Report on: MHO5/6, Phase Two Mission to Vietnam by Dr. Ir. S.A. … · 2014-11-17 · Dr.ir. S.A....

Dr.ir. S.A. Miedema Page 1 11/13/01

Delft University of Technology, Mechanical Engineering

Report on:

MHO5/6, Phase Two Mission to Vietnam by Dr. Ir. S.A. Miedema

DUT/OCP Project Supervisor 27 September - 8 October 2001

Figure 1: The New Main Building of the College of Technology.



0 Contents

0 CONTENTS ...................................................................................................................................... 2

1 ABBREVIATIONS ............................................................................................................................ 5

2 BASIC DATA.................................................................................................................................... 6

3 TERMS OF REFERENCE................................................................................................................ 7

3.1 Introduction ...............................................................................................................................................7

3.2 Responsibilities...........................................................................................................................................7

3.3 Main task....................................................................................................................................................7

3.4 Activities .....................................................................................................................................................7

3.5 Additional tasks .........................................................................................................................................7

3.6 Mission outputs:.........................................................................................................................................7

4 REPORT ON MEETINGS AT CTU .................................................................................................. 8

5 CURRICULUM DEVELOPMENT COLLEGE OF TECHNOLOGY, CANTHO UNIVERSITY VIETNAM. ................................................................................................................................................ 9

5.1 Introduction. ..............................................................................................................................................9

5.2 Qualifications of the Mechanical/Civil Engineer. ...................................................................................9

5.3 Goals, aims and objectives. .....................................................................................................................10

5.4 The program philosophy. ........................................................................................................................10

5.5 Visits to other Universities. .....................................................................................................................11

5.6 Conclusions and recommendations. .......................................................................................................11

5.7 Planning of CoT. ......................................................................................................................................12

6 THE GENDER ISSUE. ................................................................................................................... 14

6.1 The number of female students. .............................................................................................................15

6.2 The number of female staff members. ...................................................................................................16

7 THE ENVIRONMENTAL ISSUE. ................................................................................................... 19

7.1 The current situation...............................................................................................................................19

7.2 Environmental protection technology....................................................................................................20



7.3 References books: ....................................................................................................................................20

7.4 Content. ....................................................................................................................................................20 7.4.1 CHAPTER ONE INTRODUCTION TO WASTEWATER TREATMENT METHODS................. 20 7.4.2 CHAPTER TWO PHYSICAL UNIT DESIGN AND OPERATION ............................................... 20 7.4.3 CHAPTER THREE BIOLOGICAL UNIT DESIGN AND OPERATION....................................... 20 7.4.4 CHAPTER FOUR CHEMICAL UNIT DESIGN AND OPERATION............................................. 20 7.4.5 CHAPTER FIVE SOLID WASTE TREATMENT........................................................................... 21 7.4.6 CHAPTER SIX AIR POLLUTION CONTROL............................................................................... 21

8 PROPOSED MHO 5/6 ACTIVITIES TO SUPPORT THE NEW LAB OF AUTOMATION............. 22

8.1 Introduction .............................................................................................................................................22

8.2 Activities. ..................................................................................................................................................22

8.3 Expert visits..............................................................................................................................................22

8.4 Study tour.................................................................................................................................................22

8.5 Timing and planning. ..............................................................................................................................22

8.6 Expected outputs......................................................................................................................................23

9 ENGLISH LANGUAGE COURSES. .............................................................................................. 23

9.1 Discussion. ................................................................................................................................................23

9.2 TOEFL SCORE RECORD.....................................................................................................................24

10 MEMO MAIN BUILDING. ........................................................................................................... 25

11 SUSTAINABILITY. ..................................................................................................................... 30

11.1 Sustainability............................................................................................................................................30

11.2 Added value..............................................................................................................................................31

12 ASSIGNMENT MR. THANH. ...................................................................................................... 32

12.1 PROPOSAL FOR INVESTIGATING THE DATA IN MEKONG DELTA – VIETNAM. .............32 12.1.1 Introduction: ...................................................................................................................................... 32 12.1.2 The specific planning for the trip:...................................................................................................... 32 12.1.3 Estimate costs for the trip. ................................................................................................................. 33

12.2 Planning....................................................................................................................................................33

13 WORK PLAN CANTHO UNIVERSITY MHO5/6, YEAR 2001 ................................................... 34

13.1 Activity CD 1 ‘Labour-market survey’..................................................................................................34

13.2 Activity CD 2 ‘Curriculum review’........................................................................................................34

13.3 Activity CD 3 ‘CoT Course book’ ..........................................................................................................34

13.4 Activity HRD5/CD 4 ‘Lecture notes Civil Engineering’ ......................................................................34



13.5 Activity CD 4/ HRD5 ‘Seminars Civil Engineering’.............................................................................35

13.6 Activity HRD5/CD 4 ‘Lecture notes Mechanical Engineering’ ...........................................................35

13.7 Activity HRD5/(CD 4) ‘Seminars Mechanical Engineering’ ...............................................................35

13.8 Activity HRD5/CD 4 ‘Lecture notes Agricultural Engineering’ .........................................................36

13.9 Activity HRD5/(CD 4) ‘Seminars Agricultural Engineering’ ..............................................................36

13.10 Activity HRD1 ‘Selection MSc, PhD candidates ...................................................................................36

13.11 Activity IB 1 ‘Language training MSc candidates................................................................................36

13.12 Activity IB 1 ‘Language training PhD candidates ................................................................................37

13.13 Activity IB 2 ‘Field surveys, research projects, design of equipment projects’ .................................37

13.14 Activity IB 3 ‘Drawing CoT Main Building’ .........................................................................................37

13.15 Activity IB 4 ‘Establishment CoT Main Building’ ...............................................................................37

13.16 Activity IB 5 ‘Networking’......................................................................................................................37

13.17 Activity HRD4 MSc training candidates ...............................................................................................38

13.18 Activity HRD 3 ‘PhD training candidates’ ............................................................................................38

13.19 Activity HRD 4 ‘WU Mission and Seminar’ .........................................................................................39

13.20 Activity HRD 6 ‘Staff scheduling’ ..........................................................................................................39

13.21 Activity CD 5 ‘Purchase equipment’ .....................................................................................................39

13.22 Activity PM 1 ‘Project Supervisor missions’.........................................................................................39

13.23 Activity PM 2 ‘Progress reports’............................................................................................................40

14 CONCLUSIONS AND RECOMMENDATIONS. ......................................................................... 41 Figure 1: The New Main Building of the College of Technology. .......................................................................... 1 Figure 3: The female versus male distribution of staff members in 1996. ............................................................ 17 Figure 4: The female versus male distribution of staff members in 2001. ............................................................ 17 Figure 5: The increase of staff members in the period 1996-2001. ....................................................................... 18 Figure 6: The quality of the staff members at CoT in 2001................................................................................... 18 Figure 7: The planning (part 1).............................................................................................................................. 27 Figure 8: The planning (part 2).............................................................................................................................. 27 Figure 9: Map of the new Main Building. ............................................................................................................. 28 Figure 10: The main building management team. ................................................................................................. 29 Table 1: The scope of PBL. ................................................................................................................................... 12 Table 2: Time schedule for preparing new teaching methodology (X: equivalent to 3 month time). ................... 13 Table 3: The number of female students at the Delft University. .......................................................................... 16 Table 4: The number of female staff members at the CoT. ................................................................................... 16 Table 5: The items of the planning of the main building of CoT. ......................................................................... 26 Table 6: List of the main building project management team. .............................................................................. 28 Table 7: Income generating activities in the first six months of 2001. .................................................................. 31



1 Abbreviations CDW Chuchawal-De Weger International Ltd. CEERE Centre for Environmental Engineering and Renewable Energy CICAT Management Centre for International Cooperation (of DUT) CoT College of Technology CTU Cantho University DUT Delft University of Technology FMPT Farm Machinery and Post-harvest Technology GoN Government of The Netherlands GoV Government of Vietnam HCMC Ho Chi Minh City HCMCTU Technical University of Ho Chi Minh City HRD Human Resource Development IB Institution Building IP Indicative Plan LIAC Larenstein University of Professional Education MoET Ministry of Education and Training MHO Joint Financing Programme for Cooperation in Higher Education Nuffic Netherlands Organisation for International Cooperation in Higher Education RNE Royal Netherlands Embassy UAF University of Agriculture and Forestry, HCMC WU Wageningen University



