - Current requirements for TV reporters Lecturers Opinions about the competence and pedagogical skills of lecturers Teaching and learning Opinions about teaching methods and learning methods for methods foundation and major subjects Materials and Evaluation of the ability to provide materials and facilities facilities of the training institution Assessment methods Opinions about final exams for foundation and major subjects The collected questionnaires are divided into groups Group contains reporters who were graduated from broadcast journalism; Group 2: reporters trained in journalism in general (including broadcast journalism) and Group 3: All reporters (including reporters trained in other majors) - Document studying method: This method is used to study the curriculum framework of institutions which have broadcast journalism major (for academic year 2014-2015); This method is used to study reports relating to quality assurance factors in these institutions in order to seek scientific evidence, based on which to identify the successes, limitations and existing problems in the training activity - Case study and comparative method: This method is used to study the specific training activities at universities with broadcast journalism major and to compare quality assurance factors at these universities - Analysis, synthesis method: This method is used to analyze and synthesize, evaluate study results, basing on which to identify the successes, limitations, and existing problems in the quality of TV reporter education 2.2 SURVEY RESULTS Currently, only two universities offer broadcast journalism major, which is Academy of Journalism and Communication and College of Television – Vietnam Broadcast Station Using the above methods to survey the quality of education at these two universities and analyzing the survey results, the following evaluation can be made: 2.2.1 Successes and their reasons: 2.2.1.1 In terms of admission: Among 500 surveyed reporters, 63.4% of them agreed that each university should design their own entrance exam such as Academy of Journalism and Communication More than 70% of the respondents chose the journalism-aptitude test format 100% managers of broadcasting stations, in their in-depth interviews, had high opinions of the aptitude factor among reporters In short, entrance exams and the journalism-aptitude test receive the support of professionals, managers and reporters evaluate human resource demands These universities hire journalists to teach their students 2.3.3 Students can harness their career skills with a practice-focused learning and teaching methods The class size is small Teaching method emphasizes on personal competence Students have chance to produce programs the way they will in reality 2.3.4 Technical equipments are similar to those in broadcasting stations These universities invest in technical equipments They have a radio and broadcasting system for student to practice Their students have chances to access an audio-visual system with modern facilities 2.3.5 Learning is assessed by students' final products All major modules are assessed through programs produced by students In group work, students are assessed individually Students can also be assessed when their products are broadcasted 2.3.6 The above factors ensure a clear object: After graduation, students can work in broadcasting jobs The training objective is clear: helping students to become TV reporter The program aims to help reporters to be confident standing in front of camera; to help them master techniques such as framing a scene, edit scenes; enable students to produce news reports, reports; allow them to have strong background knowledge about television as well as the public CHAPTER 3: SOME RECOMMENDATIONS TO ENHANCE THE QUALITY OF TV REPORTER EDUCATION IN VIETNAM 3.1 Existing problems in TV reporter education in Vietnam 3.1.1 In terms of training objectives The training objectives not match the demands of press agencies These objectives are larger than the stratification of education Therefore, the training objectives to meet multi-industries and multi-careers should be changed 3.1.2 In terms of admission Admission requirements are for high school graduates, which means that applicants have already mastered general knowledge Therefore, admission criteria should not focus on knowledge requirements but the competence, aptitude and career passion of students 3.1.3 In terms of curriculum content Curriculum content should emphasize specific career skills; it should not be laden with theoretical knowledge The content is still not updated with practical skills For some basic skills, students are still not trained to become proficient The lack of social knowledge in young reporters show that the curriculum content does not integrate with other disciplines to helps students broaden the knowledge they demand 3.1.4 In terms of lecturer Lecturers are still limited in their career skills; this is a weakness that needs to be solved There is a lack of effective co-ordination between journalism training institutions and broadcasting stations The lack of lecturers and the fact that lecturers are in charge of many different subjects as well as big class size has negative effectives on the training quality 3.1.5 In terms of learning and teaching methods Learning and teaching methods should emphasize the role of practice The reduction of practice time will affect students formation of career skills These methods must match the objectives and content of each module; they should also be suitable with the strengths and weaknesses of each lecturer 3.1.6 In terms of materials and facilities The lack of textbooks and reference materials is a difficulty for teachers and learners Equipments are insufficient as well as