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STUDENT DETAILS

Student name: Nguyễn Minh Uyên Student ID number: 31211021709

Student name: Nguyễn Xuân Thịnh Student ID number: 31211021745

Student name: Vũ Hoàng Sơn Student ID number: 31211023646

Student name: Phạm Thiên Phước Student ID number: 31211026375

Student name: Nguyễn Phúc Thiên Student ID number: 31211025324

Student name: Lê Vinh Student ID number 31211021898

UNIT AND TUTORIAL DETAILS

PSO - Problem Solving in Organization in

Unit name: International Business Unit number: PSOIB-DH47ISB-07

Tutorial/Lecture: Lecture Class day and time: Saturday- 3:30 P.M

Lecturer or Tutor name: Dr. Lý Thị Minh Châu

ASSIGNMENT DETAILS

Title: PSO FINAL REPORT

Length: Due date: 20/4/2024 Date submitted: 20/4/2024

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 PSO PROJECT
SYMPTOM ANALYSIS & VALIDATION OF
THE ASIAN INTERNATIONAL PRIMARY SCHOOL - CỘNG HOÀ, HCMC

By
NGUYỄN MINH UYÊN
NGUYỄN XUÂN THỊNH
PHẠM THIÊN PHƯỚC
NGUYỄN PHÚC THIÊN
VŨ HOÀNG SƠN
LÊ VINH

Instructor
DR. LÝ THỊ MINH CHÂU

International School of Business

Written Report
Date: 14/04/2024
 Table of contents
I. Industry Analysis:...........................................................................................................................................
1.1. Industry Overview:..................................................................................................................................
1.2. Opportunities and Challenges for Education Industry:............................................................................
1.3. Competitive Landscape:...........................................................................................................................
II. Company Overview:......................................................................................................................................
2.1. Company Background:............................................................................................................................
2.1.1. Background:....................................................................................................................................
2.1.2. Vision & Mission:...........................................................................................................................
2.2. Organization Structure:............................................................................................................................
2.3. Key Services and Customer Segments:...................................................................................................
2.4. Company's SWOT Analysis:...................................................................................................................
III. Problem Identification:................................................................................................................................
3.1. Symptom Identification and Validation:..................................................................................................
3.1.1. Symptom Identification:.................................................................................................................
➢ Possible Symptom 1: Lack of teacher-student interaction.............................................................
➢ Possible Symptom 2: Primary Teachers Shortage.........................................................................
➢ Possible Symptom 3: Decreasing re-enrollment rate from Grade 1 to Grade 2............................
3.1.2. Symptom Validation:......................................................................................................................
➢ Lack of teacher-student interaction:...............................................................................................
➢ Primary Teachers Shortage............................................................................................................
➢ Decreasing re-enrollment rate from Grade 1 to Grade 2...............................................................
3.1.3. Key Symptom and Its Significant...................................................................................................
3.2. Problem Identification and Validation:....................................................................................................
3.2.1. Problem Identification:...................................................................................................................
➢ Possible Problem 1: High Tuition Fee...........................................................................................
➢ Possible Problem 2: Concerns about Teaching Quality.................................................................
➢ Possible Problem 3: Lack of Promotion........................................................................................
3.2.2. Problem Validation.........................................................................................................................
➢ High Tuition Fee............................................................................................................................
➢ Concerns about Teaching Quality..................................................................................................
➢ Lack of Promotion.........................................................................................................................
3.2.3. Key Problem Validation..................................................................................................................
IV. Cause recognition and validation................................................................................................................
4.1. Cause recognition:....................................................................................................................................
➢ Possible Cause 1: Lack of Trained Teaching Assistants................................................................
➢ Possible Cause 2: Incompetent Teaching Assistants.....................................................................
➢ Possible Cause 3: Lack of communication between Teachers and Teaching
Assistants............................................................................................................................................
4.2. Cause Validation:.....................................................................................................................................
 ➢ Lack of Trained Teaching Assistants.............................................................................................
➢ Incompetent Teaching Assistants...................................................................................................
➢ Lack of communication between Teachers and Teaching Assistants............................................
4.3. Main Cause Validation: Incompetent Teaching Assistants.....................................................................
V. Solutions..........................................................................................................................................................
5.1. Possible solution:.....................................................................................................................................
➢ Provide monthly in-house training program for TAs.....................................................................
➢ Enhance recruitment requirements:...............................................................................................
5.2. Solutions Justification:.............................................................................................................................
➢ Provide monthly in-house training program for TAs.....................................................................
➢ Enhance recruitment requirements:...............................................................................................
5.3. Action Plan:..............................................................................................................................................
References............................................................................................................................................................
Appendix..............................................................................................................................................................
 I. Industry Analysis:

1.1. Industry Overview:

Education and Training Industry in Vietnam:

This sector's contribution to GDP has tended to increase consistently over the years at about
4% of total GDP but the expected slight decrease in 2022 requires deeper analysis, which
could be influenced by external factors such as changes in economic policy or changes in
educational investment (1). Furthermore, this data highlights the key role the sector plays in
driving economic development and human capital formation in Vietnam, suggesting that
continued investment and policy support can further enhance the industry's contribution to
national prosperity. (See appendix 1)

In 2021, about 2.9 thousand new businesses will appear in Vietnam's education sector,
accounting for part of the total of about 116.8 thousand new businesses established
nationwide (2). Besides, the Vietnamese Government's lenient approach in investing in the
education sector has promoted the development of private educational institutions, in contrast
to public institutions famous for their reputations. The educational program is highly rated
and cost-effective. However, public schools are struggling with challenges such as increasing
student-teacher ratios. On the other hand, private educational institutions also offer a number
of benefits, such as more intimate class sizes and internationally relevant curriculum, which
mainly attract parents and well-off students. to sue. Therefore, private education, including
private universities, has seen an increase in student enrollment in recent times. (Appendix 2)

1.2. Opportunities and Challenges for Education Industry:

a. Opportunities:

Businesses looking to enter the education industry have a lot of opportunities in Vietnam. Of
these options, Vietnam's youthful and rapidly growing population is particularly noteworthy,
with over 97 million, the country offers a substantial pool of potential pupils.

Additionally, by recently raising the education budget, the Vietnamese government has
demonstrated its care and recognition of the critical role of education. Furthermore, the
government has implemented policies that are conducive to the private sector's involvement
in the education sector, the aforementioned measures have led to a significant rise in private
educational establishments around the country, offering students a diverse range of choices
(3).

b. Challenges:

Vietnam's education market still has a lot of potential for development but there are also
obstacles to overcome. A major problem is uneven quality, with schools in cities having
better facilities and resources than schools in rural areas. This has created an unfair advantage
for urban students in addition to another challenge of lack of qualified teachers, especially in
STEM subjects. The education sector needs more teacher training and more incentives to
attract and retain highly skilled educators. Finally, the education system relies heavily on
memorization and ignores skills such as critical thinking and problem solving, and more
importantly, there is a mismatch between what is taught and what is needed. in the job market
requires a shift towards fostering these important skills (4).

1.3. Competitive Landscape:

Figure 3: Competitors’ position mapping

In the field of education, The Asian International School (AIS) and its competitors have been
recognized for the quality of their teaching along with the use of highly qualified and well-
trained teaching staff. , always fosters a nurturing learning environment for students to thrive
and develop holistically. EMASI Plus (5) shines with its comprehensive approach to student
development, focusing on both academic and soft skills in an international environment that
is conducive to student growth. The school's modern facilities and diverse extracurricular
activities further enhance students' talent development and strengthen their soft skills,
providing a well-rounded educational experience. Similarly, BVIS (6) stands out for its
bilingual program that combines the UK national curriculum with Vietnamese subjects, met
by rigorous recruitment standards for British teachers and comprehensive training for
Vietnamese partners, to ensure a high-quality education in a student-centered environment.
VstarSchool (7) stands out with its commitment to preparing students to integrate into the
community through individualized teaching methods to nurture each child's personality,
physical and intellectual abilities, in addition to constantly improving the quality of life.
amount of teaching. Despite the fierce competition, AIS still stands out thanks to its diverse
teaching team, a combination of Vietnamese and foreign educators with advanced degrees.
By integrating the Ministry of Education and Training's program with the international
English curriculum, AIS provides a culturally rich learning environment that promotes
language acquisition and cultural exchange. (See Appendix 3 & Appendix 4).

II. Company Overview:

2.1. Company Background:

2.1.1. Background:

The Asian International School is a member of the Group of Asian International Education
(GAIE) which includes the Asian International School (IPS Primary School and AHS
Secondary School), the Institute of Asian Studies (IAS) and the Asian International School
(IPS). Saigon International University (SIU), is the largest education and research system
meeting international standards in Vietnam. Since its establishment in 1999, The Asian
International School has served as a beacon for international education in Vietnam, with more
than 87,000 students from many countries and regions around the world, along with a strong
teaching staff of 2,000 Vietnamese employees and 200 foreign teachers equipped with
Bachelor's, Master's and Doctoral degrees, AIS has set the standard for international
education in Vietnam. With 11 modern campuses across Ho Chi Minh City, AIS offers a
complete educational experience combining Vietnamese and foreign language curriculum for
students from grades 1 to 12 (8). The school's commitment to academic excellence is
emphasized by the use of modern pedagogical methods and a curriculum designed to nurture
critical thinking, creativity, and global citizenship (9).