2 Basic data Project title Curriculum development in Civil Engineering in the CoT at CTU, Vietnam (MHO5/6) Reporting period 1st Jan. 2001 - 30th Jun. 2001 Participate institutes College of Technology, CTU, Cantho, Vietnam Faculty of Civil Engineering and Geosciences, DUT, Delft, The Netherlands Larenstein University of Professional Education, LIAC, Deventer, The Netherlands Project supervisors Supervisor in Vietnam: Dr. Le Quang Minh, Vice Rector, Dean of CoT, CTU 3/2 street, Cantho, Vietnam Tel: +84-71-834267 Fax: +84-71-831151 E-mail: [email protected] Bank account: 011.137.001264.4, CTU, Vietcombank Cantho Branch Secretary in Vietnam: Tran Minh Thuan, MSc, Vice Dean of CoT, CTU Dang The Gia, M.Sc, CoT, CTU 3/2 street, Cantho, Vietnam Tel: +84-71-834267 Fax: +84-71-831151 E-mail: [email protected]; [email protected] Supervisor in The Netherlands: Dr. Ir. S. A. Miedema, Director of Education, Associate Professor Faculty of Mechanical Engineering, Marine Technology, DUT CICAT P.O. Box 5048, 2600 GA Delft, The Netherlands Tel: +31-15-2784809 Fax: +31-15-2781179 E-mail: [email protected] Supervisor Agricultural Engineering in The Netherlands: Ir. Bernard Jacobi University of Professional Education P.O. Box 7, 7400 AA Deventer, The Netherlands Tel: +31-570-684600 Fax: +31-570-684608 E-mail: [email protected]

mailto:[email protected]

mailto:[email protected]



3 Terms of Reference 3.1 Introduction Dr. Ir. S. Miedema is charged with a mission to Cantho, Vietnam in the position of Project Supervisor for MHO5/6 project. The Project Supervisor will engage in all activities required to (i) meet ‘responsibilities’, (ii) perform ‘main task’, (iii) execute ‘activities’ as described in this ToR below. He will also perform the ‘additional tasks’ that have been drawn up as a result of recent project developments and progress. The mission duration will be 12 days in Vietnam allowing 4 days preparation time in the Netherlands. 3.2 Responsibilities The Project Supervisor of DUT shares the responsibility with the Project Supervisor of CTU for overall supervision and coordination of project activities. This responsibility is held in cooperation with DUT/CICAT project coordinator. Final responsibility on Dutch side for the timely implementation of project activities however resides with the DUT Project Supervisor. 3.3 Main task Overall supervision of MHO5/6 project as implemented between Cantho University (CTU), Cantho, Vietnam, Delft University of Technology (DUT), Delft, the Netherlands and Larenstein International Agricultural College (LIAC), Deventer, the Netherlands, in the field of Civil and Mechanical Engineering at CTU. 3.4 Activities The DUT Project Supervisor will carry out the following activities:

1. Prepare the training module ‘Transportation Engineering’. 2. Finalize final draft version of Progress Report No. 1 covering the first six project months (Jan.-Jun

2001). 3. Monitor and review progress made in the various academic areas as identified in the project document

(Civil, Mechanical and Agricultural Engineering). 4. Adjust, if necessary, individual projects plans depending on progress made. 5. Assist in selection of CTU/College of Technology (CoT) candidates to be sent for training to the

Netherlands. 3.5 Additional tasks The DUT Project Supervisor will carry out the following additional activities:

1. Discuss pending matters raised in the 12 April letter from Nuffic on issues that are conditional to approval of the second project phase. More in particular, report on new teaching methodologies, gender and environmental issues, and its balanced composition in the new curriculum at CoT;

2. Make recommendations on the introduction of Problem Based Learning at CoT; 3. Follow up on CoT tasks regarding construction of the Main Building at CTU/CoT and preparation for

CDW monitoring missions, as detailed in a separate document ‘Memo Main Building’ (attached as annex to this ToR).

4. Discuss MSc.-thesis subjects for two candidates in the Netherlands; 5. Assess progress with English language courses as delivered at CTU; 6. Advise CTU/CoT in the field of automation 7. Assist in ongoing ceremonies at CTU;

3.6 Mission outputs:

• Mission report in the English language. Draft version to be discussed with the CTU project supervisor in Cantho, Vietnam, before departure to the Netherlands. Final version to be submitted to CICAT within two weeks of mission completion.

• Finalized Progress Reports Jan.-Jun. 2001.



4 Report on meetings at CTU 27-28/9

• Departure Amsterdam. Arrival Saigon, welcomed at the airport by Mr. Gia. Transfer to the Victory Hotel.

29/9

• Prepare meetings. Visit Saigon. 30/9

• Departure Saigon. Arrival Cantho. • Meeting with Mr. Gia regarding the schedule and other activities. • Prepare speech for ceremony on Monday.

01/10

• Attend Cantho University’s 35th Anniversary Celebration • Accept an award for the accomplishments of the cooperation project, especially the Mechanical

Workshop. Give a speech. • Visit to the Mechanical Workshop and excursion around the campus • Discussion on “Cooperation and Development”, the conclusion of this discussion was, future

cooperation should be focused on new teaching methodologies. • Cultural performance by students

02/10

• Meeting with Mr. Thuan, regarding the gender issue, the environmental issue, new teaching methodologies, the new CoT building, implementation of the new curriculum, etc.

03/10

• Meeting with Dr. Le Quang Minh and Mr. Thuan, regarding English courses and the recent TOEFL scores, MSc thesis subjects, Nuffic letter of April 12th

• Meeting with Mr. Gia regarding the MHO5/6 progress report, the memo “Main Building CoT” and other matters

• Meeting with Miss Nguyet Chau (MSc, Vice Dean, School of Laws), regarding the gender issue 04/10

• Meeting with Dr. Pham Hung Luc (Dean, School for Medicine, Dentist and Pharmacy), regarding new teaching methodologies, chq Problem Based Learning

• Meeting with Mr. Gia regarding the MHO5/6 progress report, the memo “Main Building CoT” and other matters

• Meeting with Miss Le Tuyet Mai (MEd, Director, Center of Foreign Language), regarding the gender issue and English training

05/10

• Analyzing the meetings • Meeting with Dr. Le Quang Minh and Mr. Thuan, regarding adjustments of the project plan (automation

lab.), the MHO 5/6 progress report • Dinner with Dr. Minh and other staff members

06/10

• Departure Cantho. Arrival Saigon 07-08/10

• Departure Saigon. Arrival Amsterdam



5 Curriculum Development College of Technology, Cantho University Vietnam.

5.1 Introduction. In 1997 Mechanical Engineering at the Delft University of Technology in the Netherlands changed its educational system from traditional lectures and pre-programmed practice to a balanced mix of lectures, “Project Education” (PE) and “Problem Based Learning” (PBL), named “Thematic Education”. The experience of Delft (Dr.ir. S.A. Miedema) has been and will be used to develop and implement modern teaching methods at the CoT, realizing that this always should depend on the political, economical and societal context of Vietnam. Before introducing such a system, a number of generic questions have to be answered:

• What are the qualifications of our graduates in the market, what does the market require from our graduates.

• What are the goals, aims and objectives of the educational program? • What educational methods do we use to meet the goals, aims and objectives? • What do other universities/faculties do and how do they do it, what can we learn from them. • What kind of problems/challenges may we expect when we introduce, develop and implement a

different educational system. • What kind of infrastructure do we need? • What skills do the teachers require?

For the development of education it is essential that goals, aims and objectives be formulated. Based on these goals aims and objectives, the educational program can be developed. It is herewith very important that the correct educational method is chosen, based on the character of the goals, aims and objectives. One can distinguish the following aspects:

1. Fundamental versus applied knowledge 2. Knowledge versus skills 3. Deductive versus inductive methods 4. Top-down versus bottom up 5. Methodology versus knowledge/skills 6. Long term versus short term 7. Reproducing versus generating

These aspects do not give a value judgment; after all, all aspects are important for a good functioning of the engineer in his working environment. It is however important to make a deliberate choice, in order to create critical, analytical, integrating problem solving engineers. The different aspects require different teaching methods. In general one can distinguish:

• Lectures, good for transferring long term fundamental knowledge, many times inductive, bottom up and resulting in reproduction of existing knowledge.

• Pre programmed practice, good for developing skills, many times reproducing. • Problem based learning, good for learning applied knowledge, many times top down, deductive,

learning a methodology. The learning aspect is more important then the result, open character. • Project education, good for applying existing knowledge, many times top down, deductive, learning a

methodology. The result is important, closed character. • Assignment, like project education, but a more open character.

5.2 Qualifications of the Mechanical/Civil Engineer. Mechanical/Civil engineering is the technical science that deals with mechanical/civil systems and processes and the associated equipment that enables the social and technological development to proceed. In addition to the technology, attention is also paid to the logistic, economic and managerial aspects of the field of study. The academically educated Mechanical/Civil Engineer has the ability to apply scientific methods and means to the solution of technological, scientific and social problems related to the field of mechanical engineering. This problem-solving ability is one of the most important aspects.