unsynchronized; therefore students cannot practice skills or become proficient in such skills 3.1.7 Assessment of learning results Major subjects should not be assessed by written tests but they should be evaluated through products which students create Assessment criteria for each genres of products so that students' achievements can be measured accurately 3.2 A model for enhancing TV reporter education in Vietnam Requirements for TV reporters Admission Training objective s Learning outcomes Materials and facilities Lecturers Learning & teaching methods Curriculum content Assessment method Quality assurance factors Assessment criteria of training quality Directions of arrows show the influence or relationship among factors in the model 3.3 Solutions to implement the model for enhancing TV reporter education in Vietnam 3.3.1 Building Training objectives and Learning outcomes for TV reporter major 3.3.1.1 Training objectives and Learning outcomes at College level: Training objectives: The curriculum of TV reporter major at college level aims to provide learners with broad background knowledge and basic understanding in journalism and profound understanding in broadcast journalism; learners should have adequate career skills to create normal journalism products (news, reports, interviews) and understanding about titles and TV program production process; learners have foreign language and informatics skills to assist their jobs; they should have team work and presentation skills, creativity and be able to work independently and adjust quickly to their jobs; they should have strong capacity, work ethics and can identify their learning needs to enhance their understanding Upon completion of the course, learners are able to: - In terms of knowledge: LO1: Apply background knowledge to explain regular social issues accurately LO2: Have basic understanding about journalism and profound understanding of broadcast journalism - In terms of skills: + Hard skills: LO3: Apply professional skills in broadcast journalism to solve regular issues: * Identify problems; apply information-exploiting skills and use equipments to collect information * Process information and master the process to create normal broadcasting programs (specifically: News, reports, interviews) * Apply production skills to co-ordinate and produce small-scale TV programs LO4: Foreign language competence at level 4/6 according to the sixlevel Vietnam's framework of reference for language (equivalent to B2 of Common European Framework Level) to: * Show proficient communication skill * Exploit foreign information to meet job requirements LO5: Be proficient in office informatics skill, possess basic informatics skill, as stipulated in Circular no 03/2014/TT-BTTTT dated March 11, 2014 of the Ministry of Information and Communication about “Outcome for informatics skill” to: * Be proficient in searching, sending and receiving, and storing information on the Internet * Master Office tools * Be able to exploit specialized software for their jobs + Soft skills: LO6: Apply teamwork skills and presentation skills to: * Solve work issues effectively * Communicate effectively internally and with collaborators * Work independently in an effective way * Have quick working styles; quickly adapt to job requirements LO7: Apply critical thinking skills to identify, analyze and evaluate social issues Have independent thinking in their work - In terms of attitude and qualities: LO8: Have professional qualities for TV reporters: Strong capacity, good work ethics and job passion 3.3.1.2 Training objectives and Learning outcomes at University level: Training objectives: The curriculum of TV reporter major at university level aims to provide learners with broad background knowledge, comprehensive understanding about journalism and profound understanding in broadcast journalism; learners should have adequate career skills in broadcast journalism to create basic journalism products (and understanding about titles and procedures participating in TV program production; learners have foreign language and informatics skills to their jobs effectively; they should have team work and presentation skills, creativity and be able to work independently and adjust quickly to their jobs; they should have strong capacity, work ethics and can identify their learning needs to enhance their understanding Upon completion of the course, learners are able to: - In terms of knowledge: LO1: Apply background knowledge to explain social issues accurately LO2: Have comprehensive understanding about journalism and profound understanding of broadcast journalism - In terms of skills: + Hard skills: LO3: Apply professional skills in broadcast journalism to solve issues: * Identify problems; apply information-exploiting skills and use equipments to collect information * Process information and master the process to create basic broadcasting programs * Show the mastering of production skills when co-coordinating to produce broadcasting programs LO4: (same as college level) LO5: (same as college level) + Soft skills: LO6: (same as college level) LO7: (same as college level) - In terms of attitudes and qualities: LO8: (same as college level) 3.3.1.3 The stratification of TV reporter education: University level College level Apply background knowledge to explain Apply background knowledge to explain regular social issues social issues accurately Have comprehensive understanding Have basic understanding about journalism about journalism and profound and profound understanding of broadcast understanding of broadcast journalism journalism Apply professional skills in broadcast Apply professional skills in broadcast journalism to solve issues: journalism to solve regular issues: * Identify problems; apply