2.1.2. Vision & Mission:

With the motto "Vietnamese identity, world education", AIS seeks a future in which students
develop as engaged global citizens. To achieve this vision, the school combines its
Vietnamese heritage with an international vision of the future, encouraging students to
overcome cultural difficulties and geographical boundaries. AIS is committed to nurturing
well-rounded individuals with a strong sense of civic responsibility, achieved through
increased social awareness, community service engagement, and ethical development (10).

2.2. Organization Structure:

The International Asian School Organization Structure

2.3. Key Services and Customer Segments:

AIS equips its students with the necessary skills and knowledge to excel in a modern,
interconnected world by providing a rich tapestry of learning experiences. The school
prepares students for success in higher education, both domestically and internationally.
Currently, for general education levels, AIS is operating in all three levels: primary,
secondary, and high school with the respective names: International Primary School (IPS)
and Asian High School (AHS). IPS caters to students from grade 1 to grade 5, offering a
seamless transition into the international education system. AHS, on the other hand, provides
 education from grades 6 to 12, boasting a dynamic learning environment and high-quality
teaching techniques (8).

In addition, Saigon International University (SIU) represents the pinnacle of education within
the GAIE system, offering diploma, undergraduate, and postgraduate programs for both
Vietnamese and foreign students. The curriculum at SIU adheres to American university
standards and is delivered in either Vietnamese or English, fostering a diverse study
environment and cultural exchange (11).

2.4. Company's SWOT Analysis:

Strengths Weaknesses

● Qualified Teachers: Highly qualified team ● High tuition: The school's tuition is quite
of native and foreigner teachers with high compared to the average of
extensive teaching expertise (12). international schools in Vietnam (12).
● The educational model: combination of the ● High level of competition: Due to the
curriculum of the Ministry of Education & good quality of education, the school
Training with an international English attracts many students to enroll, leading to a
program (12, 14). high level of competition (12).
● Good reputation: Established in 1997 and
has over 25 years of reputable and renowned
presence in Ho Chi Minh City (8).
● Modern Facilities: The school boasts
modern and well-maintained infrastructure,
catering to the academic and extracurricular
needs of students (12).

Opportunities Threat

Growing demand: Vietnam's growing economy High competition: Number of international

has led to a rising demand for studying in schools in Vietnam rises, competition
international schools (13). intensifies, poses a challenge to attract
International cooperation: The school can students (16).
cooperate with other international schools to Economic Fluctuations: Impact families'
improve the quality of education and expand ability to afford international education,
 learning opportunities for students (14). therefore, might attract less students (17).
Government Initiatives: Vietnam has
implemented policies favoring educational
development, creating conducive
environments for international schools to
thrive (15).

III. Problem Identification:

3.1. Symptom Identification and Validation:

In order to recognize the symptoms of the company, we have conducted and initiated
interviews with Mr. M - Human Resource Manager (Cong Hoa Campus), whose working
experience is around one and a half years, and is in charge of managing the employees at the
organization and recruitment. And Mr. T - Customer Service Representative (Cong Hoa
Campus) who has been working at IPS for over 1.5 years, whose main responsibilities are
resolving customer complaints while providing accurate and helpful information about the
school’s activities. (Appendix - Interview transcript)

3.1.1. Symptom Identification:

➢ Possible Symptom 1: Lack of teacher-student interaction

In primary education, teacher-student interaction during problem-solving activities is often

limited, with minimal student participation, especially in routine tasks (18). The lack of
interaction between teachers and students is a significant issue affecting educational
outcomes. Studies have highlighted the impact of poor teacher-student relationships on
students' behaviour, ethics, and learning effectiveness (19). Teachers' personal and
communicative qualities play a crucial role in fostering positive relationships with students
(20).

There is mounting evidence that these interactions' components are critical to kids' learning in
a variety of contexts and cultures, and they may even serve as a universal resource for kids'
growth. For instance, when educators enhance their methods following instruction and
guidance on how to engage with students, the students in their classes get academic, social,
and behavioral benefits (21). We may see that only around 31% of the entire class size is
commented to have interaction within grade 3C, but the number for grade 4A is 38%, based
on data gathered from observations of interactions between instructors and students from two
randomly chosen classes (See Appendix 5). There is a rather high prevalence of lack of
contact in the classroom since many students are perceived by teachers as not interacting with
others.

The most significant connection in an International school setting is that between a teacher
and student, and it should be very supportive, democratic, and emotional. The development
of good identities in students is contingent upon their feeling of well-being and satisfaction
with their relationships, students who have a sense of belonging at school are better able to
sustain emotional stability, take pleasure in their education, cultivate good attitudes toward
learning, and form bonds with friends who have similar steady and upbeat spirits. Their
academic performance and motivation may rise as a result of their increased happiness and
satisfaction (22).

➢ Possible Symptom 2: Primary Teachers Shortage

Teacher shortage refers to insufficient production of new teachers given the size of student
enrollments and teacher retirements (19). Teacher shortage can be regarded as teacher supply
falls short of teacher demand (23), lack of instructors had a variety of negative effects on
teachers' performance as they were unable to carry out their duties, such as creating lesson
plans and other teaching and learning resources, in an efficient manner (24).

The student-to-teacher ratio is equal to the number of students who attend a school divided by
the number of teachers in the school (25). Smaller classes are often perceived as allowing
teachers to focus more on the needs of individual students and reducing the amount of class
time needed to deal with disruptions (26). They enhance both the working and learning
environments for faculty and staff as well as the learning environment for the students,
another significant measure of the resources allocated to education is the student-teacher
ratio.
At The Asian International Primary School, after collecting the secondary data from the HR
Department, we calculated the Student-to-Teacher Ratio from 2021 to 2023. And it's clearly
been seen that the ratio has increased from one teacher teaching around 16 students to one
teacher now having to handle nearly 23 students in one class. According to Hanoi Academy
(27), for an International School, the optimal Student-to-Teacher ratio should be around 1:20.
Also from the record of the Human Resource Department, the number of teachers slightly
decreased while the number of students gradually increased (Appendix 6,7,8), this signifies
that the teacher supply is currently falling short from the teacher demand recently. When
there are not enough teachers, the workload can not be divided into smaller tasks and
assigned to different teachers, which leads to the heavy workload (24). As a result, teachers
might suffer from deteriorating well-being and stress, disturbing them from performing well
in class activities.

➢ Possible Symptom 3: Decreasing re-enrollment rate from Grade 1 to Grade 2

Looking more closely at the number of pupils per grade, we see that the number of students
grows every year. However, we discovered that every school year, there is a discernible
decline in the number of kids moving up from grade 1 to grade 2, the number of students in
Grade 2 is lower than in Grade 1 at a rate of 14%, 39%, 32% respectively to 2021, 2022,
2023 (See Appendix 7). The non-re-enrollment rate upon course transition from Grade 1 to
Grade 2 at The Asian International Primary School might signifies parental hesitation to
continue enrollment after completing a whole school year. This decrease poses several
challenges, including diminished revenue and profitability, operational complexities due to
resource reallocation, and potential reputational harm.

The size of the school and the student-teacher ratio have also been linked to dropout rates
(28). Smeyers has shown that smaller schools, with a lower student-teacher ratio, typically
yield better academic results (29). Consequently, if the school fails to leverage the teacher's
motivation and interest in teaching and the student's interest in learning, resulting in a higher
dropout rate.

Pre-existing research highlights the multifaceted nature of student withdrawal decisions in

traditional educational settings (30). Tinto's student integration model underscores the
significant role of both academic and social integration in influencing student persistence. In
the context of transitioning from Grade 1 to Grade 2 at IPS, a significant concern arises for
parents (the primary decision-makers) regarding the substantial gap between the two learning
paths. This apprehension translates into withdrawal decisions, driven by the perception that
their children (consumers) will struggle to adapt effectively.

Kember identifies a pattern of course-level withdrawal linked to academic and social

integration, emphasizing the importance of goal commitment and motivation (30). This
suggests that, in addition to the previously mentioned factors, re-enrollment is significantly
influenced by the pre-established goal commitment set by parents and the intrinsic and
extrinsic rewards anticipated by consumers (parents) throughout the program duration. When
parents perceive inadequate levels of motivation or commitment being provided, the
likelihood of withdrawal increases.

However in most secondary research sources, the final decider and consumer are the same
person, a college student. In the case of IPS, these two objects are completely different. Most
of the non-re-enrollment decisions will come from parents because the students here are
considered young and have little significant influence in deciding to drop out from Grade 1 to
Grade 2.

3.1.2. Symptom Validation:

➢ Lack of teacher-student interaction:

Mr.M - Human Resource Manager shared that "Students hardly interact with teachers through
daily classroom activities, discussions, and class participation. Few students engaged in
answering when the teacher offered questions, and in certain classrooms, none of the students
responded at all. This may be because instructors aren't giving enough attention to each kid,
in addition to the fact that having so many students makes it hard for them to pay attention to
each student's academic progress, feelings, and hobbies which results in the inability of
educators to provide relevant and engaging classroom activities." (Appendix 11).

When students do not engage in in-depth discussion, their brains are not motivated to work,
their creativity is not stimulated, and at the same time, it is harder for teachers to recognize
primary students’ limitations. However, issues such as lack of student participation can
hinder the quality of interactions (31). The quality of interaction becomes lower when the
number of students per class increases because teachers do not have enough time to provide
deep conversation with each student. As a result, both academic performance and
communication skills of each student do not develop comprehensively.
 ➢ Primary Teachers Shortage

To further investigate the Primary teachers shortage, we've asked Mr. M (Human Resource
Managers) about the situation of high student-to-teacher ratio recently. He stated that the
current shortage of teachers is a general context for Viet Nam's education industry, especially
in Primary Education (Appendix 9). Therefore, it's really challenging to find qualified
teachers nowadays, especially for an International School (Appendix 12) (32).

