MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF EDUCATION DUONG NGUYEN QUOC EDUCATION QUALITY ACCREDITATION FOR THE UPPER SECONDARY SCHOOLS IN LONG AN PROVINCE Major: E
Trang 1MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF EDUCATION
DUONG NGUYEN QUOC
EDUCATION QUALITY ACCREDITATION FOR THE UPPER SECONDARY SCHOOLS IN LONG AN PROVINCE
Major: Education Management
Code: 62.14.01.14
SUMMARY OF EDUCATIONAl SCIENTIFIC DOCTORAL THESIS
Ho Chi Minh City– 2022
Trang 2Research work conducted at Ho Chi Minh City University of Education
Supervisors: Doctor Nguyen Duc Danh
Professor Doctor Nguyen Loc
Steering Committee Member 1: Associate Professor Dr Duong Minh Quang
Steering Committee Member 2: Associate Professor Dr Tran Van Dat
Steering Committee Member 3: Doctor Tran Xuan Phu
Research Paper reported to Referee Committee at:
………
Research paper available at:
- Vietnam National Library
- Library of Ho Chi Minh City University of Education
Trang 3- General Science Library of Ho Chi Minh City
Trang 4INTRODUCTION
1 Background of the research
The quality of education and training today has become a national issue Ensuring thequality of general education is regarded as a duty, and one of the important solutions topromote socio-economic development in a certain area as well The following factors areoften considered to have an impact on the quality of a particular educational institution:management staffs and their management measures, teaching staffs, students, teachingand studying processes, doing scientific research (in the case of a university or college),facilities; finance; other fields (international cooperation, services, etc.) It is accepted thatthese eight most important factors (standards) can directly affect the quality of education
In reality, the current high school education quality accreditation activities, however, havenot placed special emphasis on building and forming an internal quality assurance system
of the school
Education quality accreditation is one of the quality assurance activities and one
of effective instruments to enhance, promote and improve the quality of education of eacheducational institution In recent period, people's education is gradually shifting fromsubsidized education to education approaching the socialist-oriented markets economy,under the management of the State This has created a target shift, from the school'sacademic orientation to the labor markets-oriented education Therefore, the quality ofeducation must constantly be improved, but also to maintain educational quality standardsand promote responsiveness to social needs
Nevertheless, the awareness of education quality accreditation at managementlevels is still vague, and it is inevitable for them to get the achievements by dealing ratherthan building Education quality accreditation to achieve achievement goals, therefore,neither reflects the correct quality nor facilitates the quality improvement management ineducational institutions, but distort information for making important decisions of thelocal authority in the field of education and training
As a province in the Mekong Delta, Long An lies next to Ho Chi Minh City,having typical socio-economic conditions and representing the South of Vietnam As aresult of its position, Long An's general education tends to minimise the quantity andincrease the quality and scale For the high school level, in 2011 there were 48 publicschools, by the beginning of the 2018 - 2019 academic year, there were only 43 schools, adecrease of 5 schools due to merger (People's Committee of Long An province, 2019) In
the Report on the implementation of the 2018 plan and the 2019 development plan of the
People's Committee of Long An province, it is stated that "It is essential to expandinvestment in facilities and equipment for the education sector, continuing to invest inschools meeting the national standards according to the new criteria; in 2019, ensuring thepercentage of schools to meet the national standards according to the new criteria reaching48%" (People's Committee of Long An province, 2019) Thus, to meet the requirements ofeducation and training development, the authority of Long An province has invested in
Trang 52facilities to improve the quality of education and implement the education qualityaccreditation This is the problem posed to the quality management of education, in whicheducation quality accreditation becomes a key step to meet the requirements of the goals
to improve the quality of general education in Long An
From the above reasons, the author has decided the research topic as " Educationquality accreditation of high school education, Long An province" for the dotoral thesis ofeducational science, majoring in Educational Management
2 Aim of the research
By establishing the theoretical foundation for the education quality accreditation
of general education institutions, surveyed and evaluated the current situation of educationquality accreditation in high schools in Long An province, the thesis has proposedmeasures to manage the education quality accreditation in high schools in Long Anprovince contributing to the improvement of the quality of high school education
3 Objects, research objects
quality of educational institutions The thesis applies the standards-based management and accreditation model to evaluate and specify the actual limitations of the management
of the process of targeting the standards of education quality accreditation, the currentstate of management of standards-based goal performance activities, the status ofperformance evaluation of standards-based objectives, the status of recognition ofachievements of standards-based goals If the proposed measures to manage the activities
of education quality accreditation according to the quality accreditation standards of highschools in Long An province work well, it will contribute to improving the quality ofeducation quality accreditation of high schools in Long An province
5 Research procedures
5.1 Studying the theoretical basis of education quality accreditation, based on thatfoundation, it will build a theoretical framework for the management of education qualityaccreditation in high schools
5.2.Evaluating the current status of management of education quality accreditation inhigh schools in Long An province
5.3 Proposing the measures to manage education quality accreditation in high schools
in Long An province
5.4 Surveying the necessity and feasibility of the proposed measures
5.5 Experimenting a measure in the proposed system of management measures foreducation quality accreditation in order to evaluate the feasibility of the measure
6 Research scope
Trang 63The research scope of the thesis is determined as follows:
6.1 Limits on research contents: Research on the current status of education qualityaccreditation, management of education quality accreditation and measures to manageeducation quality accreditation of high schools in Long An province based on the SBM-Rmodel Management subject: Principals of high schools
6.2 Limits on survey subjects: Collecting the surveyed data on the quality of schooleducation based on the criteria standards of education quality accreditation for the subjectswho are managers, part-time staff of education quality accreditation, and teachers of 13schools High school (selected sample in 2.2.3- Chapter 2) is 500 people Collectingsurveyed data on the management of education quality accreditation in high schools,including administrators, teachers, and staff participating in the accreditation of 13 schools(from the sample selected in the next section, 156 people)
6.3 Limits on research area: Conducting survey at 13 high schools in Tan An city anddistricts of Long An province
6.4 Limits on experimenting: 2 schools, including: Duc Hue High School, Ha LongSecondry & High School
7 Approaches and research methods
7.1 Approaches
7.1.1 Standards-based management and accreditation (SBM-R) approach
This is the main approach of the thesis used to conduct research on activity of
education quality accreditation The Standards-based management and accreditation
model consists of four process steps: concretizing the evaluation criteria into the standards
of the quality management objectives, implementing and evaluating the standards, andmeasuring progress and objectives benchmarking standards with criteria for evaluation,recognition of results, and rewards
7.1.2 Practical approach
The problem of studying the education quality accreditation of high school mentioned
in this thesis has its roots in practice The development strategy of education and training
to meet the industrialization - modernization and international integration has set arequirement to improve the quality of education School administrators and teachers need
to raise awareness of education quality accreditation as a quality assurance activity in linewith current development trends