information- * Identify problems; apply informationexploiting skills and use equipments to exploiting skills and use equipments to collect information collect information * Process information and master the * Process information and master the process to create basic broadcasting process to create normal broadcasting programs programs (specifically: News, reports, * Show the mastering of production interviews) skills when co-coordinating to produce * Apply production skills to co-ordinate and produce small-scale TV programs broadcasting programs 3.3.2 Admission criteria should be able to assess the competence, aptitude and passion of applicants There should be an admission plan that can assess the competence, aptitude and passion of the applicants (evaluating awareness of visual language, logical thinking, arguments and attitude towards jobs) 3.3.3 Construct a curriculum to meet TV reporter training objective 3.3.3.1 New viewpoints in constructing TV reporter curriculum The construction of curriculum should be more autonomous and meets demands of the society The orientation towards an interdisciplinary curriculum is the solution to help students broaden their knowledge to suit their personal needs To implement such curriculums, a shift to an elective-oriented curriculum is essential to solve the dilemma between the limited amount of knowledge of the course and the amount of knowledge of the mankind and increasing demands for TV reporters It is necessary to have a stratification thinking between university and college level to differentiate the training objectives between university and college levels “Autonomy – Integrated interdisciplinary – Elective orientation– Stratification thinking” is the viewpoint that the researcher has withdrawn to construct a new curriculum for TV reporter education in Vietnam 3.3.3.2 Construction of the model of knowledge blocks in curriculum Basing on the new viewpoint about training and learning outcomes for TV reporters at different levels, as well as basing on references from training models in the world, the researcher constructs a Model of knowledge blocks in TV reporter education as follows: Interdisciplinary program University graduates Advanced professional program Professional program College graduates Foundation program Foundation program is the block of knowledge consisting of modules which aim at equipping learners with background knowledge about different aspects in life, with the purpose to construct knowledge about the nature and society, understanding about institutions, world, country and human Professional program includes modules which equip learners with career knowledge, knowledge about basic journalism and professional knowledge of the broadcasting sector The level and amount of knowledge is equal to that of the learning outcomes of college level Advanced professional program includes modules which equip learners with basic journalism skills, more advanced professional skills towards comprehensive professional knowledge, equivalent to the learning outcomes of university level Interdisciplinary program includes integrated modules with other non-journalism sectors to help students develop their knowledge and enrich experience in other disciplines to meet their learning needs, increase job prospects and ensure abilities to solve issues in broadcasting sector Identifying the ratio for the amount of knowledge of these blocks: To emphasize career skills, professional and advanced professional blocks should account for 50% the amount of knowledge of the course, in which professional knowledge should be 35% Learners will accumulate the 15% of advanced professional knowledge at university training programs 10% of the interdisciplinary program will equip learners with knowledge in other disciplines Finally, foundation block is 40% 3.3.3.3 Curriculum construction is implemented according to knowledge blocks - Structure of Foundation program Modules should be constructed flexibly so that they can provide students with the right awareness of the world and human, thereby they can appraise accurately all aspects in social life and become educated, active people who are ready to integrate with the world An example of modules of the Foundation program (the structure of the other three other programs is similar): Compulsory subjects Philosophy Elective subjects Compulsory subjects Culture Foundation program Elective subjects Modules: Compulsory subjects Law Elective subjects Compulsory subjectsc Soft skills môn bắt buộc Elective subjects … Foundation programs Credit 10 9 Modules Philosophy Subjects Elective/Compulsory Philosophical theories Elective Marxism-Leninism philosophy Compulsory Western philosophy Elective Eastern philosophy Elective Political philosophy Elective National and international political institutions Elective Ways of the Vietnamese Communist Party Compulsory Ho Chi Minh's ideology Compulsory Media Media theories Compulsory Multimedia Elective International media Elective Culture Vietnamese cultural basis Compulsory Culture and religion Compulsory Culture of continents Compulsory Characteristics of regional culture Elective Culture and customs Elective Law and Foundation law Compulsory ethics Law on press and Work ethics Compulsory Foreign Choose one of the following languages: Compulsory languages English, Chinese, French, Russia Informatics Office informatics Compulsory skills Searching, sending, storing skills Elective Computer network Elective Soft skills Team work skill Compulsory Logical and critical thinking Compulsory Communication skill Elective Presentation skill Elective - Structure of professional and advanced professional programs * Structure of professional program: It is essential to construct modules in basic journalism