Moreover, to further validate the significance of the situation, we've also interviewed two
teachers in order to find out their current workload. They stated that even though it did feel a
little bit overwhelming these recent times, however, the Asian International School has some
strategies in order to reduce the workload for Primary Teachers. Some classes have acquired
two Teaching Assistants instead of one like before, teaching assistants help teachers to take
care of the students in the case of large class sizes to make sure that every student has the
attention they need, moreover, they also support in handling the materials and keep track
record of the students (Appendix 13).

Teaching assistants (TAs), also referred to as paraprofessionals, teacher aides, and

paraeducators are increasingly being employed to support the inclusion of students into
general education classrooms in many developed countries throughout the world (33). With
the goal of providing teachers with more opportunities to interact with students and to
collaborate with other professionals, TAs perform a range of non-instructional roles and
appropriately trained and supervised TAs may deliver complementary instructional services
designed to supplement rather than replace the instruction provided by teachers (34).

Therefore, their workload has not been significantly heavy and the school has some
incentives and benefits for those teachers in order to motivate them in the current challenging
context of insufficient primary teachers in the whole country.

➢ Decreasing re-enrollment rate from Grade 1 to Grade 2

To understand the increasing number of students dropping out between Grade 1 and Grade 2
levels at IPS, in-depth interviews were conducted. Participants included Mr. M from the
Human Resource Department, two Primary Teachers and also Mr. T from the Customer
Service Department. The diverse perspectives gained from the interviews provided valuable
insights into the issue.

The situation of students dropping out at between Grade 1 and Grade 2 levels at IPS faces a
significant challenge with student retention. As stated by Mr. M (Human Resource Manager),
there are various reasons behind parents' decision to withdraw their childs' school profile that
the school is also struggling to find out. As recorded from parents' feedback form, Mr. T
(Customer Representative) gave us the description of the major reasons explained for their
decisions: the increase in tuition fee annually from 2-5%; wanting a glimpse to experience
international school for their childs' education, their child not getting enough attention in the
class, the family is moving to other regions and/or countries, unexpected teaching quality
(Appendix 14). Even though there have been many efforts from the team to explain about the
tuition fee and the service for their students in class in order to optimize both the students and
parents' satisfaction level when choosing IPS, it seems that the solution is not long-term,
since the number of students leaving before entering Grade 2 is still relatively high. This can
indicate that the school’s current retention rate is not high, as maybe the marketing and sales
team was working effectively, recruiting a great number of new students joining the school
(at Grade 1). But the students' and parents' experience at the institution is what keeps them
staying, and the number that continued them at Grade 2 is keeping decreasing.

As numerous researches propose the reason behind the re-enrollment intentions, such as
student course experience, student satisfaction, student loyalty, word-of-mouth which can
affect re-enrolment intentions (35, 36, 37, 38, 39). Customer satisfaction is a ‘strategic
element’ in business contexts with the potential to influence repeat business (40, 41).
Generally, psychological spaces are created using different dimensionalities of student
experiences that include engagement, self-efficacy, well-being, belonging and emotions (42).
Kahu et al. in 2020 stated that treating students’ engagement as the heartbeat of student
course experience conceptualisation (42). During their learning journey, students usually
accumulate a unique set of memorable experiences that are often shared through word of
mouth communication. This is often built upon having a favourable learning environment
(43). When the learning environment is not conducive, it will lead to a negative emotional
state that promotes the spread of negative word of mouth. As in the context of a primary
school where parents take the decision for their childs' education journey, it's important to
know that parents' satisfaction is also as important, and also crucial to acknowledge that
without proper solutions to provide parents with the security for their child education, the
school can suffer from negative spread word of mouth which can also affect other current
students' parents' decision on re-enrollment intentions.

These numbers necessitate further investigation to understand the underlying reasons behind
this high attrition rate and develop strategies to improve student retention, particularly when
there have been solutions but not effectively improve the customers' satisfaction.

3.1.3. Key Symptom and Its Significant

After reviewing the symptoms recognized in the organization, we identify the key symptom
as: Decreasing re-enrolment rate from Grade 1 to Grade 2. Through data analysis, the key
symptom identified at The Asian International Primary School (AIPS) is the concerning
decrease in re-enrollment rates from Grade 1 to Grade 2. This decline signifies a potential
issue with student retention, a crucial factor for the school's financial status and reputation.

This symptom is significant because it suggests parents are hesitant to continue enrolling
their children after the first year letting their child learn at IPS Cong Hoa. Addressing this
issue requires investigating the underlying reasons for withdrawal, such as student
experience, teacher-student interaction, or even dissatisfaction with services offered.
Understanding these factors will allow IPS Cong Hoa to develop targeted strategies to
improve student and parent satisfaction, ultimately leading to a more sustainable enrollment
rate.

3.2. Problem Identification and Validation:

3.2.1. Problem Identification:

➢ Possible Problem 1: High Tuition Fee

Based on our analysis of previous symptoms, it appears that price is indeed a significant
factor contributing to the parents' complaints which then can lead to high dropout rate of
children transitioning levels. Academic research suggests that tuition costs rank among the
top two or three influences on parents' decisions when choosing educational institutions,
while price is a major consideration, it's not always the sole determinant.

Interestingly, a study by Do-Van-Anh et al. (2020) indicates that tuition fees might have less
impact on parents' choices compared to other factors (44). Our interviews with both
employees and parents, who have children enrolled at IPS Cong Hoa Campus, echo these
findings. Mr. Hoang, for instance, expressed satisfaction with the current tuition fees,
emphasizing the extensive support provided by the school to ensure that he is up-to-date with
his child’s curriculum and performance. He also mentioned that IPS's tuition fees align with
his financial capacity and highlighted his choice to enroll in long-term school years to avail
of incentives. Moreover, as our secondary research, the current tuition fee of IPS is currently
low compared to the market. (Appendix 15)

➢ Possible Problem 2: Concerns about Teaching Quality

Interview data from Appendix 13 reveals concerns of teachers about the quality of teaching
assistants appearing inconsistent, while some excel in providing care and monitoring
progress, others lack the necessary experience and understanding of student needs, negatively
impacting both learning and parental satisfaction (Appendix 13). This aligns with research by
Blatchford (2007) emphasizing the importance of individualized feedback and support for
effective language learning. Ms. Ngoc raises concerns about large class sizes hindering
teaching assistant's ability to provide personalized attention, especially for shy or hesitant
students (Appendix 18). This lack of interaction and support, as supported by research by
Ake-Little et al (2020) suggesting smaller classes benefit student learning, can lead to
boredom, disengagement, and ultimately, dropouts (45).

➢ Possible Problem 3: Lack of Promotion

Insufficient promotion is identified as a contributing factor to the higher dropout rate of

children transitioning levels. Building on insights from Raghubir et al. (2009), consumers
often anchor their evaluations on initial prices, a phenomenon that schools can capitalize on
by emphasizing the original price before presenting discounted rates (46). This anchoring
effect significantly influences parents' decision-making processes when selecting a place for
their children to encounter an education journey. Promotional offers showcasing the original
price alongside discounted rates tend to sway parents towards perceiving the offer as
compelling, motivating them to enroll their children in the school offering the discount.
However, contrasting perspectives emerge from interviews conducted at IPS. Mr. T noted
that IPS's incentive programs are sufficiently attractive to entice parents to re-enroll their
children (Appendix 19).
These insights align with findings from Do Van Anh's study, suggesting that parents may be
more receptive to promotions when combined with other valued aspects such as quality
teachers or an engaging curriculum. In essence, while leveraging the anchoring effect through
promotional offers is essential, IPS's success in retaining students may also be attributed to
complementary factors such as effective incentive programs and adjustments to tuition fees.
This multifaceted approach addresses parents' diverse considerations and enhances their
willingness to enroll their children in the International Primary School.

3.2.2. Problem Validation

➢ High Tuition Fee

Pricing plays a pivotal role in parental decision-making when selecting educational services
for their children (47). It transcends being merely a figure on a bill; it represents a significant
psychological factor, parents are willing to invest substantially if they perceive the quality of
education to be commensurate with the price. As expressed by Mr. Hoang - a parent whose
children are studying at the school, stated that he is willing to pay a higher fee if the quality
of education truly justifies it, this expectation of price reflecting service quality is inherent in
the education sector (Appendix 15). However, it is crucial to note that excessively high prices
may deter initial interest from customers - this was confirmed by all three interviewees
working at IPS, they all affirmed that high prices are one of the direct causes leading to the
increasing number of students dropping out between classes. Moreover, pricing should align
with the perceived value of the service provided (48), high fees may create an expectation of
premium quality, demanding impeccable service delivery to meet customer expectations.

