When people hear about my graduate school plan, they often say: “You’ve
learnt enough. You’ve graduated from university and have a secure job. Girls
your age don’t need to study further.”
My question is: How much is
enough? When is too late? Should I stop learning new things and skills because
I have a university degree and because I am a woman who has reached the age of
30?
The world is developing a wider
concept of learning - lifelong learning – where everyone is encouraged to
engage in all kinds of learning at all stages of life.
In future we may use machines
that are cleverer than computers. New knowledge may come from anywhere.
Lifelong learning is vital to prepare ourselves for the unknown. The
traditional concept of learning will not prepare us for this.
In this context, it is important
to ask this question: Do Vietnamese students have the inclination to pursue
lifelong learning despite the lack of social support?
There are two characteristics
that define a lifelong learner: the desire to learn new things and having the
skills to do so.
The desire to learn increases
one’s curiosity and courage to explore knowledge without fear of uncertainty,
complexity and challenges. Those with an inquiring mind are likely to approach
the world with an attitude of “what’s that?” “how does it work?” and “let’s
find out why.” They are passionate about trying out different tools and sources
of information to get underneath the surface, while investigating the pool of
knowledge with an open mind.
Vietnamese students are often
described in research on learning in Vietnam and Asia as “sitting still” and
“waiting for teachers to give out some knowledge.” The “inactive and closed
mind” is, according to researchers, influenced by the cultural context.
Students are thought to be badly behaved if they interrupt teachers without
permission, lack understanding if they give answers that are different to their
teachers’, and are slow learners if they ask lots of questions. Therefore, the
vast majority of boys and girls in school would rather listen quietly to show
off their good side than “nag” their teachers about what they do not
understand.
Often they approach a new area of
knowledge with an attitude of “that’s easy to understand,” “that’s complicated
to remember,” “that’s not important to learn as my teacher skipped it,” and
“will it be asked in the exam?”
This cultural context has
gradually eroded the courage and curiosity needed for a lifelong learner.
Many people may argue that
Vietnamese students do have the motivation to learn. After all, besides going
to daytime classes, students also crowd evening and private classes. But the
motivation for attending these classes is to pass exams, from primary school
all the way to university. At these places, students learn to take exams by
writing tests. After the exams much of the knowledge will not be used.
Lifelong learners also learn how
to learn so that they are ready to imbibe new skills and knowledge whenever and
wherever possible, whether it is at a training course, university, or workplace
or under any other circumstances.
These skills include, among
others, communication skills, an ability to work with others, critical
thinking, problem solving, and evaluating and analyzing information. It is
difficult to develop these skills except in the educational context. It means
learning styles, teaching methods, learning outcomes, and assessment need to be
considered in developing these skills.
I believe there is an absence of
learning skills development at Vietnamese universities. Teachers provide only
technical or specialized knowledge, considering themselves outsiders in
enhancing these skills among their students. Universities do not offer support
services to help students develop learning skills. The assessment method is
mostly test-based with few assignments or study projects given to assess
students’ skills. So there are very few opportunities to challenge their
knowledge, judge ideas, make arguments, and experience the most rewarding part
of learning – to develop these skills into mental habits.
This means that when they are
given the chance to learn in an open environment and the freedom to express
their opinions, they feel scared and confused. They find this way of learning
new and are reluctant to adapt. Research in 2010 to assess the effectiveness of
new teaching methods at some Vietnamese universities found that a majority of
students and teachers saw teamwork activities as no better than traditional
methods.
According to the research,
students are more confident with reproducing lectures and information from
textbooks to succeed in exams. This contrasts with what is expected of a
lifelong learner who has the courage to take up a challenge and view it as a
chance for self-improvement.
To develop the characteristics of
a lifelong learner, students should:
l Realize that learning is a
process of exploring, experimenting, examining, evaluating, imagining, and
connecting, and not a process of receiving, copying, and memorizing
information.
l Everyone is equal in learning.
Therefore, do not be afraid of expressing your personal opinions, asking
questions or rebutting what you are taught.
l Learn how to learn. Come see a
learning skills advisor at your university and ask about transferable skills
such as critical thinking and effective reading. If your university or school
does not have a learning support center, look for books or relevant Internet
sources.
l Reflect on what you learn. When
you learn a new thing think about how it relates to what you read, what you
learnt in the past, and your personal experiences; why it matters to learn;
what questions or assumptions you have; where and how you can apply what you
learn.
Van Truong
Thanh Nien News
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