The academically educated Mechanical/Civil Engineer is capable of personally carrying the responsibility of his/her activities. The academically educated Mechanical/Civil Engineer carries out assignments as a scientist, as a designer/developer, as a technical or project manager, as a technical/commercial consultant or as a teacher. During course of the career of the Mechanical/Civil Engineer, the content of the work may shift from the technical to the managerial side. The Cantho Mechanical/Civil Engineer should be a scientifically thinking, problem-solving engineer. The ability to translate theoretical knowledge into solutions to problems is of much greater importance than the area of the problem. The process of problem solving is the main issue and requires a critical, analytical and integrated way of thinking. To gain a thorough command of the problem solving process, it is necessary to have excellent theoretical knowledge and the skills to apply this knowledge. 5.3 Goals, aims and objectives. The final goals of the Mechanical/Civil Engineering education program describe the aggregation of knowledge, understanding, skills and attitudes of the graduate Mechanical/Civil Engineer, who is prepared for his/her first professional position and who has the capacity for further development during his/her professional career. These goals are made attainable by relating them to specific courses, to projects within themes and to the theses of students following the Mechanical/Civil Engineering Education Program. The high demands of modern technological developments and of society require that the graduate mechanical engineer should possess the following qualities: 1. A solid grasp of the basic engineering sciences including their generic and instrumental functions. 2. A broad knowledge and understanding of the related engineering sciences and their applications in

mechanical/civil engineering. 3. A broad and thorough knowledge and understanding of mechanical/civil engineering disciplines and of the

skills required in the practice of mechanical/civil engineering 4. Knowledge of and insight into general engineering practice and in particular to mechanical/civil engineering

applications. 5. A scientific technical attitude to professional problem solving. 6. Communication skills. 7. Understanding of the context in which mechanical/civil engineering is practiced. 8. Understanding of his/her own capacity and interest. 5.4 The program philosophy. Since the learning methods and the capabilities of each student differ, the perfect teaching methodology does not exist. Choices can be made between inductive (bottom up) and deductive (top down) learning and between the means of implementation, like classical lectures and project or problem based education. Depending on the character of the knowledge or skills to be taught and on the capabilities of the student, there may be an optimum teaching method for the student in question. The Mechanical/Civil Engineering Division of Cantho College of Technology is convinced that the teaching system should be focused on the learning abilities of the student and not on the teaching abilities of the scientific staff. The teaching should be student-centered and the teaching staff should adapt itself to this principle. The Mechanical/Civil Engineering Division of Cantho College of Technology is also convinced that it is the aim of the education to focus on the knowledge and skills a student possesses at the time of graduation. This implies optimization of the curriculum as a whole and not sub-optimization of individual courses or projects. This process of optimization also aims to obtain a high efficiency, a short average time between starting the study program and graduation and high motivation of the students. Depending on the type of knowledge, inductive or deductive teaching methods or a combination of these has to be used. Theoretical knowledge requires that the student undergoes a process of growth and learns how to acquire profound knowledge. This usually requires the use of inductive methods, while the skills to put the knowledge to practical use can be acquired by following deductive methods. Encyclopedic technical and non-technical knowledge and skills can best be taught by deductive methods. It is not the aim of the academic engineer to memorize such information, but rather to be able to use his knowledge and experience in the context of tackling scientific, technical or social problems. This is also the case with non-technical knowledge and skills like economics, management, law, ethics, environmental issues and sustainability. These aspects of



mechanical/civil engineering knowledge and skills should also be placed in the context of scientific, technical or social problems.

From these points of view, the Mechanical/Civil Engineering Divisions will introduce Problem Based Learning in balance with other teaching methods for the general part of the curriculum. Problem Based Learning should comprise approximately 50% lectures and 50% projects. The projects are supported by introductory lectures and briefings and have a project or problem based character. PBL is founded on the philosophy that students have to develop their problem-solving ability to an academic level. In this approach, methodology is just as important as knowledge and skills.

The project and problem based education comprises the non-theoretical, economic, managerial, ethics, environmental issues, sustainability and social subjects and the skills to make the theory operational. 5.5 Visits to other Universities. The project supervisor (Dr.ir. S.A. Miedema) has developed “Thematic Education” at Mechanical Engineering (TUD). In order to do this, a project team was formed (containing a didactician) and a number of universities were visited and consulted.

• Medical Faculty, University of Maastricht. Prof. Wijnen introduced PBL about 25 years ago in the Medical Faculty. PBL is especially suitable for learning how to make a diagnosis. Each patient can be considered a case (project). In groups of 8-10 students, under the guidance of a tutor, the students have to deduce what the illness of a patient is. The tutor (a selected teacher) helps with the process of solving the problem, not with the contents. During a case, one student acts as the chairman and another as the secretary.

• Mechanical Engineering, Eindhoven University. Part of the curriculum is “Project Education”. Also in groups of 8-10 students with a tutor.

• Mechanical Engineering, Twente University. Part of the curriculum is “Problem Based Learning”. Also in groups of 8-10 students with a tutor.

• Mechanical Engineering, Haagse Hogeschool. The whole curriculum is “Problem Based Learning”, with support lectures.

• Mechanical Engineering, Delft University. 50% of the curriculum in the BSc phase is “Thematic Education”, with support lectures. In the first year groups of 8-10 students under the guidance of a mentor, who guides the process of problem solving. In the second year groups of 4 students under the guidance of teachers who guide the process and the content. In the third year in groups of 2 students under the guidance of teachers who guide the process and the contents.

• Medicine, Dentist and Pharmacy Faculty, Canto University (MHO9). The system of Maastricht is applied.

Interviews:

• Dr. Le Quang Minh, Vice Rector, Dean of CoT, CTU • Tran Minh Thuan, MSc, Vice Dean of CoT, CTU • Dr. Pham Hung Luc, Dean of the School of Medicine, Dentist, Pharmacy, CTU • Dang The Gia, Staff Member of CoT, CTU

5.6 Conclusions and recommendations.

• The introduction of “Problem Based Learning”, “Project Education”, “Thematic Education”, etc. has to be carried out very careful. First the new methods have to be understood, then accepted and then supported. It is very important that these stages are used.

• The new methods have to be fully understood, accepted and supported by the management of the university.

• The introduction of the new methods should not be mixed with other organizational matters, like a reorganization or economizing. It should be guaranteed that groups or individuals do not loose income or status.

• The new methods require a much stronger organization of the curriculum. A lecture is usually supported by an individual teacher. With the new methods, many teachers and other staff members are involved in a project. It should be very clear who is responsible for what.

• The new methods require a different infrastructure. Groups of students have to discuss the project they are working on. In the new building of CoT this has been taken into account.



• The methods as implemented at other universities should not be copied one to one. Each different faculty has its own characteristics. Medicine cannot be compared with Technology/Engineering.

• The methods should be applied to the context of Vietnam. • The philosophy of the new teaching methods has not yet been fully understood at the CoT. This will

prevent the acceptance and support. Help from the side of MHO5/6 is required. A workshop under the guidance of a didactician (who understands Technology) and an experienced technical teacher is recommended. During the workshop the teachers have to carry out the different roles (also the student role), to fully understand the new methods. This is urgent!

• CoT also needs help to formulate projects, especially in Mechanical and Agricultural Engineering. Both supervisors can give help on this topic.

• On the following subjects knowledge is not (enough) available at CoT/Cantho: 1. Control Engineering 2. Dynamics 3. Numerical control, PLC, AD/DA 4. Composite materials 5. Automobile technology 6. Micro technology 7. Testing methods 8. Flexible Production Automation 9. Quality control 10. Ship equipment 11. Robotics 12. Manufacturing methods 13. Energy saving technology 14. Logistics

5.7 Planning of CoT. The CoT has already made a planning for the introduction of the new teaching methods. The tables 1 and 2 show this planning. It is however required to adapt this planning according to the recommendations in chapter 6. Teaching the management, teachers and other staff members the new teaching methods, should precede defining the problems (step 2 in table 2). First the new method should be understood, accepted and supported by the whole CoT. Table 1 shows the scope of PBL during the 4.5 years.

Year Lectures PBL 1 100% 0% 2 100% 0% 3 90% 10% 4 50% 50% 5 0% 100%

Table 1: The scope of PBL.



Table 2 shows the planning for the development of PBL at the CoT.

Years No Activities 2001 2002 2003 2004 2005

1 Current (old) teaching methods XXXX XXXX XXXX XXXX XXXX 2 Defining the problems (projects) by

the staffs of 4 departments XX

3 Splitting up the old subjects: • Fundamental parts • Specialized parts that can

be incorporated into the problems

XX

4 Setting up the new curricula and semester schedule based on the problem based learning methodology.

XX XXXX

5 Recompile the lecture notes: • Fundamental parts • Specialized parts that can

be incorporated into the problems

XXXX XX

6 Applying the problem based learning method for the CoT.

XX XXXX XXXX

7 Supervision and monitoring. XX XXXX XX XXXX XXXX 8 Evaluation and improvement XX XXXX XXXX

Table 2: Time schedule for preparing new teaching methodology (X: equivalent to 3 month time).