knowledge so that students have critical thinking and foundational knowledge as a basis for them to learn professional knowledge Students should be equipped with professional skills to meet learning outcomes at college level: Professional program Credits 10 Modules Theories journalism Basic skills Subject Elective/Compulsory on History of journalism Compulsory Basis for theories on journalism Compulsory Journalists' labor Compulsory Features of broadcast journalism Compulsory Economics of journalism Elective Psychology of journalism Elective Journalism in integrated context Elective Press audience and public opinions Elective Information exploiting and processing Compulsory skills Press language Compulsory Cameragraphy Editing Voicing techniques Hosting TV programs Basic genres of News journalism Interviews Investigation Surveys Commentary Genres of TV news broadcast TV reports journalism TV interview Production of TV Production of talk shows programs Production of TV programs by smart phone Practicum Practice of TV program production Internship (defense of personal project) Compulsory Compulsory Elective Elective Compulsory Compulsory Compulsory Elective Elective Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory Compulsory * Structure of advanced professional program: These modules equip learners with comprehensive knowledge about the careers to allow graduates solve issues in broadcast journalism: Advanced professional program Credit 6 Modules Basic skills Subject Elective/Compulsory Research method Compulsory Editing skills Compulsory Advanced investigation skills Elective Advanced analysis and commentary skills Elective Advanced skill Documentaries and TV reports Compulsory in program Program production with multi cameras Compulsory production (more than cameras) Practice of Production of news reports Elective professional TV magazines Elective skills Sports program production Elective Music program production Elective Educational program production Elective Game show production Elective Reality show production Elective Internship (defense of personal projects) Compulsory - Structure of interdisciplinary program The career requires reporters to have diverse and profound background knowledge The elective interdisciplinary knowledge block will help students to have this requirement: Interdisciplinary program Credit Students must Modules Politics Subjects Basic politics World geo-politics Elective/compulsory Elective Elective accumulat e 10 credits Natural science Political economy Scientific socialism Basic economics Media economy The press and agriculture and rural areas The press and the industry Economic corporation models in the world Finance – Stock History of world civilization Basic sociology Education in Vietnam and the world Education reforms Modern teaching and learning methods Technological science in Vietnam and in the world History of TV technology Environment and development Public administration Principles of economic management Media management Statistics and data processing … … Economy Culture-Society Education Technological and environmental science Management science Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective Elective With an “autonomous and elective” direction, universities have the right to edit and update contents in all modules to meet learning outcomes and demands of the society 3.3.3.4 Innovation in training content The content of each subject must be closely linked with learning outcomes The number of practice sessions must make up more than 50% of the subject Training contents must be updated from the actual work in broadcasting industry; major subjects should emphasize the practice of career skills 3.3.4 Lecturers must constantly improve their professional knowledge and pedagogy For foundation block, lecturers should be experienced researchers Lecturers of major subjects should not only have pedagogical skills but must also be real reporters Lecturers should be selected if they are experts in the field Lecturers should be exchanged with other domestic and international institutions Universities should join hands to provide interdisciplinary training 3.3.5 Innovating teaching and learning methods with the aim of improving career skills for students Conditions should be created for students to work independently, in teams and develop soft skills; students should be able to practice in subjects Practice sessions must match the demands of the job and learning outcomes Students' practice should be supervised to prevent students from cheating Students should be encouraged to coordinate with broadcasting stations 3.3.6 Investing in materials and facilities to meet the demands of teaching and learning Libraries should be updated regularly Materials and journals should be digitalized so that students can easily access for their study Facilities should be invested in a longterm plan, meeting practical demands, ensuring there are sufficient and synchronized equipment As this is done “autonomously”, it will attract financial investment 3.3.7 Assessment method should be aligned with the practice and matches subject objectives Exam content should be designed with the purpose to evaluate accurately the knowledge, skills and qualities that students need to achieve Exam formats must be appropriate with each subject Major modules should be evaluated through students' final products and there should an agreement towards marking criteria, which must meet learning outcomes 3.3.8 Constructing a Set of assessment criteria for TV reporter education in Vietnam 3.3.8.1 Identifying the approach to evaluate of the training quality, basing on which to construct the set of criteria There are many approaches towards the evaluation of the training quality According to the