➢ Concerns about Teaching Quality

The quality of staff members, encompassing teaching assistants, sales representatives, and
customer service personnel, plays a pivotal role in shaping the overall educational experience
provided by IPS Cong Hoa. Beyond the classroom, the effectiveness and professionalism of
sales representatives and customer service staff are equally vital in ensuring a positive
experience for students and parents alike. In terms of teaching assistants, competence,
expertise, and dedication significantly influence student engagement and academic outcomes
(49). Parents expect their children to be guided by knowledgeable professionals who not only
excel in their subject matter but also care about their children (Appendix 20). At IPS Cong
Hoa, teaching assistants are trained on how to effectively work with children and
communicate with parents. However, there are still instances where parents complain about
teaching assistants not showing sufficient care towards their children, resulting in gaps in
knowledge that hinder their progress. Most teaching assistants are students themselves, so
they often have personal commitments and busy schedules. Moreover, many of them are not
education majors, so, naturally, they may not fully understand the expectations of parents and
students (Appendix 12). A teaching assistant's ability to create an engaging and supportive
learning environment directly impacts student progress and satisfaction with the educational
program. Similarly, sales representatives and customer service staff are essential in
establishing IPS Cong Hoa’s image and fostering positive relationships with prospective and
existing students and parents. Professionalism, responsiveness, and empathy are key qualities
expected from these staff members. However, according to Mr.T - Customer Service
Representative, and sales staff have not yet effectively fulfilled their role in advising and
supporting parents in choosing suitable study environments for their children. Consequently,
this leads to misunderstandings or discrepancies between what was expected and what was
delivered, significantly impacting parent satisfaction with the program. Hence, effective
communication and a genuine interest in addressing the concerns and needs of students and
parents contribute to building trust and confidence and play a crucial role in the overall
service delivery at IPS Cong Hoa.

➢ Lack of Promotion

Strategies for promotion are also essential for drawing in new pupils and keeping hold of
current ones, it is crucial to understand, nevertheless, that inefficient marketing strategies
might diminish the value of the offering or cause students to become dissatisfied when they
don't get the desired results from promotional deals. Two parents whose children are
presently enrolled at IPS Cong Hoa have provided information, and they both concur and are
happy that the school's current promotional initiatives are a good fit for their investments.
They also say that they feel quite comforted by the straightforward and honest
communication of information about these advertising campaigns. Moreover, tuition, school
bus, and meal fees (either Monthly Payment or One-time Bulk Payment) may be refunded in
some circumstances (50).

Initial Cause & Effect map for IPS Cong Hoa Developed by Group 5
 High Tuition Fee

Concerns about Teaching Decreasing re-enrollment rate

Quality from Grade 1 to Grade 2

Lack of Promotion

3.2.3. Key Problem Validation

Concerns about teaching quality was chosen as the primary issue among the reasons listed in
the preceding section because, as both the parents and the internal staff of IPS Cong Hoa
noted, it had a major impact on the customer's experience. Mr. Hoang claims that even
though the change from IPS Cong Hoa was acknowledged through customer service, it was
not very successful since Teaching Assistants' performance was only reported to increase
temporarily before returning to the previous state. The Teaching Assistant department at IPS
Cong Hoa is the one that gets the most complaints from clients out of all the departments.
That is partially addressed by the responses provided by Mr. M, the Human Resource
Manager, and Mr. T, the Customer Service Representative. The Teaching Assistant bears the
responsibility of communicating academic progress, and Mr. M received numerous
complaints alleging that parents failed to appropriately recognize the student's level upon
double checking the announcement from the Teaching Assistant. Thus, the study team was
able to pinpoint teaching quality concerns as an issue that all of the parents and staff at IPS
Cong Hoa who were questioned acknowledged.

Furthermore, according to the interview with customer Mr.Hoang, the staff is an important
link to delivering services to students and is also the main information channel for parents,
especially the Teaching Assistant. That proposition also received agreement from other
interviewees such as Mr.M (Human Resource Manager) and Ms. Ngoc (Teaching Assistant).
According to Latif A*, Choudhary AI, and Hammayun AA (2015), the main reason for
dropouts came from the deficiency in a parent-teacher relationship, which can cause the
ineffectiveness of training in teaching staff, in an IPS situation is Teaching Assistant and
Teacher (51). In addition, the frustration with the staff at an educational center is closely
linked to the lack of support from the educational center in discussing the curriculum and
outcomes with the stakeholders involved with the student and who are likely to influence the
student's decision to study (52). In the instance of IPS Cong Hoa, this refers to the tenuous
relationship that develops between the parents and the center while the student is studying
there since the teaching assistant falls short in efforts to strengthen this bond. High tuition
fees are another verified issue that is significantly impacted by teaching disappointment. Mr.
M and Mr. Hoang added that clients pay premium tuition at IPS because they anticipate their
children receiving a top-notch education, precise study schedules, and personalized learning
paths. Nonetheless, since the ineffectiveness of the work contradicts the parents' expectations,
it might be said that the high tuition at IPS is due to teaching dissatisfaction. Demonstrating
that the issue of teaching disappointment, especially with regard to the Teaching Assistant,
impacts not only the IPS system directly when providing services to clients but also other
variables that contribute to a decline in the re-enrollment rate from Grade 1 to Grade 2.

However, parents see promotion as a negligible impact in the other way, the promotion
initiatives offered by IPS to exceptional students are highly comprehensive and effective in
encouraging re-enrollment, as demonstrated by Mr. Hoang and a few parents. Because it has
been supported by every respondent and the research team has provided proof regarding the
problem's severity, the key issue that the research team has chosen to focus on is
dissatisfaction with teaching performance. To enhance the Decreasing re-enrollment rate
from Grade 1 to Grade 2, this component may be adjusted more readily than other parameters
since it is not directly impacted by the IPS Cong Hoa.

Updated Cause and Effect map for IPS Cong Hoa Developed by Group 5
 High Tuition Fee

Concerns about Teaching Decreasing re-enrollment rate

Quality from Grade 1 to Grade 2

Lack of Promotion

IV. Cause recognition and validation

We have interviewed Mr. M - Human Resource Manager; two primary teachers, one teaching
assistant; two parents whose children are currently enrolled in the school in order to identify
and validate the possible causes that contribute to the main issue at IPS - Cong Hoa Campus
(See Appendix 21, 22, 23). We asked the primary school teachers we spoke with, who have
many years of experience in the sector, to take part in the interview in order to get more
knowledgeable perspectives on the quality of instruction.

4.1. Cause recognition:

➢ Possible Cause 1: Lack of Trained Teaching Assistants

Recognizing the causal factors influencing educational outcomes is imperative for devising
effective interventions aimed at enhancing student success. One significant determinant
identified in the context of educational settings is the quality of Teaching Assistants (TAs).
Interviews conducted with two teachers and human resource managers revealed a consensus
regarding the inconsistency in the quality of TAs. While some TAs demonstrate proficiency
in providing care and monitoring student progress, others lack essential experience and
understanding of student needs (Appendix 21). This inconsistency in quality is attributed to
the absence of unified training programs tailored to equip TAs with the necessary skills and
competencies. Qualitative data collected from these interviews underscores the detrimental
effects of inadequate training programs, leading to an inconsistency in TAs' effectiveness.

Theoretical frameworks for the effects of inadequately trained teaching assistants (TAs) on
students' educational experiences Scholars such as Douglas in 2016 (61), Webster in 2010
and Radford in 2015 (62), posit that a shortage of skills to adapt instruction and manage
diverse learning styles among TAs can impede student academic progress. Furthermore, the
work of Lawson M.A and Lawson H.A in 2013 (63) underscores the correlation between
ineffective classroom management and diminished student engagement, which often arises
due to the lack of support and guidance for TAs. Consequently, students may experience
challenges in comprehending instructional materials and engaging with the learning process,
thereby hindering their academic advancement. Thus, recognizing the pivotal role of
adequately trained TAs in facilitating effective classroom dynamics and student achievement
is paramount for fostering a conducive learning environment.

➢ Possible Cause 2: Incompetent Teaching Assistants

Interviews conducted with teachers and human resource managers have unveiled several key
factors contributing to incompetent teaching assistance. One prominent theme that emerged
from these interviews is the inadequate understanding of student learning needs among
teaching assistants (Appendix 22). Teachers emphasized the necessity of improving TAs'
comprehension of student requirements to facilitate effective educational experiences.
Additionally, observations revealed a spectrum of issues ranging from inactivity to the
inability to engage students in class activities among TAs. The Human Resource Manager
identified a lack of experience and skills in classroom management as a significant
contributing factor to TA incompetence. Furthermore, instances of student neglect attributed
to TA cell phone use underscored the multifaceted nature of the problem. These findings
highlight the importance of addressing both technical skills and professional behavior in
enhancing teaching assistance effectiveness.

Existing theories characterize incompetence in teaching assistance as encompassing various

deficiencies, such as inadequate skills, limited subject knowledge, ineffective classroom
management, and attitudinal shortcomings. Torff and Sessions in 2005, Range et al. in 2012
(64), and Essex in 2012 (65) define incompetence as inefficiency, a lack of skill, inadequate
subject knowledge, failure to collaborate effectively with colleagues and parents, difficulty
maintaining discipline, classroom mismanagement, and attitudinal deficiencies. These
conceptualizations highlight the multifaceted nature of incompetence in educational support
roles. Addressing these issues requires a comprehensive approach that considers both
technical competencies and professional behaviors.
 ➢ Possible Cause 3: Lack of communication between Teachers and Teaching
Assistants

Ode Yahyu Herliany Yusuf (2023) stated that effective communication between teachers and
teaching assistants enhances learning achievements, builds relationships, and creates a
conducive learning environment, ultimately supporting students' success and development
(66). Antonius Rino Vanchapo (2023) also explained effective communication between
teachers and teaching assistants fosters a positive learning environment, and promotes the
exchange of ideas, knowledge, and moral values in education (67). Ribut Priadi (2020)
concluded that effective communication between teachers and teaching assistants ultimately
benefits student engagement and academic success (68).