6 The gender issue. The gender balance at CTU is relatively favorable 34% female staff in 1999. However the number of female staff in senior positions is very low by comparison. Female students and staff in CoT are also under the CTU average. Several initiatives have been taken to correct this unbalance, but few formal measures can be utilized. MHO 5/6 will to the greatest possible extent pay attention to gender aspects. This can be achieved, amongst others, through awareness raising by conscious selection of course materials, and considering impact of the curriculum on gender relations. It should be noted that the gender situation at the Dutch technical universities is not different and maybe worse from that witnessed at CTU (from the MHO 5/6 project document). To get a thorough understanding of the present situation, a number of interviews have been taken and the statistics have been updated. Interviews:

• Miss Nguyet Chau, MSc, Vice Dean of the School of Laws. • Miss Le Thi Tuyet Mai, Med, Director of the Center of Foreign Language • Dr. Le Quang Minh, Vice Rector, Dean of CoT, CTU • Tran Minh Thuan, MSc, Vice Dean of CoT, CTU

From these interviews the following conclusions can be drawn:

• In Vietnam, males and females are equal by law. • The central government gives extra attention to females. • After 1975 both males and females had to work to increase productivity. • The government facilitates child care, the organization of this is good, but the facilities are poor. • Now people employ private persons for child care and private kindergartens are established. • At the CTU, there is no gender issue; males and females are treated equally. • The best person is chosen if there is a vacancy, regardless of gender. • In the cities, females have equal opportunities to study. • In the rural areas the opportunities are not always equal, due to traditions (Confucianism). • CTU gives students from rural areas and minorities some advantage when carrying out the entrance

examination, but treats males and females equally in this aspect. • The number of female students has increased to 12.7% in 2001. • The number of female staff members at the CoT has increased in the last few years to 15.7%, however

the number of females in senior positions is still low, but the trend is positive. • The availability of females with a BSc, MSc or PhD degree in technical sciences is very low in South

Vietnam. • The image of technology does not correspond with the expectation of females of their future life, they

cannot project technology in their future family life • The image is also heavy work and dirty hands. • There is no attention for the gender issue in the curricula.

It appears that the CoT has similar problems in increasing the number of female students and staff members, as it appears to occur at the Dutch technical universities. The question arises whether this has to be changed and why this has to be changed. The problem is not that females do not get the opportunity to study technology, but the fact that females in general do not choose technology. This has resulted in a low availability of females with a university degree in technology and thus a small number of female staff members in senior positions. To change this, the image of technology has to change, so females are/will be interested in technology. It is recommended to start a workgroup containing young female staff members (also from other faculties like Medicine and Law) and female students with the aim to make proposals for changing the image of the CoT.



6.1 The number of female students. 1. The total number of students in the College of Technology of CTU: 2. The total number of staffs in the College of Technology of CTU in 2001:

As with regard to the gender division amongst student population: CTU and CoT pay attention to this: PR at Secondary Schools (by staff);Open days organized by the Youth Union Department. Civil Engineering now has 5-7% female students; Environmental Engineering 40% and CoT expects (and aims) at 50% female participation in Electrical and Chemical Engineering. It must be said that Agricultural Engineering has no (and sometimes 1 or 2) female students; with respect to this however it does not deviate from Agricultural Engineering in other countries; eg European Union.

Courses Years Total num ber of The num ber of The ratio %

students fem ale students (fem /total)

17 1991 396 1 0.25%

18 1992 376 3 0.80%

19 1993 426 5 1.17%

20 1994 444 7 1.58%

21 1995 488 13 2.66%

22 1996 585 19 3.25%

23 1997 697 24 3.44%

24 1998 835 44 5.27%

25 1999 1069 81 7.58%

26 2000 1584 187 11.81%

27 2001 1966 249 12.67%

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The N um ber of Students in CO T

0

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1000

1500

2000

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1993

1995

1997

1999

2001

Years

Number of studen

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students

N um ber of fem ale

students

Figure 2: The number of male and female students at the CoT.



To compare, at the Delft University the number of female students is 20.5%, as shown in table 3. An analysis of this table shows that of the big faculties, Industrial Design (Consumer Goods, 36.7%) and Architecture (33.5%) score high, while Technical Management (19.7%) is average. Civil Engineering (13.1%), Aerospace Engineering (9%), Technical Informatics (6.9%) and Mechanical Engineering (5.6%) score low to very low. Specialization Females Total Percentage Life Science Technology 19 42 45.2% Industrial Design (Consumer Goods) 605 1649 36.7% Architecture 1081 3229 33.5% Technical Mathematics 56 170 32.9% Geodesy 30 99 30.3% Chemical Engineering 89 387 23.0% Mining, Earth Sciences 63 291 21.6% Material Science 21 104 20.2% Technical Management 157 798 19.7% Civil Engineering 216 1640 13.1% Technical Physics 56 487 11.4% Aerospace Engineering 129 1422 9.0% Naval Architecture 24 276 8.7% Technical Informatics 58 845 6.9% Electrical Engineering 39 641 6.1% Mechanical Engineering 59 1047 5.6% ------------------------------------------------------- ----------------------- ----------------------- ----------------------- Delft University 2702 13127 20.5%

Table 3: The number of female students at the Delft University.

6.2 The number of female staff members.

No Items Classification Subtotal 1 Male staffs: 93 - Teaching staffs 61 - Supporting staffs 32 2 Female staffs: 16 - Teaching staffs 5 - Assistant teaching staffs 3 - Administration 6 - Technician 1 - Cleaner 1 Total 109

Table 4: The number of female staff members at the CoT.



CoT staffs in 1996 (5 years ago)Female Male

1. Department of Rural Development 1 10

2. Department of Hydraulic Eng. - 93. Department of Farm

machinery & Post harvest - 164. Department of Mechanical Eng. 1 135. College Secrectary 2 26. Workshop 1 9

TOTAL 5 (7.81%) 59 (92.19%)

Figure 3: The female versus male distribution of staff members in 1996.

CoT staffs in 2001F M

1. Department of Civil Eng.& Rural Development 1 17

2. Center for Environment Eng.& Renewable Energy 4 20

3. Department of Farm machinery & Post harvest 1 18

4. Department of Mechanical Eng. 1 175. College Secrectary 8 46. Workshop 1 10

TOTAL 16 (15.69%) 86 (84.31%)

Figure 4: The female versus male distribution of staff members in 2001.



Female era in CoT staffs

Female MaleNumber of staffs in 1996 5 59Number of staffs in 2001 16 86

Amount increase in quantity 11 23Amount increase in percent 220% 45.76%

Figure 5: The increase of staff members in the period 1996-2001.

CoT personnel qualityFemale Male

Highschool degree 6 (5.9%) 16 (15.7%)B.Sc. degree 9 (8.8%) 44 (43.1%)M.Sc. degree - 22 (21.6%)Ph.D. degree - 5 (4.9%)

��

��

��

��

��

��

��

��

��

��

��

��

22 H S21,6%

53 B.Sc.51,9%

22 M .Sc.21,6%

5 Ph.D.4,9%

Figure 6: The quality of the staff members at CoT in 2001.



7 The environmental issue. 7.1 The current situation. Interviews:

• Dr. Le Quang Minh, Vice Rector, Dean of CoT, CTU • Tran Minh Thuan, MSc, Vice Dean of CoT, CTU • Dang The Gia, Staff Member of CoT, CTU

The following courses are implemented in the different curricula: Civil Engineering:

1. Rural water supply & drainage 2. Green visibility 3. Environmental quality management 4. Environmental ecology 5. Wastewater treatment methods

Hydraulic Engineering: 1. Ecology 2. Environmental engineering 3. Environmental ecology 4. Rural water supply & drainage 5. Wastewater treatment methods

Mechanical Engineering: 1. Wind Energy 2. Biogas 3. Water waste treatment 4. Solar energy 5. Energy saving technology 6. Energy uses and environmental problems 7. Environmental & food safety regulations 8. Environmental pollution en transportation 9. Environment engineering

Environmental Engineering: 1. Environmental laws and policy 2. Hazardous waste management and treatment 3. Air pollution treatment of polluted air 4. Term paper on air pollution and treatment of polluted air 5. Applying environmental ecology 6. Experiment of air pollution parameters 7. Soil pollution and its treatment 8. Environmental impact assessment 9. Wastewater treatment methods 10. Experiment on water pollution parameters 11. Environment and health service 12. Pollution prevention and cleaner production 13. Environmental experiment methods 14. Noise pollution and its treatment 15. Environmental quality management 16. Solid waste treatment 17. Environmental planning 18. Renewable energy

The course “Environmental Protection Technology”, as described in the chapters 7.2-7.4 gives an example of the implementation of the environmental issue.



Conclusions: 1. In general a lot of attention is paid to the environmental issue. 2. The subject sustainability in the design of equipment cq the reuse and recycling of materials has

not been implemented. This subject is especially important for Mechanical Engineering. 7.2 Environmental protection technology.

1. Subject: ENVIRONMENTAL PROTECTION TECHNOLOGY 2. Code: TN 437 3. Credit: 2 credits 4. Lecturer in charge: Le Hoang Viet (M.Sc) 5. Lecturer: Le Hoang Viet 6. Nguyen Vo Chau Ngan 7. Time distribution: 25 h for theory + 5 h for solving problems

8. Summary: The subject aims to supply very basic knowledge on environmental protection technology

including wastewater treatment process, solid waste management and air pollution control. The basic steps in selection treatment options and design the process are also introduced. In addition, some typical problem are given and solved in order to help the student to familiarize with design parameters.

7.3 References books:

1. George Tchobanoglous; Hilary Theisen; Rolf Eliassen (1994). Solid Wastes: Engineering Principles and Management Issues.