researcher, Learners' evaluation is appropriate and possible because universities can have the autonomy 3.3.8.2 Requirements for the set of criteria Applying Learners' evaluation method, the requirements for the set of assessment criteria is: The criteria must be aligned with learning outcomes; they must be linked with quality assurance factors in the training process of the universities 3.3.8.3 Set of criteria No Content of Assessment criteria I Training objectives: Training objectives must match requirements for TV reporters Training objectives must be clear; different levels have different objectives II Admission: Universities should publicize their admission plans Learning outcomes of broadcasting major should be clearly identified, including aptitude-based admission Aptitude-based admission can evaluate the three factors: Competence, Aptitude, and Passion of applicants III 10 11 12 13 14 15 IV 16 17 18 19 20 21 22 23 24 25 26 27 Content of training programs: 100% subjects in the curriculum must contribute to the desirable knowledge, skills and qualities that learners should achieve and they should meet the demands and learning outcomes for TV reporters Compulsory foundational knowledge must include modules to provide learners with knowledge about philosophy, culture, law, soft skills and work ethics Basic knowledge about journalism and broadcasting sector is compulsory, which includes modules providing theories about journalism, history of journalism, features of broadcast journalism Broadcasting skills are compulsory content, which includes modules providing students with information-exploiting and processing techniques and procedures to produce TV programs on a digital platform Training program integrates with other disciplines Elective subjects account for more than 50% Foreign language knowledge meets level 4/6 on six-level Vietnam's framework of reference for language Basic informatics knowledge meet the requirements for basic informatics skills as stipulated in Circular no 3/2014/TT-BTTTT dated March 11, 2014 of the Ministry of Information and Communication “Outcome for informatics skills.” The extra-curriculum job practice is included in the curriculum content 100% major subjects have 50% or more of practice hours Curriculum content is updated with the frequency: once a year Lecturers: 100% of lecturers graduated from the right major and have qualifications; mastering the subject they are in charge of Permanent lecturers have a minimum of 01 research journal in their teaching field, which is published annually Lecturers in broadcasting major are frequent collaborators of TV channels/stations Each lecturer in broadcasting major must participate in producing a TV program each semester At the minimum every two years, 100% major lecturers attend international short training courses or research 100% lecturers have pedagogical certificate 100% lecturers assist or consult students fast, conveniently and effectively (even outside class) 100% updates their lesson plans and lectures every year Lecturers' information (strengths, achievements…) are public and accessible so that students can select suitable teachers The number of lecturers in major subjects should meet the ratio of 20 students/01 lecturer 100% lecturers of major subjects should also be reporters and journalists from broadcasting stations/TV channels Universities should collect students evaluation for their lecturers, including the assessment of professional competence and pedagogical skills 28 No lecturers violate work ethics V Learning and teaching methods: 29 100% lecturers consider that “learner-centered approach; students actively access knowledge” is the basis for their teaching method 30 Teaching methods should be flexible and meet the requirements for knowledge and skills in the content of each module and match the objectives of each subject 31 On-the-job training method is applied at both subject level and programproduction practice at school 32 Exercises are designed basing on the skill and knowledge requirements for students in each subject and they must meet the practice of broadcasting work 33 Students learn with practice in all subjects in their major in an active manner; promoting personal competence and team work skills 34 Universities have agreement and partnership with other stations/TV channels to organize the practice, internship and collaboration for their students VI Materials and facilities: 35 100% modules have updated textbooks and reference which meet the training objectives of each subject 36 The number of each book title and material reference is at least the same as the number of students in a credit class 37 The library has modern reference software which is frequently updated 38 Universities have electronic library with internet connection and they frequently update their digital database (sound, visuals, sample works) 39 High-speed internet connection, connected throughout the entire university 40 Lecture halls for specific subjects; classroom facilities are sufficient and have good lighting, sound and visual system and connection appliances 41 Universities have specialized foreign language and informatics classroom 42 Universities have a production model for students to practice, which is similar to that at broadcasting stations 43 Software used in the production of television programs are frequently updated 44 Ratio of students/ pre-production equipment 45 Ratio of students/ post-production equipment i.e non-linear editing 46 Professional studios 47 Synchronized equipment in terms of types and signal quality 48 Studios meet recording conditions in terms of sound, lighting; minimum cameras, director's room 49 Studios meet conditions, allowing students to co-ordinate titles: Director, cameraman, program