However, in the Asian International School, teacher 1 shared that: “Unfortunately, infrequent
meetings with TAs can hinder effective communication and tracking student progress”.
Besides, the teaching assistant responded that: “I think my tasks only focus on students so I
do not communicate with the main teacher regularly. I try to keep things coherent by talking
with the main teachers, however there's not enough time”. From the interview, we recognized
that the amount of time for discussion for TAs and main teachers is limited. On the one hand,
teachers do not have opportunities such as frequent weekly official meetings to discuss with
teaching assistants (Appendix 23). This is partially because the school does not create more
frequent official meetings or discussion programs to enhance the communication and sharing,
which partly reduces discussion opportunities between teachers and TAs. Teaching assistants,
who lack working experience and communication skills in organisation, without providing
them the opportunities to enhance these skills, they might not have recognized the
significance of communication with the main teachers. Therefore, they hardly talk and
discuss to enhance the collaboration in class. At the same time, the workload of both teachers
and teaching assistants is also heavy, which means that they have to spend time on individual
tasks, reducing time for communicating with teachers. The lack of communication between
teachers and teaching assistants negatively affects the collaboration effectiveness, education
environment and student development.
4.2. Cause Validation:

➢ Lack of Trained Teaching Assistants

To examine and ascertain the effect of the scarcity of qualified helpers on the caliber of
instruction, we spoke with two parents and a teaching assistant in interviews. The response
from the teaching assistants was that the new TA observation period was too short and that
there was no official mentorship program. However, parents also voiced concerns on the
usefulness and quality of TA help in specific school areas, highlighting shortcomings in
providing enough TAs to satisfy the demands of both parents and kids. (Appendix 21)

Teaching assistants (TAs) have become an established component of everyday classroom life
over the last decade. They are the backbone of many classrooms, giving crucial assistance to
instructors while also promoting a supportive learning environment for students. TAs are
frequently utilized by schools to assist low-achieving students and those with special
educational needs; nevertheless, a lack of training for TAs can greatly hamper pupil
performance, influencing their knowledge, motivation, and entire educational experience
(69).

Untrained TAs may have difficulty determining a student's ZPD, leading to tasks that are too
difficult or too easy, hindering their progress. Lack of skills to adapt to teaching and manage
diverse learning styles will make it difficult for students to problem solve. Although TAs
currently play a very important role in education, schools still cannot meet the quality
teaching assistants to serve the great needs of students. In addition, TAs are often asked to
support low-achieving students or students with special educational needs, often in one-to-
one settings, and increasingly seem to take on teaching and administrative roles. Ineffective
classrooms and lack of support can contribute to student loss of interest and cause poor
student engagement (70).

A wealth of evidence indicates that TAs often work with students with lower academic
levels, often in one-on-one tutoring or small group settings. Collectively, this evidence
indicates that TA shortages become a huge problem contributing to poor implementation and,
in general, the lack of receipt of TA support (71).

The lack of trained teaching assistants can have a significant negative impact on pupil
performance, trained TAs can design activities and utilize questioning techniques that target
higher-order thinking skills within Bloom's framework. Untrained TAs will disrupt the
construction process, hinder the development of critical thinking skills, and reduce student
motivation.

➢ Incompetent Teaching Assistants

We conducted an interview with a TA within IPS Cong Hoa to validate the incompetence of
teacher assistants. The aim of this interview is to find out the exact responsibilities of TAs,
and how their competency contributes to the overall education scene of the AIS.

Firstly, the interviewee said that a TA’s main responsibilities include “translating, doing
activities with the kids, dancing with them, helping them to write if they are not able to,etc”.

Secondly, according to the interviewed TA, they confirmed that during the recruitment
process, teaching experience does not matter, and most interviewees may choose to lie to
solve the situations. Therefore, this can give a false perception of the candidate’s ability thus
resulting in the school hiring incompetent TAs. Additionally, according to the interviewee,
numerous TAs lack both the experience and the expertise due to them being university
students and some are not even studying in the education sector. Furthermore, while there are
workshops to improve TAs’ expertise, their participation rate is not 100% (Appendix 22)
meaning there will still be incompetent TAs in the school.

In addition, we also interviewed 2 parents whose children are studying at the school about the
quality and impact of TAs on their children's education. Both have raised concerns about the
quality of the TAs that they lack the skills to support the teacher in delivering their lessons,
and that first and second-grade students need qualified TAs who can provide them support as
well as clarification of the teachers’ lesson.(Appendix 22)

This can have an adverse effect on the institution, as several studies have highlighted the
importance of teacher’s competency and the negative effects of incompetent teachers. A
notable finding is that teachers who lack competence may encounter difficulties with
classroom management, potentially resulting in a disordered and ineffective learning
environment (72). Moreover, teachers who lack enthusiasm for their course might make it
challenging for students to engage with the information (73). The same can be applied to TAs
since their job is to assist the teachers in delivering the lessons. In AIS, most teaching
assistants (TAs) are university students, some of whom are not studying within the field of
education, potentially causing them to be less enthusiastic in their roles thus leading to
incompetency. (Appendix 22) Overall, underperforming teachers challenge school and
district leaders with poor student outcomes, faculty disruptions, and high administrative
demands as a whole (74).

In conclusion, it can be validated that the incompetence of the TAs is one of the main causes
of the IPS - Cong Hoa Campus problem due to the direct participation of TAs in the teaching
process thus requiring the institution to identify and consider strategies to address it.

➢ Lack of communication between Teachers and Teaching Assistants

We interviewed two teachers working at the AIS in order to validate that there is a lack of
communication between them and the TAs. Based on our interview with the teachers working
at the AIS, we have found that there has been a lack of interaction between teachers and their
assistants. As one teacher has said “there haven’t been any programs for meetings between us
and the TAs.” and confirming that it is rather challenging trying to interact with these TAs
since they usually leave the campus swiftly after finishing the class. Moreover, one teacher
admitted that they feel like the interaction between them and some TAs in class is
insignificant. (Appendix 23) After further interview, we recognize that the timetable between
teachers and teaching assistants are quite different, as teachers will arrive right on time when
the class starts and leave immediately when it ends. Therefore, the time available for both
parties to discuss falls short. Furthermore, both teachers and teaching assistants also
mentioned that large class sizes also hinder their chances to discuss with each other in-class.

According to relevant studies, it has been found that if there is a lack of communication
between teachers and their assistants, the student’s progress will be hindered by the negative
impact of it (75). In the absence of consistent and structured communication, the transmission
of subject matter to students can be impeded, thereby adversely affecting both the teaching
and learning process (76). Lastly, the relationship between teachers and their assistants may
be hindered if there lies an absence of communication between the two parties, thus resulting
in ambiguous expectations from both sides, obstructing the development of a productive and
dynamic work relationship (77).

In conclusion, we validated that there has been a lack of communication between teachers
and TAs, which has been hampering the in-class performance of both the teachers and the
assistants. Thus concluding this is one of the causes for the overall performance of AIS.
4.3. Main Cause Validation: Incompetent Teaching Assistants

After listing out all the potential causes that lead to the identified problem as well as
validating the cause of concerns about teaching quality through primary data from the
interview results, secondary data, and a literature review to support the potential causes, We
will select the main cause that mostly raises concern about that problem.

Even on the teachers’ side, they mentioned that “lack of trained TAs” can raise concerns
about teaching quality. The parent's side also expressed concern about teaching quality due to
the quality and effectiveness of the TAs. However, it is not considered a main cause since
there might be underlying causes due to why there are few trained TAs in the organization.
Therefore, we conclude that “lack of trained TAs” is not the primary cause leading to
concerns about teaching quality.

On the teachers’ side, they also indicated that the “lack of communication between teachers
and TAs” can hinder the teaching process in some aspects. The teaching assistants’ side also
confirmed that “lack of communication” between them and teachers makes it more
challenging to fully cooperate in classes’ activities. However, there is the absence of evidence
along with the school policy supporting “lack of communication between teachers and TAs”
as the primary cause of the problem.

Among the causes mentioned in the previous section, “incompetent teaching assistants” is
selected as the main cause since incompetent teaching assistants can directly affect the
teaching quality. To further support, the two teachers, along with the HR manager, raised
concern about the need to improve teaching assistants’ skills, experience, and
professionalism. Moreover, on the parents’ side, they all agreed that "incompetent teaching
assistants'' are at the top of their worries since they can negatively affect their children’s
studying progress. Negative effects of incompetent teachers on student achievement are
cumulative and have been found to be measurable even up to 3 years after initial student
contact (78;79). It is strongly believed that TAs have a positive effect on learners’
educational progress (80). Therefore, it's crucial for the school to identify and apply strategies
used with incompetent Teaching Assistants.

Final Cause & Effect Map for IPS Cong Hoa Developed by Group 5
 Lack of Trained
Teaching Assistants

Incompetent teaching Concerns about Teaching

assistants Quality

Lack of communication
between Teachers and
TAs

V. Solutions

5.1. Possible solution:

➢ Provide monthly in-house training program for TAs

Recognizing staff incompetence presents schools with the opportunity to offer targeted
training solutions. By developing in-house training programs, schools can effectively address
competency gaps among their personnel. These programs, tailored to specific needs and
delivered in familiar environments, engage staff through workshops and interactive sessions,
fostering continuous improvement and a culture of excellence within the school community.

The optimization of in-house training is very influential in improving teacher competence for
teaching. In optimizing their training, it is necessary to ensure the stages of its management,
as well as supporting factors for the success of the training (81). The management phase
includes: Stages of planning, initially carried out by analyzing the needs of teaching and
educational staff in the context of competence, and determining the implementation team.
Training planning activities include planning the training schedule, the number of
participants,determining the material, media, place, resource persons or presenters, planning
the implementation activities, planning the training evaluation, and planning funds. In-house
training programs are the most effective for the long-term success of an organization's
strategic goals (82). Researchers also found that effective training programs can enhance
TAs’ ability to support students in diverse learning environments (83).