2. M. Weischenk-Foerster; Khon Kaen (1996). Chiang Mai's Solid Waste Management and its Problems.

3. George Tchobanoglous, Franklin L. Burton, 1991. Wastewater Engineering: Treatment, Disposal, Reuse. McGrawhill, Inc.

4. Geral Kiely, 1996. Environmental Engineering. Mc.Graw Hill. 5. Phil Davis, 1994. Report on Municipal Waste incineration. 6. Kenneth Wark, Cecil F. Warner, 1981. Air pollution. Its origin and control. Harper & Row

publishers. New York.

7.4 Content. 7.4.1 CHAPTER ONE INTRODUCTION TO WASTEWATER TREATMENT METHODS 1.1. Wastewater treatment methods 1.2. Flow-chart of typical wastewater treatment processes 7.4.2 CHAPTER TWO PHYSICAL UNIT DESIGN AND OPERATION 2.1. Bar -rack 2.2. Grit chamber 2.3. Flow equalization tank 2.4. Sedimentation tank (primary and secondary) 2.5. Mixing 2.6. Floatation tank 2.7. Granular media filtration 7.4.3 CHAPTER THREE BIOLOGICAL UNIT DESIGN AND OPERATION 3.1. Aerobic treatment process 3.2. Pond treatment process 3.3. Anaerobic treatment process 3.4. Slow-rate system, rapid infiltration system, overland flow system 7.4.4 CHAPTER FOUR CHEMICAL UNIT DESIGN AND OPERATION 4.1. Chemical precipitation 4.2. Adsorption 4.3. Disinfection by chlorine



4.4. Case study on precipitation of heavy metal 7.4.5 CHAPTER FIVE SOLID WASTE TREATMENT 5.1 Factors affect to quantity and composition of solid waste 5.2. Solid waste management and treatment 5.3. Collection 5.4. Transportation and transfer 5.5. Flow chart of typical solid waste treatment process 7.4.6 CHAPTER SIX AIR POLLUTION CONTROL 6.1. Bag house filter 6.2. Electrostatic precipitator 6.3. Wet-scrubber 6.4. Bio-filter



8 Proposed MHO 5/6 activities to support the new lab of automation.

8.1 Introduction In September 2001, Ministry of Education was approved a grant to CoT to establish the “Automation Lab”. This is a 1.4 M US$ package, including costs to construct the lab and equipment. The human resources development however is not covered by the package. In order to assist CoT to implement the grant in a most effective way, MHO 5/6 might gear some of its activities, especially training and coaching, to be in line with the new development in CoT. 8.2 Activities. 1 MSc degree in Automation or Mechatronics in TUD or TU Eindhoven. 1 or 2 MSc fellowship from industry if possible 2 times 6 month training in:

1. Establishing the Automation Lab. One staff member of CoT (head of the lab) will be trained in TUD for 3 months to study the contents and lectures of the lab. He or she will also visit other labs related with automation in other universities and companies.

2. Research direction/tendencies and methodology in Automation. One staff member, researcher, will go to the TUD to study with a tutor to propose a collection of research topics, which can be applied in Vietnam. This research is encouraged to continue his or her study gearing to a PhD degree.

8.3 Expert visits. 2 times a Dutch expert visiting CoT to:

1. Assist in equipment selection 2. Assist in the implementation if the experiments/defining problem based projects

8.4 Study tour. The Vietnamese supervisors visit to The Netherlands, planned in 2002, will be arranged in such a way, that it will coincide with the training of the head of the automation lab. Besides of discussing project matters, visits to other institutions having Automation Labs and well know Automation research can be combined. In this tour, visits to potential sources of donors and related industries are foreseen, to promote long-term collaboration with other sources. 8.5 Timing and planning.

1. Construction of the lab buildings and infrastructure April 2002-April 2003 2. Visit of the VN supervisor to TUD March 2002 3. Training of the head of the Automation Lab January 2002-June 2002 4. Training of the researcher March 2002-October 2002 5. First visit of Dutch expert (equipment selection) July 2002 6. Second visit of Dutch expert (research) July 2003



8.6 Expected outputs In 2004, CoT will have:

1. Well-equipped automation lab, capable to conduct research on applied automation, focusing on agriculture, animal husbandry, fishery and food processing.

2. 1 staff with PhD degree (or almost finish the degree) in the subject 3. 2-3 staff with MSc degree in the subject 4. 3-4 well trained technicians (trained in Saigon) 5. 3-4 researchers ready to be applied or on pilot forms 6. 1-2 lecture notes 7. Small specialized library

9 English language courses. 9.1 Discussion. Interviews:

• Miss Le Thi Tuyet Mai, Med, Director of the Center of Foreign Language • Dr. Le Quang Minh, Vice Rector, Dean of CoT, CTU • Tran Minh Thuan, MSc, Vice Dean of CoT, CTU

As can be seen in chapter 7.2, the TOEFL scores of the potential candidates from CTU are in general not sufficient. Delft University requires a score of at least 550. The interviews are held to investigate the reasons for the low scores. Conclusions:

• The Center of Foreign Language offers the right courses • The pronunciation of the English teachers in general is good • The classes may be to big, so the individual students/staff member do not get enough opportunity

to practice his/her pronunciation • The normal tasks and responsibilities of the staff members continue, resulting in a priority

problem and a time management problem Recommendations:

• Give a high priority to the English courses, especially the pronunciation. This must be supported by the management of CTU, CoT.

• Give extra attention to the staff members who will go to other countries for MSc/PhD, in small classes.



9.2 TOEFL SCORE RECORD Test date: 24.06.2001

No.

Name Date & place of birth

LISTENING STRUCTURE READING TOTAL SCORE

1. Dang The Gia 22.2.72 Quang Ngai

430 – 450 540 – 560 500 – 520 490 – 510

2. Dang Tram Anh 19.11.73 Cantho

410 – 420 480 – 500 430 – 450 440 – 456

3. Doan Phu Cuong 10.11.70 Ben Tre

510 – 520 540 – 560 520 – 540 523 – 540

4. Hua Thi Lien Huong

14.8.76 Quang Binh

450 – 470 540 – 560 480 – 490 490 – 506

5. Ho Ngoc Tri Tan 22.9.72 Saigon

410 – 420 420 – 440 410 – 430 413 – 430

6. Le Thanh Phieu 19.3.75 Ca Mau

320 – 350 400 – 410 410 – 430 376 – 396

7. Le Thanh Binh 22.6.70 Long An

520 – 540 610 – 680 540 – 560 556 – 593

8. Le Thi Ngoc Tram

10.8.78 Tien Giang

450 – 470 610 – 680 540 – 560 533 – 570

9. Nguyen Van Tam 30.6.73 Tien Giang

410 – 420 450 – 470 430 – 450 430 – 446

10. Nguyen Xuan Hoang

1.11.75 HCMC

320 – 350 450 – 470 430 – 450 400 – 423

11. Pham Van Toan 28.3.76 Tien Giang

320 – 350 420 – 440 430 – 450 390 – 413

12. Tran Le Quan Ngoc

23.1.78 Cantho

430 – 450 540 – 560 520 – 540 496 - 516

Cantho, June 25, 2001 Director of CFL, CTU

(Signed & sealed)

LE THI TUYET MAI



10 Memo Main Building. Memo regarding ‘Main Building CoT’ Documents to be prepared by CTU for MHO5/6 sub-project ‘Main Building CoT’ The construction of a Main Building for CTU-College of Technology (shortly ‘Main Building project’) is part of the MHO5/6 project ‘Civil and Mechanical Engineering’ implemented by CTU, DUT and LIAC. For a timely start of the Main Building project as per 15 Sep. 2001, the following documents are to be prepared by CTU and made available to respective parties as soon as possible (Dr. Minh, Mr. Hieu, Mr. Gia). 1. Written request to Nuffic (cc to DUT/CICAT) to allow a change in the duration of the

construction period from 12 to 20 months, including a detailed motivation. Please refer to email/letter from Mrs. De Voogd dd. 7 Aug. 2001 and the Nuffic letter dd. 12 April 2001 by which MHO5/6 project has been (conditionally) approved. Some of these conditions apply to Main Building project. Mr. Gia will arrange this request!

2. Written statement to Nuffic (cc to CDW and DUT/CICAT) that the CoT Main Building

will comply with Class B standard for all components with exception of electrical works, which will be to Class A standard. There are further provisions to be made, in consultation with MHO1 project, on LAN and other cabling works. Mr. Gia will arrange this statement.

3. Position paper to CDW (cc to DUT/CICAT) which includes the following detailed

information: • Program of construction works (20 months) • Name responsible project manager • Budget (package by package) • Construction drawings (detailed) • Site organization (including diagram of responsibilities and tasks)

These subjects, among others, will be investigated as part of the first CDW monitoring mission, dd. October 2001.

A very detailed description of the construction works is available, a copy is available for CDW.

4. Written statement to Nuffic providing proof of the independent status of the envisaged local consultant charged with daily supervision at the construction site in Cantho (see email Mrs. De Voogd dd. 7 Aug. 2001). It is agrees that an independent source (Dutch Consulate or CDW) will write this statement.