host, production organizer, studio technician VII Assessment of learning results: 50 Assessment methods match the objectives and contents of each subject 51 Assessment criteria are constructed basing on the desirable knowledge, skills and qualities for students in each subject 52 100% subjects in broadcasting major are assessed through students' final products 53 Public assessment criteria for broadcasting products, containing objective criteria, meeting the learning outcome of each, in which hard skills and soft skills must be 54 55 56 57 evaluated Lecturers of major subjects have effective methods to supervise the practice process of students Universities co-ordinate with TV stations/channels to manage and evaluate students' internship Universities have a multiple-choice testing system on computer Universities have a specialized software for managing learning results 3.4 Some recommendations 3.4.1 Recommendations about management and recruitment mechanism Universities should be given the autonomy in the amount of tuition fee In terms of recruitment, college graduates are sufficient for some positions at broadcasting stations; this will lessen burden for training costs Also, recruitment should assess accurately the professional competence and skills 3.4.2 Some recommendations for TV station management staff Lecturers and good journalists should be exchanged on periodic basis Universities should be “ordered” to publish research to identify new solutions and directions to solve difficulties of press agencies 3.4.3 Recommendations for journalism training institutions These institutions should be flexible in designing new knowledge “branches” (new modules) to help students accumulate new knowledge and skills to meet demands of the society and give chances for students who want to learn double degrees or second degrees They should also have joining programs with other institutions, not only with journalism universities but also other universities, to open opportunities for learners to broaden their knowledge, in which students receive recognition for their accumulated subjects and are required to take supplement subjects for new knowledge, meeting the training objectives CONCLUSION The researcher has covered the following core content, which matches the research objectives and purposes of the dissertation: The researcher analyzes Requirements for TV reporters in current context Basing on previous research, the research goes into analyzing in-depth the quality assurance factors of TV reporter education in the training procedure of the universities From survey results, the researcher analyzes the successes, limitations and existing problems in the training of this major The researcher proposes solutions basing on a model to enhance the quality of TV reporter education Accordingly, the researcher constructs the Training objectives and Learning outcomes for TV reporter major at university and college level, which are assessed through Learners' Knowledge, Skill and Attitude, matching with the quality spectrum in the stratification of university education The researcher proposes a new viewpoint (Autonomy - Interdisciplinary – Elective-oriented – Stratification thinking) to construct the structure of knowledge blocks in curriculum, with a continuation from college to university level From this, the researcher proposes the structure of the three programs Foundation, Professional, Advanced profesional and Interdisciplinary, which ensure TV reporter's knowledge, skills and qualities as stated in training objectives The researcher emphasizes the “Autonomous, Elective” approach in the flexible application of the above program structures in reality Recommendations in terms of training content, lecturers, learning and teaching methods, materials and facilities, admission, assessment are highly practical, which are based on the new point of view about training as well as based an analysis of research results and the current situation The researcher constructs a Set of Assessment criteria for the evaluation of training quality, which is used not only to assess current situations but also to orient the development trends of universities Recommendations for the Government, TV stations/channels and journalism training institutions focus on solving existing problems to bring positive impacts on the quality of TV reporter education Research results have confirmed the research hypotheses which the researcher forms in the beginning The dissertation opens new research directions: Constructing and developing more modules to meet the demands of the multimedia market Researching into new policies and mechanism to guarantee at the highest level the autonomy of universities Researching standards to approve the continuation from one university to the other The topic “Enhancing the training quality of TV reporter education in Vietnam” has a broad research scope (in both Journalism and Education&Training sector).With all the efforts to finish this dissertation, the researcher would like to contribute to the TV reporter education of our country so that more qualified reporters can meet the increasing demands of the society ... factors to compare with the actual training situation in Vietnam 4- RESEARCH HYPOTHESES: - Over previous decades, TV reporter education in Vietnam has been effective, to a certain extent, providing... Theoretical basis of TV reporter education in Vietnam Chapter 2: Research methodology and results of surveys about the quality of TV reporter education in Vietnam Chapter 3: Recommendations to enhance... enhance the quality of TV reporter education in Vietnam CHAPTER 1: THE THEORIES AND PRACTICE OF THE TRAINING QUALITY OF TV REPORTER EDUCATION IN VIETNAM 1.1 BASIC CONCEPTS 1.1.1 Training quality Basing