As a Teaching Assistant (TA), you can develop a range of valuable skills. These include
presentation and communication, leadership, technical proficiency, management, planning,
interpersonal abilities, problem-solving, student support, and evaluation and feedback skills.
 Each of these skills equips you to contribute effectively to the educational environment and
support student learning and development. Teaching Assistants currently encounter numerous
obstacles that hinder their effectiveness in the classroom. A significant challenge is the lack
of classroom management skills, which undermines their ability to establish an optimal
learning environment. Furthermore, many Teaching Assistants struggle to evaluate students
effectively, limiting their capacity to offer constructive feedback and support academic
growth. Additionally, there is a widespread deficiency in understanding the diverse learning
needs of students, making it difficult to customize instruction accordingly. Moreover,
Teaching Assistants often face difficulties in engaging students in classroom activities,
leading to reduced participation and diminished learning outcomes. These challenges are
exacerbated by the school's current training programs, which primarily consist of minimal
interactive online sessions. Notably, there is a lack of a structured framework for developing
the specific skills required for Teaching Assistants' roles. Furthermore, the training
predominantly focuses on theoretical concepts, lacking practical examples and opportunities
for peer collaboration among Teaching Assistants. Addressing these issues is essential for
enhancing Teaching Assistants' effectiveness and fostering a more supportive learning
environment.

Advantages Disadvantages

Cost-Effectiveness: Administrative Burden:

● In-house training can be more budget-friendly
than sending TAs to external courses.
● Companies pay only for the trainer’s costs for
one session, which is economical when
training multiple TAs.
Customization:
● Tailor the training content to address specific
TA needs.
● Focus on topics directly relevant to the
institution or department.
● Use real-life examples from the TA’s work
environment.
Workplace Relevance:
● Developing an effective in-house training
program requires time and resources.
● Creating a curriculum, organizing sessions,
and coordinating logistics can be demanding.
Limited External Perspectives:
● In-house training may lack exposure to
diverse viewpoints.
● External trainers often bring fresh ideas,
industry trends, and best practices.
● Internal programs might miss out on
innovative approaches.
Narrow Knowledge Base:
● TAs may be limited to institutional
 ● In-house training allows TAs to apply knowledge.
concepts directly to their roles. ● External courses offer exposure to broader
● Discussions around real problems enhance concepts and global practices.
practical understanding. ● Lack of external input could hinder creativity
● Facilitates the transfer of learning to daily and growth.
tasks.
Team Building:
● Onsite training brings TAs from different
departments together.
● Encourages teamwork, collaboration, and
cross-functional understanding.
● Strengthens relationships and boosts staff
morale.
(84, 85, 86, 87, 88)

Activities

Participant Duration Frequency Context

All TAs (including 3 hours Once/ month Covering real-life situations, developing soft
newly recruited) skills, learning topics delivered through
interactive presentation and discussion (group
exercises), Q&A sessions.

We implement a monthly in-house training program designed to enhance the competency of

our Teaching Assistants (TAs), encompassing both seasoned staff and newly recruited
members. These sessions, spanning three hours each, occur once a month and are tailored to
immerse participants in real-life scenarios, fostering the development of essential soft skills.
Through interactive presentations, group exercises, and open discussions, TAs engage with
pertinent topics, cultivating a deeper understanding and proficiency in their roles. The
program structure encourages active participation, ensuring ample opportunities for Q&A
sessions, thus promoting an enriching learning experience.

➢ Enhance recruitment requirements:

Competence-Based Employment Interviewing focuses on using structured interviews to

assess competencies, aiding in reducing incompetent employees by effectively evaluating
applicants based on required skills and qualifications (89). The competency model developed
in the research paper can be utilized to create a competency-based interview framework,
reducing incompetent employees by assessing core and basic competencies effectively (90).
Competency-based interview framework with professional integrity reduces incompetent
employees by focusing on past behavior, predicting future behavior, ensuring quality
recruitment (91). Another researcher also found that a competency framework for contractual
workers in the manufacturing sector can help reduce incompetent employees by enabling
effective recruitment, selection, and performance management based on validated
competencies (92).

The recruitment process for Teaching Assistants, particularly those specialising in primary
education, often falls short in truly assessing a candidate's potential to thrive in the classroom
with young learners. The interview lacks situational based questions. Many interviews rely on
generic behavioural questions or past experiences that might not directly translate to the
dynamics of a primary classroom. These questions might assess a candidate's ability to
handle conflict or manage time, but they don't delve into the specific challenges and rewards
of working with young children. The interview also lacks requirements for experienced
working with primary students. Job descriptions often list general teaching experience as a
requirement, neglecting the unique skill set needed for primary education. The school should
look for candidates who have demonstrable experience working with young children. This
could include prior roles as preschool teachers, kindergarten teachers, or even educational
assistants who have worked extensively with primary-aged students.

Advantages Disadvantages

● Conduct fair and objective ● Rely heavily on past performance as

performance evaluations
● Reducing bias and increasing
fairness by focusing on objective and
verifiable evidence of performance
● Improve quality and consistency by
using a standardised and structured
format.
an indicator of future potential,
which may not always be accurate
● Don't take into account other critical
factors such as the candidate's
personality, values, and motivation
Activities

Participant Duration Frequency Context

School Human A week Each interviews Develop a competency-based

Resource Manager interview framework focusing on
soft skills like communication,
empathy, and problem-solving.

To identify educators who excel beyond subject knowledge, build a competency-based

interview framework. This framework focuses on soft skills like communication, empathy,
and problem-solving through targeted questions and practical teaching demonstrations. HR
personnel receive training to effectively assess these skills. A pilot program allows testing
and refinement of the framework based on candidate and interviewer feedback, along with
potential classroom observations of pilot hires. This continuous monitoring ensures the
interview process remains a powerful tool for selecting educators with the right blend of
skills to nurture young minds.

5.2. Solutions Justification:

In order to identify the company's resources and ability to adopt these alternative solutions,
we conduct interviews with HRM to justify the solutions feasibility and effectiveness

➢ Provide monthly in-house training program for TAs

The problem IPS is having is the insufficient training programs for their TAs leading to the
problem of having incompetent TAs. This can come from numerous factors, with one of them
being all the training programs are held online. According to the interviewee, the extensive
geographical distribution of IPS's campuses around Ho Chi Minh City makes in-person
training less cost-effective. Another contributing factor is the minimal interaction during the
training sessions, as the training is often delivered in a one-way lecture format, with limited
opportunities for practical application of the learned material.

Therefore, the project team proposes a solution which is to provide standardized in-house
training for TAs.

We have discussed the preference of this solution with Mr. M, despite acknowledging that it
might not be the most cost-effective method, and admitting that in-house training can be
advantageous for the school. As he said "These TAs have lots of energy and passion in them,
it's just they are not being used to the fullest", hence offering them offline training courses
would help IPS to maximize the utilization of these qualities.. Moreover, we also agreed on
some possible benefits of offline training courses such as " allowing TAs to share their
classroom experiences, challenges, and successes. By learning from each other, they gain
valuable insights and perspectives beyond the course content." In addition, Mr.M also stated
that having offline courses can "create interactive exercises that simulate real-life classroom
scenarios and allow TAs to apply the learned skills." This practical method encourages
greater comprehension and practical application. Therefore, the project team came up with a
solution to offer in-house training programs for TAs. (Appendix 24)

➢ Enhance recruitment requirements:

Through interviews with HRM managers, we realized that the lack of a suitable recruitment
process, specifically the candidate interview stage, still faces many inadequacies, thereby
making recruitment ineffective. Some reasons given are: "performance depends greatly on
the candidate's past performance...", making their performance not guaranteed when
accepting a new job. Many interviews rely on general questions about behavior or past
experiences that may not directly translate to elementary classroom dynamics. These
questions may assess a candidate's ability to handle conflict or manage time, but they don't
delve into the specific challenges and rewards of working with young children. Another
reason is the misjudgment of candidates' abilities when they do not achieve their best
performance during the interview, the interview lacks the requirement of experience working
with elementary school students.

From there, the solution proposed is that the school needs to deploy new interview methods
to make the recruitment of teaching assistants more effective, including the simulation
method. Applying new methods can cost a lot of time and money to change current
recruitment methods. According to HRM, “developing and applying new methods will cost
the school a lot of resources to train future human resources, and this also requires a
significant amount of time”. On the other hand, applying the new method can help employers
clearly understand candidates' capabilities by giving them specific examples of work from
practical experiences that they are responsible for implementing. now accepting the position.
Furthermore, recruiting the right personnel can save a lot of costs for the school.

5.3. Action Plan:

Step Job to be Done Time Objective People in Charge

Needs Identify specific Weeks 1-2 Ensure targeted training Training

Assessment training needs and based on identified needs Coordinator, Human
areas for and areas for improvement Resources
improvement. among teaching assistants. Department

Curriculum Design training Weeks 3-5 Create comprehensive Subject Matter

Development modules covering training modules focusing Experts (SMEs),
essential skills. on business Training Coordinator
communication, time
management, adaptability,
and problem-solving.

Scheduling and Determine optimal Weeks 6-7 Organize the logistics for Training
Logistics timing and venue for offline training sessions, Coordinator, Human
training sessions. ensuring suitable timing Resources
and venue arrangements. Department

Training Conduct interactive Starting Facilitate engaging and Subject Matter

Delivery offline training Month 2 interactive monthly offline Experts (SMEs),
sessions. training sessions covering Training Coordinator
essential skills through
various teaching methods.