5. Written statement to DUT/CICAT with the name of the project manager, or project

management team, charged with the Main Building project. The project manager or management team will be responsible on part of CTU for the daily operations and will be held accountable for timely implementation of the project. See table 6 and figure 9.



ID Task name Quantity Unit Labor needed 1 FOUNDATION 2 Casting steel reinforced concrete piles #300 146.47 100 m 2250 3 Driving steel reinforced concrete piles30×30 219.71 100m 900 4 Jointing piles by welding method 2820.00 Joint 900 5 Concrete with grain size 4×6 #100 1524.20 m3 500 6 Digging foundation by machines 420.43 m3 694 7 Connecting steels for foundation 73.48 Ton 530 8 Forming foundation 28.97 100m2 798 9 Pouring concrete for foundation 696.51 m3 1142 10 Masonry bock bricks 169.44 m3 280 11 Filling up the holes with soil 444.50 m3 298 12 Filling up the foundation with silky sand 1401.40 m3 675 13 Building cesspool Labor 300 14 STRUCTURE 15 Connecting the steels for piles 78.78 Ton 906 16 Forming piles 47.30 100m2 1175 17 Pouring concrete for piles 414.16 m3 1988 18 Forming beams, floors, roofs 151.09 100m2 2550 19 Connecting steels for beams, floors, roofs 185.60 Ton 2042 20 Pouring concrete for beams, floors, roofs 1455.68 m3 4178 21 Forming penthouse 10.44 100m2 125 22 Connecting steel for penthouse 9.28 Ton 111 23 Pouring concrete for penthouse 61.98 m3 154 24 Forming staircase 4.40 100m2 98 25 Connecting steels for staircase 5.13 Ton 62 26 Pouring concrete for staircase 37.32 m3 108 27 Masonry walls 1075.86 m3 2474 28 Cistern / water tank Labor 200 29 FINISHING 30 Mortar beams and ceiling 14372.80 m2 4486 31 Mortar wall and columns 16422.50 m2 4535 32 Tiling roofs 23.92 100m2 478 33 Mortar #75, 3cm height 931.80 m2 63 34 Painting Shelcode ( against water resistance) 931.80 m2 56 35 Mortar granito staircase 792.80 m2 2196 36 Pressing tiles 1246.60 m2 542 37 Tiling 7509.70 m2 3267 38 Manufacturing and installing steel doors, windows

and banister 2037.87 m2 408

39 Installing glass doors and glass wall 2147.00 m2 429 40 Coating mastic for wall, piles, beams,ceiling 27854.10 m2 6964 41 Painting wall, piles, beams and ceiling 27854.10 m2 1671 42 Painting steels 1042.73 m2 130 43 Installing electric, water, thunder resistance systems Labor 850 44 Cleaning and checking and taking over the building Labor 100

Table 5: The items of the planning of the main building of CoT.



Figure 7: The planning (part 1).

Figure 8: The planning (part 2).



No Name Original status Responsibility 1 Dr. Le Quang Minh Vice Dean of CoT Team leader 2 Le Trung Hieu Head of the construction department of CoT Deputy 3 Hoang Vi Minh CoT staff, head of the building material lab. Deputy 4 Dang Te Gia CoT staff, MHO5/6 secretary Deputy 5 Nguyen Van Hieu Head of the financial office of CTU Deputy 6 Mach Phuoc Son Staff of the construction department of CTU Technical supervisor 7 Tran Khanh Toan Staff of the construction department of CTU Technical supervisor 8 Ho Ngoc Tri Tan CoT staff, building engineer Technical supervisor 9 Pham Xuan Hao CoT staff, architect Technical supervisor 10 Nguyen Van Tam CoT staff, civil engineer Technical supervisor 11 Le Thanh Tam CoT staff, building engineer Technical supervisor 12 Duong Nguyen Hong Toan CoT staff, building engineer Technical supervisor 13 Nguyen Trong Hien Nhan CoT staff, architect Technical supervisor 14 Ngo Van Anh CoT staff, civil engineer Material testing 15 Ho Chi Linh CoT staff, civil engineer Material testing

Table 6: List of the main building project management team.

Figure 9: Map of the new Main Building.



Figure 10: The main building management team.



11 Sustainability. 11.1 Sustainability Financial sustainability As presented in the project document, CTU/CoT will be in the position to provide strong client-oriented, commercial, services in the following fields. (i) Testing building materials, (ii) GIS; (iii) Soil surveys; (iv) Commercial use of water management application software; (v) Mechanical engineering applications. From the tuition fees a fund is reserved for the maintenance of equipment. The income generating activities as shown in table 5, will be used to replace about 8 PC’s every year. A PC can be used for about 5 years, so this way about 40 PC’s can be maintained. Income-generating activities performed in the first six months of 2001 are as follows.

No. Contract number

Contract name Cost (VND) (USD) 1 USD = 15,000 VND

Soil Mechanics Laboratory 1 01/CN/2001 School of Economics and

Technology – Can Tho 25,980,000 1,732

2 02/CN/2001 Dai Thanh high school – Can Tho 25,224,000 1,682 3 03/CN/2001 Dai Thanh elementary school – Can

Tho 25,224,000 1,682

4 04/CN/2001 Hiep Hung high school – Can Tho 25,224,000 1,682 5 05/CN/2001 Tan Binh high school – Can Tho 25,224,000 1,682 6 06/CN/2001 Dinh Mon high school – Can Tho 25,224,000 1,682 7 07/CN/2001 Vi Binh high school – Can Tho 25,224,000 1,682 8 09/CN/2001 Luong Tam high school – Can Tho 25,224,000 1,682 9 11/CN/2001 Xa Phien high school – Can Tho 25,224,000 1,682

10 12/CN/2001 Hoa Tien high school – Can Tho 25,224,000 1,682 Sub total 252,996,000 16,866 Concrete

Laboratory

11 17/CN/2001 Retaining wall – Can Tho 34,300,000 2,287 12 21/CN/2001 Post Office – Can Tho 13,860,000 924 13 Soil tests for school sites in MK

provinces 69,400,000 4,627

14 01/CN/BBHDGN/2001

Concrete test of schools – Ca Mau 50,470,000 3,365


Center of Healthcare – An Giang 30,730,000 2,049


Center of Dermatology – Soc Trang 42,460,000 2,831

Sub Total 241,220,000 16,081 Mechanical

Workshop

17 04/2001 Overhead trolley 8,979,314 599 18 06/2001 Aim-chair 4,505,846 300 19 07/2001 Table & chair for STIC studio 7,678,506 512 20 08/2001 Furniture for Software Center 8,010,800 534 21 09/2001 Furniture for College of Agriculture 10,312,079 687 22 10/2001 Desk for lab. of Automation 30,169,628 2,011 23 13/2001 Transfer drying system 59,991,903 3,999 24 14/2001 Heat transfer system 49,938,690 3,329 25 16/2001 Iron windows 8,867,891 591



26 17/2001 Furniture for Software Center 16,301,218 1,087 27 18/2001 Motorbike shell for College of

Agriculture 9,467,077 631

28 27/2001 Furniture for Software Center 69,031,025 4,602 29 32/2001 Furniture for Language Center 43,275,936 2,885 30 33/2001 Beds for Hostel 17,935,034 1,196 31 38/2001 Inox table for College of Technology 9,973,891 665 32 39/2001 Furniture for Gymnastic Section 20,491,143 1,366 33 50/2001 Desk for College of Informatics 10,499,933 700 34 65/2001 Iron gate for campus 2 of CTU 16,552,717 1,104

Sub Total 401,982,631 26,799 Grand Total 896,198,631 59,747

Table 7: Income generating activities in the first six months of 2001. 11.2 Added value Added value will be achieved through the following conditions and measures: • Cost-efficiency by sharing facilities and equipment, such as computers, laboratories for soil

mechanics, building materials and GIS laboratories. Many of these facilities are hosted in the CTU central laboratory complex.

• Academic synergy by exchange of staff members. These comprise, among others, specialization lectures in land surveying and environmental science given by CoT staff at the College of Agriculture. In turn, staff from Environmental Engineering, Mechanical Engineering and Food-processing Engineering also contribute to academic inputs favoring other fields in CoT curriculum.



