Nâng cao chất lượng đào tạo phóng viên truyền hình ở việt nam hiện nay (TT)

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 do
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 do 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 do 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
1. 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.
2. 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.
3. 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.
4. 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 do
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 4 regions: for
each regions, choose randomly 3 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 3 groups. Group 1 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.


2.2.1.2. Curriculum content:
The Academy of Journalism and Communication has elective courses in their
curriculum; this is an advantage over that of the College of Television. The curriculum
will provide students with strong political and social background knowledge. The
learning outcomes focus on the achievement of B2 level (CEFR) in foreign language,
which will meet the human resource requirements in the global integration context.
Foundational knowledge of major reflects important contents in constructing career
knowledge for students. At College of Television, knowledge of broadcasting major
accounts for 40.6% the total amount knowledge of the course (focusing on the major
types such as: News, Interviews, Reports; the number of practicum sessions makes up
2/3 duration of the subject), helping students to harness their career skills. From the
survey results, it can be seen that many major modules in the curriculum content of the
two universities meet practical demands of the job.
2.2.1.3. In terms of lecturers:
Academy of Journalism and Communication emphasizes professional issues
(pedagogy method and subject content) to enhance the quality of career training for
students. At the College of Television, classroom instruction is combined with on-thejob practice; this is an advantage to integrate practical skills into the curriculum.

Lecturers in both universities have the right understanding about the credit system;
therefore they have suitable teaching methods which allow students to absorb major
subjects. Both universities are interested in inviting journalists who are working at
broadcasting stations to participating in lecturing.
2.2.1.4. In terms of facilities:
The Academy of Journalism and Communication has a diverse and large library. It
has a full set of equipments available for use from pre-production to after-production Elibrary is now a new direction which allows students to access high-quality broadcasting
products. The university is also strong in technical equipments for broadcasting. The
construction of online broadcasting techniques on website has created more practice
opportunities for their students.
2.2.1.5. Assessment of learning results:
Both universities assess students through their final products. In assessing the
quality of training of different units, there is a separation between function and
obligation. For College of Television, the assessment also takes the form of multiple
choice tests on computer. Lecturers are also flexible in observing the processes in which
their students make the final products.
2.2.2. Limitations and their reasons:
2.2.2.1. The training objectives do not really match the major.


At the Academy of Journalism and Communication, learners of broadcasting major
can be reporters, editors at broadcasting stations or other organizations; they can also
work as lecturers or staff at press management agencies. Therefore, curriculum meets the
demands of various kinds of press so the amount of knowledge and training duration for
broadcasting skills are reduced. As learners can also be lecturers or press management
staff, this objective does not match the demand of broadcasting stations.
2.2.2.2. The imbalance between foundation knowledge block and major block of
the curriculum – this is one of the main reasons for students' insufficient career skills.
In-depth broadcasting knowledge in the curriculum of Academy of Journalism and
Communication only accounts for 1/5 the entire amount of knowledge of the course.

Major modules only occupy 1/3 to ½ the entire course duration. At College of television,
the Foundation knowledge block only makes up 1/3 the entire course; so students are
limited in their foundation knowledge. Neither university includes an internship model
in their curriculum content. Therefore, 100% managers of broadcasting stations mention
limited career skills of young reporters.
2.2.2.3. The training content is not updated with real-life skills
When asked about the practical value of the major knowledge to be used in their
jobs, among 105 reporters who graduated from broadcasting major, only 22.9%
evaluated them as Very practical and 46.7% assessed them as Practical. More than ¼ of
respondents considered the amount of knowledge to be limited. More than 70%
contributed that; universities should allow more practice of practical skills used in jobs,
problem solving skills and soft skills. In in-depth interviews, many interviewees mention
new contents which have not been included in curriculum content and many basic skills
but more in-depth, which meet practical demands.
2.2.2.4. Limited number of lecturers in major subjects; these lecturers lack
exposure to practical broadcasting work and have limited abilities in exploiting and
using technical equipments.
The ratio between the number of students over the number of lecturers in
professional students is still high. The lack of lecturers, and the fact that many lecturers
have to specialize in many subjects means that students have to “accept” lecturers. At
Department of Journalism (College of Television), 6.7% of lecturers still have time off
during office hours. Meanwhile, only 3/8 lecturers of Department of Radio and
Broadcasting who teach broadcasting major (Academy of Journalism and
Communication) frequently take part in broadcasting work at press agencies. Among
105 reporters who graduated from broadcast major, only 17.1% evaluated lecturers as
being good at exploiting and using technical equipments.
2.2.2.5. Teaching methods are not appropriate with training objectives.


When answering questionnaires, among 323 reporters who graduated from

journalism major in general (including broadcast journalism), 13.9% requested to reduce
the Presentation method in teaching major subjects, while 50% requested to increase the
time for Practice or Internship. 90.7% of respondents considered the Internship at press
agencies from the third-year as Very practical or Practical. 70.6% of respondents
considered that for major subjects, 30% of time should be for theories and 70% should
be for practice.
2.2.2.6. Materials and technical facilities are insufficient or unsynchronized
It is a common situation in all TV reporter training institutions that there is a lack
of reference materials. Technical facilities are insufficient, unsynchronized and of low
quality; and they are also shared by students from other majors; therefore, there is
insufficient number of facilities.
2.2.2.7. Students have limited chance to harness their career skills due to poor
organization for practice.
The extra-curriculum internship is not included in the main content; therefore, not
all students do this actively. It is difficult to organize practice because of the big class
size (about 40 students/class). With too many students and too few equipments, the time
for practice is limited. Moreover, some students are still lazy.
2.2.2.8. Limitations of the assessment
At both universities, there have not been an official assessment criteria to evaluate
products made by students. Modules in career skills cannot be assessed by written tests.
Both universities have been unable to supervise students during their internships.
2.3. Research results on quality assurance factors in broadcast journalism
education in some countries in the world
The researcher conducted research into the broadcast journalism education in some
countries and continents in America, Europe, and Asia-Pacific. In addition, the
researcher referred to journalism training program of UNESCO. Basing on the research
into quality assurance factors in these universities, the researcher comes to the following
conclusions:
2.3.1. The curriculum content is flexible and aims at providing students with
skills in broadcast journalism career.

The curriculum is flexible because it has autonomy and it integrates many
disciplines with many elective subjects. All universities are concerned about general
education. The curriculum contents and methods emphasize the practice of career skills.
Curriculum contents differ among different courses/years.
2.3.2. Lecturers are experts in broadcast journalism.
In real working environment, students gain necessary knowledge and skills for their
careers from experts. All universities co-ordinate wit broadcasting stations to train and


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 do 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 do 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 do 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

4
9

5
9
5
6

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
9

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


8

6
4
5

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

6
8

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 3 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:
1.
Training objectives must match requirements for TV reporters
2.
Training objectives must be clear; different levels have different objectives
II Admission:
3.
Universities should publicize their admission plans. Learning outcomes of
broadcasting major should be clearly identified, including aptitude-based
admission.
4.
Aptitude-based admission can evaluate the three factors: Competence, Aptitude,
and Passion of applicants.


III
5.
6.

7.
8.
9.
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.