Evaluation and Gather feedback to Ongoing Collect feedback after each Training
Feedback assess training session to evaluate the Coordinator,
effectiveness. effectiveness of the training Teaching Assistants
and make necessary
improvements.

Monitoring and Provide ongoing Ongoing Offer continuous support Training

Support support and and guidance to teaching Coordinator,
guidance to teaching assistants to reinforce Supervisors
assistants. learning and address any
challenges they may
encounter.

Communication Communicate Throughout Ensure clear Training

Plan training details and communication regarding Coordinator, Human
feedback channels to training schedules, Resources
TAs. expectations, and feedback Department,
channels for teaching Teaching Assistants
assistants.

Evaluation Measure Throughout Assess the progress of Training

Criteria improvement in teaching assistants by Coordinator,
targeted skills measuring improvement in Supervisors
through assessments. essential skills through pre-
and post-training
assessments.
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Appendix

Appendix 1:GDP contribution of the education and training sector in Vietnam from 2015
to 2022

Figure 1: GDP contribution of the education and training sector in Vietnam from 2015 to
2022 (1)

Appendix 2: Number of newly established businesses for education services in Vietnam

from 2016 to 2022

Figure 2: Number of newly established businesses for education services in Vietnam from
2016 to 2022 (2)
 Appendix 3:Competitors’ position mapping

Figure 3: Competitors’ position mapping

Appendix 4: Competitors analysis

Teaching Quality Study Environment

EMASI ● Vietnamese teachers are highly ● Students thrive in an international

Plus qualified and experienced in setting, accessing advanced
delivering the national curriculum, knowledge and skills.
while native teachers hold
● Emphasis is placed on holistic
professional qualifications and
student development, encompassing
international teaching certificates.
both academic and soft skills.
● The integration of the national Students are encouraged to think
education program with an intensive creatively and independently.
English program enriches students'
● Modern and spacious facilities and
learning experiences.
equipment.
 ● A diverse range of extracurricular
activities fosters talent development
and enhances students' soft skills.

BVIS ● BVIS's bilingual program is based on ● Many modern facilities for each level
the UK national curriculum and of study.
incorporates Vietnamese subjects to
● The school fosters a safe and
provide students with the essence of
comfortable learning environment to
both educational systems.
inspire students' happiness and
● British teachers meet high recruitment natural growth.
standards and adhere to
● Students directly engage with both
internationally recognized British
British and Vietnamese teachers for
standards, while Vietnamese teachers
their studies and interactions.
are also trained to international
standards.

Vstarschoo ● Students are trained according to the ● Prepares students for community
l program of the Ministry of Education integration through self-identification
and Training of Vietnam. and life skills cultivation.

● Vstarschool's teaching force is ● Modern facilities and equipment.

improving, changing, and researching
● Focuses on holistic development
to find the most suitable and best
through personalized teaching
teaching methods for students.
methods, enhancing each child's
potential in personality, physicality,
and intellect.

Asian ● Vietnamese teachers & foreign ● Students from many countries with
Internation teachers with Bachelor's degrees, different cultures open up
al School Master's degrees, PhDs, associate opportunities for students to learn
(AIS) professorial levels, and professorial languages and cultural exchanges,
levels. gain more experience and
 ● The Asian International School understanding.
combines the Ministry of Education
● Students learn and practice in an
and Training program with an
environment that adheres to
international English program,
American standards.
alongside engaging in extracurricular
activities for practical learning ● Modern facilities and equipment.
experiences.

● The Asian International School has

produced many accomplished
students with numerous achievements
and awards.

Appendix 5: Participation rate in two random classes in Q3 2023 (based on teachers and
teaching assistants daily and monthly comments)

Appendix 6: Student-to-Teacher Ratio at The Asian International Primary School Cong

Hoa Campus (calculated by dividing the total number of students by the total number of
teachers)
 May I ask how many students are there in one class, and how has the number changes
over time?

Mr. M Few years ago, a normal class would have around 16 to 18 students maximum, but now we
have to raise the capacity of one class up to 25 students maximum.

Appendix 7: Number of students at IPS - Cong Hoa Campus

Appendix 7.1: Interview transcript and confirmation of decreasing re-enrolment rate

Can you quantify the decrease in student re-enrollment from Grade 1 to Grade 2? Is
this a recent trend, or has it been a persistent issue?
 Mr. T Yes, we can identify that the number of students from grade 1 to grade 2 noticeably
decreases every school year. Actually this is quite of concern since we can recruit new
students to the school but after 1 year of studying they decided not to enrol again for grade
2.

Appendix 8: Number of primary teachers at IPS - Cong Hoa Campus

Appendix 9: Pupil to teacher ratio in primary education in Vietnam (53)

Appendix 10: Comparison chart of tuition fees for International Primary Schools (54, 55,
56, 57, 58, 59, 60)
Appendix 11: Low class participation:

Have teachers observed any changes in student engagement or participation levels?

Mr. M - Yeah, there seems to be a quite low participation rate in classes. It's hard to get discussions
HRM going in class sometimes. As I read from the daily records of teachers and teaching
assistants in class, not many students answer questions. From what I observed, in some
classes, it's completely silent. Students might find it hard to feel comfortable participating
or even for teachers to design engaging activities that cater to every kids' needs.

Appendix 12: Challenge in finding qualified teachers nowadays

Can you describe the quality of teachers recruiment process in IPS?

 Mr. M - Filling these open positions has been quite challenging lately. The current pool of new
HRM primary teacher graduates seems smaller than usual, making it a challenge to find qualified
candidates. I do find that other international schools might be experiencing similar
difficulties in their recruitment process. It's important to maintain a healthy student-teacher
ratio, as well as the quality of teachers in order to provide our students the best education
system for such an important first step of their education path.

Can you describe the quality of the teaching assistants recruiment process in AIS?

Mr. M - Actually, most of the teaching assistants are university students, so it's quite understandable
HRM that some of them lack experience and expertise in the education sector.While they can be
a great help in the classroom, I've noticed some seem to have other commitments or aren't
necessarily from an education background. It might be helpful to ensure they understand
the specific needs of young students, so we do have some workshops in order to provide
them with more educational experiences when working as Teaching Assistants, but the
number of teaching assistants participating is quite low.

Appendix 13: Support system for teachers and TAs

Are there any training programs for teachers and TAs?

Mr. M - Usually, there would be monthly workshops for teachers and TAs to improve their
HRM performance at their jobs (how to interact and take care of the students) and for their
professional development.

Does the school have a support system in place for teachers, such as teaching
assistants (TAs), to assist teachers during the lesson?

Teacher 1 Yes, the class does have 1-2 teaching assistants depending on the class size.

Teacher 2 Yes, we do have teaching assistants supporting us in our class.

How would you evaluate the TAs' support in the class based on your prior experience
working with them?

Teacher 1 The quality of teaching assistants appears to be inconsistent. Some teaching assistants I
worked with were really amazing, they did provide support in my lessons thoroughly,
making sure that I noticed every student in the class. However, some are quite inactive, as
they wouldn't know how to engage the students in class activities. I understand that if it's
not their chosen career path, it would be difficult for them to be fully trained.

Teacher 2 Yes, but some teaching assistants excel in providing care and monitoring progress, others
lack the necessary experience and understanding of student needs

Appendix 14:
 Have you conducted any exit surveys with parents who chose not to re-enroll their
children after Grade 1?

Mr.M - Sounds like a few things might be causing the decrease in students moving from Grade 1 to
HRM Grade 2. The yearly tuition increase might be a point for some parents. Others might be
using the first year to see if an international school is a good long-term fit for their kid.

There's also a concern about how much attention the teachers are giving students, with
some parents feeling their child gets lost in the class. Of course, families might move away
for other reasons too.

The trickiest bit seems to be parents new to international schools. They might be expecting
something different, feeling the service they're getting isn't worth the price tag. This
suggests the school could do a better job of explaining what they offer and managing
parents' expectations.

Appendix 15: High tuition fee

Human Resource Regarding parent satisfaction, some parents have raised

Manager concerns about the affordability of tuition fees. Have you
noticed any trends or feedback regarding this issue?

Mr. M Yes, the affordability of tuition fees is indeed an important

consideration for many parents. While IPS strives to provide high-
quality education, we also understand the importance of making it
accessible to a wider range of families. We continuously review our
fee structures and explore options to ensure that our fees remain
competitive while still allowing us to maintain our standards of
excellence.

Customer Service In your interactions with parents, have you come across any
Representative concerns regarding the affordability of tuition fees at IPS?

Mr. T Yes, some parents have expressed concerns about the cost of tuition
fees, especially considering the current economic climate. We try to
reassure them by highlighting the value that IPS provides and
explaining any financial assistance options that may be available

Parents On the topic of affordability, have you encountered any

challenges or concerns regarding the tuition fees at IPS?

Mr. Hoang Yes, affordability is definitely a consideration for our family. While
we value the education and support that IPS provides, we also need
to ensure that it fits within our budget. It's something we've had
discussions about and are mindful of when planning for our child's
education.
 Parents Can you provide more details about the specific challenges
you've faced regarding tuition fees?

Ms. K There have been times when we've had to make sacrifices in other
areas to afford tuition fees. It's not always easy, especially with the
rising cost of living. While we understand the value of education,
we also need to ensure that it's financially feasible for our family. It
would be helpful if the school could provide more transparency
about fee structures and any available financial assistance options to
alleviate some of these concerns.

Appendix 16: Concern about the lack of communication

Do parents frequently express concerns about communication or lack of transparency

from teachers or school administration?