12 Assignment Mr. Thanh. 12.1 PROPOSAL FOR INVESTIGATING THE DATA IN MEKONG DELTA –

VIETNAM. 12.1.1 Introduction: Mekong delta is located in South of Vietnam where around 15 million people are living in. Now a day the Mekong Delta is developing so fast and the people in this area account for the majority of annual agricultural production of the country. On the surface of 2.84 million of hectares of cultivated land ( 44% of cultivated land of the country), they produced 13 million tons of rice ( 53% of productivity of the country). Beside, the natural climate has given them more kinds of fruits all year round, made poultry and cattle breeding more favorable than in other places. The very favorable network of roads and waterways have helped to transport 9 – 10 million tons a year ( 65 – 75% of them have been transported by the waterways). So the need of maintenance existing waterways, or improving, extending existing waterways, or making the new waterways is really necessary. Therefore, they need equipment to develop infrastructure. For these reasons, Dredging section of Mechanical faculty – TU Delft is suggesting the final thesis of designing the most proper dredger in Mekong Delta – Vietnam. In order to do this thesis the student who is selected to do this final thesis need to go to Vietnam around 2 months to collect the data to serve the thesis. The benefits of this trip is find out exactly information for designing the most suitable dredger that can be applied in this region. Moreover, buying the new dredgers in foreign country are usually expensive, so the student has to find out the available workshops and its scale in order to design the dredgers that can be manufactured by themselves. 12.1.2 The specific planning for the trip: General objective: Collecting the data in Mekong Delta – Vietnam in order to design the most suitable dredger for this area. Specific objectives: Collecting the maps of rivers, canals and its dimension. Investigating the number of dredgers, kinds of dredgers with its capacity and cost of dredging in each province. Investigating the needs of dredging and how necessary is it? Investigating the available workshops, how large is it and whether they can manufacture the designed dredgers by themselves or not Having the skill to communicate with other people through ability to interview and behave them. There are 12 provinces in Mekong Delta and the specific planning for the trip as follow:

Week Provinces to go 1 Can tho 2 Soc trang and Cuu long 3 An giang and Kien giang 4 Bac lieu 5 Ca mau 6 Dong thap and Tra vinh 7 Tien giang and Ben tre 8 Long an



12.1.3 Estimate costs for the trip. The estimate costs for the trip are as follow: - Return ticket to Vietnam and back: 2000 Guilders - Communication by phone and fax: 150 Guilders - Traveling cost from Delft to Schiphol and back: 100 Guilders. - Traveling cost from Ho Chi Minh city to Can tho and back: 50 Guilders - Traveling cost, accommodation and lodging in each province

N0 Province Traveling cost (Guilder)

Number of days

Accommodation and lodging (Guilder)

Cost (Guilder)

1 Can tho 30 3 0 * 3 = 0 30 2 Soc trang 40 3 30 * 3 = 90 130 3 Cuu long 40 3 30 * 3 = 90 130 4 An giang 40 3 30 * 3 = 90 130 5 Kien giang 80 4 30 * 4 = 120 200 6 Bac lieu 80 4 30 * 4 = 120 200 7 Ca mau 120 4 30 * 4 = 120 240 8 Dong thap 60 4 30 * 4 = 120 180 9 Tra vinh 80 4 30 * 4 = 120 200

10 Tien giang 80 4 30 *4 = 120 200 11 Ben tre 100 4 30 * 4 = 120 220 12 Long an 100 4 30 * 4 = 120 220

Total cost 2080 The total cost for all expenses is 2000+150+100+50 +2080 = 4380 Guilders 12.2 Planning.

CONTENTS PLANNING Chapter 1: Introduction I. Context II. Problem description III. Approach

1/7/2002 – 1/8/2002

Chapter 2: Investigation I. General information about Mekong delta II. Reports of interviews III. The available workshops or factories in Mekong delta IV. River, channel or canal conditions in Mekong delta V. Meteor and hydrographic in Mekong delta VI. Dredging materials VII. Evaluation the processing of utilization of dredgers in Mekong delta VIII. Social, economic and political factors IX. Environment factors X. Conclusions

17/11/2001 - 1/3/2002

Chapter 3: Dredger selection

1/3/2002 – 1/4/2002

Chapter 4: Basic design of selected dredger

1/4/2002 – 15/6/2002

Chapter 5: Economic aspect calculation

15/6/2002 – 1/7/2002

Chapter 6: Evaluations

1/7/2002 – 1/8/2002

Chapter 7: Conclusions and recommendations

1/7/2002 – 1/8/2002



13 Work Plan Cantho University MHO5/6, year 2001 Key *** Activity not in Work Plan 2001 (Name) Additional staff not at expense of project budget [Name] Selection of staff to be made from list Name Most likely candidate Activity Activity already carried out Activity Activity changed altogether 13.1 Activity CD 1 ‘Labour-market survey’ Responsible staff CTU/COT

Schedule/ progress 1 Vu Quang Thanh/Jacobi (Jan. 2001) 2 3 Remark: activity under MHO6 phase one (LIAC). Report in first Progress report. 13.2 Activity CD 2 ‘Curriculum review’ Responsible staff CTU/COT

Schedule/ progress 1 Thuan and Gia for CE Aug 2001 2 Thanh and Thao for AE Aug 2001 3 Nhi (and Cong) for ME Aug 2001 4 Viet for EE Aug 2001 Remark: see CD3; activity is part of academic cycle. Contribution from mission Miedema. Review comprises introduction of Problem-based learning (PBL). 13.3 Activity CD 3 ‘CoT Course book’ Responsible staff CTU/COT

Schedule/ progress 1 Thuan and Gia Sep 2001. First version now available in

Vietnamese. 2003 final English version which includes PBL

2 Thanh and Thao Sep 2001 idem 3 Nhi and Cong Sep 2001 idem 4 Viet Sep 2001 idem Remark: see CD2; activity is part of academic cycle. Contribution from Mission Miedema. 13.4 Activity HRD5/CD 4 ‘Lecture notes Civil Engineering’ Subject area Responsible staff CTU/COT Schedule/ progress 1(Soft soil) foundation engineering Hoang Vi Minh

15 Aug- 15 Dec 2001.

2 Water management Vu Van Nam

Jun.- Sep 2002. Nam graduated from Belgium (confirmed)

3 2002



4 2003 Remark: start language training in Feb 2001; 4 months in NL.

13.5 Activity CD 4/ HRD5 ‘Seminars Civil Engineering’ Responsible staff DUT

Schedule/ progress 1 (Soft soil) foundation engineering, Van Tol Mar. 2002 2 Water management, Brouwer after Sep. 2002 see visit Nam to NL 3 2002 4 2003 Remark: mission Brouwer is also to explore proposal ‘Water Resources Research Centre’, including visits in HCMC. 13.6 Activity HRD5/CD 4 ‘Lecture notes Mechanical Engineering’ Responsible staff CTU/COT

Schedule/ progress 1 Mechatronics Vo Minh Tri

Lecture notes Sep-Dec 2001, DUT mission in 2002. Request from Dr. Minh to have this course for 6 months’ duration.

2 Production Engineering Tran Van Nha

Lecture notes Sep.-Dec. 2001, DUT mission in 2002 by Mr. Hoogstraten. Proposed stay in NL early 2002.

3 Transport systems Nguyen Quan Thanh

Ongoing at DUT. Start lecture notes after completion MSc in 2002: 15 Aug. 15 Dec 2002.

4 Refrigeration Proposed new subject: Automation Nguyen Van Dung

Aug-Dec 2003

Remark: Activity no.1 has been replaced by the following (Vo Minh Tri to Malaysia for PhD studies) Remark: Activity no.1 has been replaced by the following (Vo Minh Tri to Malaysia for PhD studies)

Remark: Activity no.1 has been replaced by the following (Vo Minh Tri to Malaysia for PhD studies)

13.7 Activity HRD5/(CD 4) ‘Seminars Mechanical Engineering’ Responsible staff CTU/COT

Schedule/ progress 1 Transport 2002 2 Automation 2002 3 2002 4 2003 Remark:



13.8 Activity HRD5/CD 4 ‘Lecture notes Agricultural Engineering’ Responsible staff CTU/COT

Schedule/ progress 1 Vo Minh Tri or Tran Trung Tinh Control Engineering, 2001 2 Truong Van Thao or Nguyen Van Cuong Unit Operations in Food Processing

Engineering, 2001 3 All staff of AE 13 Lecture notes on AE subjects to be

completed before January 2002 (CTU/CoT requirement)

4 5 Remark:

13.9 Activity HRD5/(CD 4) ‘Seminars Agricultural Engineering’ Responsible staff CTU/COT

Schedule/ progress 1 CoT staff (AE) Jun. 2001 Research approaches and methods

Hoogmoed, WU 1 Jacobi Aug.2001 Unit Operations in Food

Processing Engineering 2 Nguyen Van Khai, Nguyen Bong, Nguyen Van Cuong, Hua Thi Lien Huong)

Sep.-Oct. 2001 WUR 8-weeks course Huisman/Hoogmoed/Jacobi

3 Jacobi 2002 Research Folow-up/Controlled Atmosphere Storage

4 Jacobi 2003 Food Processing Engineering: Case Development

Remark: first visit to be made at completion of MHO6, phase 1 (Jun-Jul 2001). 13.10 Activity HRD1 ‘Selection MSc, PhD candidates Responsible staff CTU/COT

Schedule/ progress 1 CTU College Board. CoT nominations by head of departments and CEERE: Thuan, Thanh, Nhi, Viet

Feb. 2001

Remark: College Board comprises Deans, Vice-Deans, Secretary of Syndicates, Secretary Youth Union, Secretary of Party 13.11 Activity IB 1 ‘Language training MSc candidates Responsible staff CTU/COT

Schedule/ progress 1 Tranh Thanh Xuan CE Mar 2001; ongoing 2 Ho Ngoc Tri Tan CE Mar 2001; ongoing 3 Ms Dang Tram Anh CE Mar 2001; ongoing 4 Nguyen Van Tam CE Mar 2001; ongoing 5 Le Thanh Binh ME Mar 2001; ongoing 6 Tran Trung Tinh ME Mar 2001; ongoing 7 Tran Le Quan Ngoc ME Mar 2001; ongoing