Mr. M - Yes, communication about teacher shortages is definitely a concern for some parents. They
HRM worry that with fewer teachers, class sizes might increase. This could lead to their children
receiving less individual attention and support, which could impact their learning.

Mr. T - Another concern some parents raise is about the potential impact on classroom supervision.
Customer They worry that a lack of teachers could create an environment with limited oversight,
Represent potentially leading to disruptions and safety issues.
ative

Appendix 17: Complaint handling

For those Teachers and TAs classes receiving complaints from parents, how would
you solve these complaints?

Mr. M - Of course I'd have to find out the truth behind that, I'd observe the teachers and TAs
HRM performance that day and would ask them about it. I'd admit some parents are too
protective and want one-on-one care from the teachers and TAs, but I think it's also crucial
to let the kid learn by themselves sometimes, and the current class size along with teachers
and TAs wouldn't allow that.

From what you’ve seen, do you think this is just parents being too protective or do
you think they have a point and students require more attention from their teachers
and TAs?

Mr. M - I do think the parents have their points and it's true that sometimes the teachers and TAs
HRM are not giving the students enough attention, so that's why it's quite challenging for them to
memorize what they learned that day, since there's not much interaction between the kids
and the lessons. You know some students have trouble memorizing and learning quite
slowly, so it should be very important for the instructors to give them more specific
 attention.

As a HRM, what's your solutions to these problems?

Mr. M - It depends on the severity of the problem. If the teachers and TAs can improve after
HRM receiving complaints then it's great. If the complaints continue, I might have some penalties
for certain employees if it's actually their responsibility for not taking good care of the
students.

Appendix 18: Large class size

Teaching Assistant In your experience, have you encountered any challenges or

areas where you feel IPS could improve to better support both
students and teaching assistants?"

Ms. Ngoc The challenge that I've faced is the large class sizes, which can
sometimes make it difficult to provide personalized attention to
each student. Additionally, ensuring consistency in the quality of
support provided by teaching assistants across all classrooms could
further enhance the educational experience for students.

Appendix 19: Lack of Promotion

Teacher How do you perceive the opportunities for professional growth

and promotion here?

Teacher 2 While IPS does a commendable job in fostering student growth,

there could be more emphasis on providing opportunities for
professional development and advancement for teachers and staff.
It's important for educators to feel valued and motivated to continue
growing in their careers, and I believe implementing a more robust
system for promotion could greatly benefit morale and overall staff
satisfaction.

Human Resource How does IPS address the issue of staff promotion and career
Manager advancement?

Mr. M Well, one area that we've been paying attention to is the lack of
promotion opportunities for our staff. While IPS values professional
development, there have been concerns raised about the limited
avenues for career advancement within the organization. We
recognize the importance of providing clear pathways for promotion
and are actively working towards enhancing our support for staff in
this regard.

Appendix 20: Parents expect their children to be guided by knowledgeable professionals

Parent Are there any changes in your expectations or priorities over the past few years?

Mr.Hoang Actually, witnessing my child's development under the guidance of a professional teacher last
year really solidified my belief in the importance of well-rounded educators. Sure, subject
knowledge is essential, but seeing a teacher who truly cares about each child's progress and
personal growth is different. That's the kind of environment I want for him.

Appendix 21: Lack of trained TAs

TA What do you think about the training course of TA at the school?

Ms. N I feel like I wasn't fully instructed when I first started working here. There is no official
mentorship program for teaching assistants. I had to seek guidance from senior faculty members
since there isn't a structured mentorship program in place. New TAs like me often find
themselves navigating their roles without consistent guidance or support from experienced
peers. Sometimes, we don’t know what to do in a specific scenario, we just wait for the
teachers’ instructions.

Parent What do you think about the teaching team at the school?

Mr. H To be frank, I have some concerns regarding the effectiveness of certain teaching assistants in
certain areas. I've noticed inconsistencies in the level of care provided to my child by different
TAs. Some seem to lack the necessary skills and understanding of what students require. While
there are certainly highly qualified TAs at the school whom I trust, it's evident that not all TAs
possess the same level of qualifications or capabilities, in my opinion.

Ms.K It appears that there is currently a shortage of qualified Teaching Assistants. My children have
expressed to me that they haven't been receiving adequate assistance from TAs. They've
encountered difficulties with their tasks but haven't received the attention they need, which
concerns me regarding their academic progress.

Appendix 22: Incompetent Teaching Assistants

Interview with TA:

What do you think about the school recruitment criteria? Does it require a lot of skills and
experience?

Ms. N In my personal observation, the recruitment process for Teaching Assistants appears relatively
lenient. From what I've seen in interviews, teaching experience doesn't seem to be a significant
factor, and the required skills are minimal. This raises concerns about how TAs would handle
real-life scenarios. Additionally, I worry that many interviewees might be inclined to embellish
 their qualifications and opt for the easier approach in dealing with situations.

What are your responsibilities as a teaching assistant?

Ms. N Well, my job as a TAs include translating documents, doing activities with the children, dancing
and singing with them, helping them to write if they are not able to, helping the teachers in
conducting activities and dividing tasks, etc…

What do you think about the TAs quality (skills, experiences,...) at school?

Ms. N In my opinion, a considerable portion of teaching assistants lack both the experience and the
expertise, particularly since many are university students seeking to support themselves
financially, regardless of their field of study. While there are workshops available to train TAs,
not all of them take advantage of these opportunities.

Interview with Parents

What factor do you find most concerning regarding your children's academic progress?

Mr. H In my opinion, the lack of good teaching assistants can have a profound impact on my child's
learning process. Skills, knowledge, and professionalism in teaching will directly impact
children's learning because, without experience and knowledge, teaching assistants cannot bring
quality lessons to students. . That directly leads to my child's poor academic results, not meeting
our expectations for our child. Teaching assistants must be good and work with good teachers in
order for my child to have a good foundation, because students in grades 1 and 2 need a solid
foundation for their future studies. In addition, I see that the lack of skills of some teaching
assistants is a concern that needs the school to be stricter in recruiting and training them.

Ms.K When it comes to the cause that strongly affects my child's learning process, I think it is the lack
of professionalism and skill of the teaching assistant. The reason is because those are the direct
causes leading to children's ineffective learning. Because they are only elementary school
students, they really need professional teaching assistants to support them because there are
quite a few students in one class, so they cannot have equal support. In addition, these are issues
that parents like me cannot help but need to be resolved by the school to improve the student
learning process as well as their development. In particular, schools need to focus more when
training teaching assistants or have more careful control when selecting teaching assistants.

Appendix 23: Lack of communication between Teachers and Teaching Assistants

Are there frequent interactions and effective communication between teachers and
teaching assistants at AIS?

Teacher 1 In my experience, there seems to be a significant lack of communication between us and the
teaching assistants. Unfortunately, there haven't been any structured programs or meetings for
us to connect with the TAs. We usually asign tasks for them to work in class, to assist me in
teaching progress, but we do not communicate frequently after class.
 Teacher 2 In accordance with my point of view, there are limited communication opportunities since there
are no meetings between us and TAs to further understand each other in order to conduct more
successful lessons making it challenging to fully collaborate with the TAs.

Ms. N Well, there has been ineffective communication between us with the teachers. Normally the
teachers will arrive on time when the class starts, and leaves right when it ends. We usually
don’t have time to communicate after class so I think that's why there's been lack of sharing
about some classes' activities with each other.

Appendix 24: Current training programs

Can you tell us more about the TAs training programs at the IPS ? What are the objectives of the
school, how do they train their TAs?

Mr. M I would say the programs we're having are quite general to be honest. Most of these programs are aimed
at getting the TAs to understand our school vision and mission and what values we propose to the
parents. Moreover, there are monthly programs to improve TAs' skills such as classroom management,
student support, planning skills, and other related interpersonal skills.

How did the school develop these programs? Are they based on theories or the real experience of
people within the school?

Mr. M We combined both the experience and theories but it's mostly theories.

Based on the results and what you’ve seen, do you think that the programs are meeting their
requirements of providing TAs with sufficient skills for the job?

Mr. M From what I’ve seen so far, I feel like the TAs’abilities are somewhat underwhelming from what we
expected. They are not bad, by any means, but I believe that most of their skills are incomplete, such as
understanding students, managing classrooms,etc.

Are these programs held remotely or offline?

Mr. M Currently, all the training are online.We would love to have these programs being held offline but as you
guys know, our institution has a lot of campuses in HCM city. Therefore, offline training might not be
the most cost-effective.

Does that mean TAs get less interaction with their co-workers during the training programs?

Mr. M I would say so, since these are held online and it is mostly just the school doing the talking, lecturing
about different skills, and the TAs noting them down. Hence, there aren't many interactions between
people and they don’t get to apply what they just learnt immediately through exercises, which is quite
unfortunate in my opinion as I feel like these young TAs have lots of energy and passion in them, it's just
they are not being used to the fullest.

So if it is possible, would you advocate for having a standardized offline training program ?

Mr. M Sure, I do think instead of online training sessions, in person training will provide more interactive
discussions. This allows TAs to share their classroom experiences, challenges, and successes. By
learning from each other, they gain valuable insights and perspectives beyond the course content.

In what ways do you think that offline training can help TAs to learn from each other’s
experience?

Mr. M I believe offline training will create interactive exercises that simulate real-life classroom scenarios and
allow TAs to apply the learned skills. Role-playing in conflict resolution techniques or practicing clear
communication strategies for delivering instructions. This hands-on approach fosters deeper
understanding and practical application