8 Nguyen Van Dung ME Mar 2001; ongoing Remarks: More candidates will be sent to language training than needed for MSc and PhD training to improve competition. Funds to be found in MHO5/6 budget. Av. Costs amount to Dfl. xx Highest TOEFL scores go to NL; other candidates to Malaysia and VN 13.12 Activity IB 1 ‘Language training PhD candidates Responsible staff CTU/COT

Schedule/ progress 1 Vo Minh Tri or Doan Phu Cuong or Nguyen Min Tri

Feb 2001; ongoing

2 Tran Minh Thuan Fluent 3 Nguyen Van Cuong or Duong Xuan Vu or Pham Thi Van

n.a. (PhD in Malaysia)

4 Hoang Vi Minh n.a. (PhD in VN) Remarks: More candidates will be sent to language training than needed for PhD training to improve competition. Funds to be found in MHO5/6 budget. Av. Costs amount to Dfl. xx Highest TOEFL scores go to NL; other candidates to Malaysia and VN 13.13 Activity IB 2 ‘Field surveys, research projects, design of equipment projects’ Responsible staff CTU/COT

Schedule/ progress 1 Subject 1 : soil management 2 Subject 2 : surveying/needs assessment 3 Subject 3: post-harvst technology 4 Subject 4: machine research/development and

evaluation Remarks: 13.14 Activity IB 3 ‘Drawing CoT Main Building’ Responsible staff CTU/COT

Schedule/ progress 1 Hanoi, Institution of Research and School Design

After approval of design by MoET

Remark: following Chuchawal-De Weger consultancy report. Detailed design first to be approved by MoET. 13.15 Activity IB 4 ‘Establishment CoT Main Building’ Responsible staff CTU/COT

Schedule/ progress 1 Contractor Ongoing Remark: Local supervision by Chuchawal-De Weger. Contract to be negotiated with CDW. 13.16 Activity IB 5 ‘Networking’ Responsible staff CTU/COT Conference visited Schedule/ progress 1. Fieldwork Thang MD Fall 2001



Remark: to be organised by CoT with Petty Cash funds. Individual application for use of travel funds to be submitted to Nuffic.

13.17 Activity HRD4 MSc training candidates Areas and Responsible staff CTU/COT

Schedule/ progress 1 DUT (CE) Architecture (Tranh Thanh Xuan or Ho Ngoc Tri Tan or Ms Dang Tram Anh or Nguyen Van Tam)

Delayed to 2002 due to low TOEFL scores

2 DUT (CE) Transportation Planning (Tranh Thanh Xuan or Ho Ngoc Tri Tan or Ms Dang Tram Anh or Nguyen Van Tam)

Asap; English language is ok Delayed to 2002 due to low TOEFL scores

3 DUT (ME) Transportation Engineering: Thanh

Ongoing; started in Aug. 2000

4 DUT (ME) System and Control Engineering Le Thanh Binh

Ongoing; started in Aug. 2001

5 Malaysia (ME) Huu Thi Lien Huong or Le Thanh Binh or Tran Trung Tinh

2002; training in Malaysia follows visit of CTU rector to the country (Jun 2001).

6 Malaysia (ME) Huu Thi Lien Huong or Le Thanh Binh or Tran Trung Tinh

2002; training in Malaysia follows visit of CTU rector to the country (Jun 2001).

7 Vietnam (AE) Duong Xuan Vu

UAF, HCMC, pre-training May 2001, start Dec. 2001

8 Vietnam (CE) Bridge/roads Tranh Thanh Xuan or Ho Ngoc Tri Tan or Ms Dang Tram Anh or Nguyen Van Tam

HCMCUT, pre-training May 2001, start Dec. 2001

9 Vietnam (CE) Building engineering Tranh Thanh Xuan or Ho Ngoc Tri Tan or Ms Dang Tram Anh or Nguyen Van Tam

HCMCUT, pre-training May 2001, start Dec. 2001

Remark: refer to DUT schedule in brochure. Candidate applications to be in at DUT/CICAT March 2001 UAF is University of Agriculture and Forestry, HCMC MSc training in Malaysia follows visit of CTU rector to the country (Jun 2001). Training in Vietnam can start asap, selection depends on who will qualify for training in NL and Malaysia (higher TOEFL score). 13.18 Activity HRD 3 ‘PhD training candidates’ Responsible staff CTU/COT

Schedule/ progress 1 Malaysia (ME) Mechatronics Vo Minh Tri

UTM, Malaysia start in Nov 2001 (3 years) PhD training in Malaysia follows visit of CTU rector to the country (Jun 2001).



Confirmed email 27/6/01 2 Netherlands (CE) Tran Minh Thuan (cont.)

Apr.- Jul. DUT Jul- Oct Cantho Nov – Dec 2004 reallocation funds still to be approved by Nuffic.

3 Vietnam (ME) Manufacturing engineering Tran Thanh Tam

HCMCUT, 2001-2003 (3 years)

4 Vietnam (CE) Soil Mechanics Hoang Vi Minh

HCMCUT, 2001-2003 (3 years). Now searching for local supervisor

Remark: CTU management is to submit to Nuffic a document stating that university is solely liable in case of delays in study (CTU may want to make separate agreements with candidates and or MoET). 13.19 Activity HRD 4 ‘WU Mission and Seminar’ Responsible staff CTU/COT

Schedule/ progress 1 (Huisman) Truong Van Thao and Hoogmoed

2nd week June 2001

13.20 Activity HRD 6 ‘Staff scheduling’ Responsible staff CTU/COT

Schedule/ progress 1 All departments individually, Mrs. Thuan (CoT office).

Ongoing

13.21 Activity CD 5 ‘Purchase equipment’ Responsible staff CTU/COT

Schedule/ progress 1 Mr. Nguyen Trong Hieu (Logistics Officer equipment purchases) and Le Trung Hieu (LO CoT Main Building)

Ongoing

Remark: schedule Main Building in consultation with Chuchawal-De Weger. 13.22 Activity PM 1 ‘Project Supervisor missions’ Responsible staff CTU/COT

Schedule/ progress 1 Le Quang Minh Apr. 2001 2 Sape Miedema Late Sep. 2001 3 Bernard Jacobi Jan 2001 4 Bernard Jacobi 10-22 Aug. 2001. Seminar: agricultural

systems eng; Farm power and machinery management; preparation course unit packages

5 Johan van Dijk Jan. 2001 Remark: 6 Johan van Dijk Aug 2001 in HCMC for contract negotiation

and inception report CDW (two days art



expense of MHO5/6 budget) 13.23 Activity PM 2 ‘Progress reports’ Responsible staff CTU/COT

Schedule/ progress 1 Le Quang Minh and MHO5/6 secretary group (Dang The Gia, Truong Van Thao)

(Mar.-Apr. 2001)

2 Le Quang Minh and MHO5/6 secretary group (Dang The Gia, Truong Van Thao)

Sep.- Oct. 2001

Remark: first Progress report depends on start of MHO5/6 project. Ongoing activities from MHO5 project which spill over into 2001 Responsible staff CTU/COT

Schedule/ progress 1 Tran Minh Thuan PhD Delft, until Dec 2004 Ongoing activities from MHO6 project which spill over into 2001 Responsible staff CTU/COT

Schedule/ progress 1 Pham Thi Van MSc AIT Thailand , until Dec 2001 2 Tran Van Nha MSc AIT Thailand , until Dec 2001 3 Nguyen Minh Tri MSc Malaysia, until Dec 2001 4 Nguyen Van Khai PhD Hanoi, until Nov. 2001



14 Conclusions and recommendations.

• Future cooperation should be focused on teaching methods. • CoT needs support for the introduction of the new teaching methods, MHO5/6 can give support. • The support should be focused on the new role of the teachers and on formulating suitable projects. • Chapter 5 gives an overview of the problems/challenges CoT will encounter during the development

and implementation of the new teaching methodologies.

• Gender is not an issue at CTU. • The number of female staff members and students is increasing. • The image of technology should be changed in order to attract more female students.

• In general a lot of attention is paid to the environmental issue. • The subject sustainability in the design of equipment, the reuse and recycling of materials has not been

implemented yet.

• It is recommended to support the human resource development for the new automation lab, see chapter 8 for the details.

• The Center of Foreign Languages offers the right courses. • A high priority should be given for the English courses for those staff members who intend to study

abroad, the management should support this. • Try to arrange small classes for those staff members to practice pronunciation.

• The requests and statements regarding the construction of the Main Building will be arranged by mr.

Gia. • A detailed project plan and a project management team exist.

• From the tuition fees a fund is reserved for maintenance. • From the income generating activities, CoT is capable of maintaining about 40 PC’s, based on a 5 year

cycle.

• Mr. Thanh will carry out a graduation assignment with the purpose to design a dredging tool specifically suited for dredging works in the Mekong Delta.

• In general the progress of the project is sufficient, but CTU/CoT have to take care of their human

resource management.

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