7.2 Research Methods.
7.2.1 Theoretical research methods
The thesis uses theoretical research methods to:
- Collect, analyze, synthesize and systematize relevant theoretical issues, explore thecore of the research problem to realize the dialectical relationships between educationquality assurance and education quality accreditation
- Analyze and clarify the core concepts, the theoretical issues related to educationquality accreditation
- Clarify the nature and specific problems of management of education qualityaccreditation in high schools in Long An province
7.2.2 Practical research methods
Trang 74Quality assurance management of high schools in Long An province was surveyedthrough the combination of research methods such as: Questionnaire survey method,product research method, deep interview method and data processing method.
- Questionnaire survey method: Based on theoretical issues on education quality
accreditation, develop the questionnaires to investigate the current status of educationquality and management of education quality accreditation in high schools in Long Anprovince; the necessity and feasibility of management measures to overcome thelimitations of this situation
- Interview method: Interviewing administrators, teachers about a number of issues
that need to be verified the truthfulness and objectivity of the survey results by usingquestionnaires
- Product research method: Used to review the education quality accreditation recordscompared with practice and investigation results
7.2.3 Data processing method
+ Utilizing escriptive method to analyze the current situation of education qualityand management education quality accreditation in high schools in Long An province
+ Utilizing statistical method to process data and evaluate the obtained results.+ Utilizing SPSS software to enter and process the obtained data to analyze anddraw the conclusions from the obtained results
8 Arguments to be defended
8.1 Education quality assurance is understood as a management mechanism with anaim to maintain the standards and continuously improve and increase the quality ofeducation Education quality accreditation in high schools is an activity of qualitymanagement Theoretical issues will clarify this argument
8.2 The current education quality accreditation in high schools in Long An province
is based on the evaluation standards of the Regulation on educational quality accreditation and recognition of national standards for secondary schools, high schools, and high schools with many levels of education promulgated together with Circular
18/2018/TT-BGDĐT of the Ministry of Education and Training To make this activityeffective, the thesis additionally adjusts the standards and criteria for assessing the quality
of high school education with 5 standards and 30 criteria
8.3.The management measures of education quality accreditation based on the SBM-Rmodel of high schools are built based on the combination of the theoretical basis and theproblems raised from the actual situation It must be verified by testing and experimentalmethods
9 New contributions of the thesis
9.1 In theory
On the basis of the theory of education quality accreditation, the thesis builds atheoretical basis for the management of education quality accreditation of high schoolsaccording to the standards-based management and recognition model (SBM-R)
9.2 In practice
Trang 8- Survey, analyze and evaluate the current status of education quality and management
of education quality accreditation in high schools and the factors affecting themanagement of education quality accreditation in high schools in Long An province
- Propose some measures to manage the education quality accreditation in highschools to contribute to improving the quality of high school education in Long Anprovince
- Experiment 1 measure to assess the feasibility of the management of educationquality accreditation activities in high schools at present
10 Organization of the report
In addition to the introduction, conclusions and recommendations, references, thethesis consists of 3 chapters
Chapter 1 Theoretical basis of education quality accreditation management of high
schools
Chapter 2 Current status of education quality accreditation management in high
schools in Long An province
Chapter 3 Management measures of education quality accreditation in high schools
in Long An province
Trang 9Chapter 1 THEORETICAL BASIS ON EDUCATION QUALITY
ACCREDITATION MANAGEMENT IN HIGH SCHOOL
in the trend of globalization of educational quality, along with the expansion ofeducational services and the transnational movement of learners, the education qualityaccreditation is not only mentioned by the internal structure quality but rather how toapproach it and the emergence of more and more quality assurance and managementmodels that govern the approach to education quality accreditation in each country
In the literature review of this thesis, we focus on 02 issues: The trend ofapproaching education quality accreditation and models of education quality accreditation
1.1.2 In Viet Nam
In the context of globalization and international integration, the issue of qualityassurance and education quality accreditation has had an impact on the developmentpolicy of our country's education and training in recent decades However, the standardsfor evaluating the quality of education in Vietnam, especially for higher education are notsuitable, many problems are inadequate and heavy in form, achievement disease, and lack
of feasibility (Vo Sy Manh, 2013; Le Duc Ngoc & Sai Cong Hong, 2013) In the seminar
on Standards for Quality Assurance of Higher Education in Vietnam: Issues and Solutionsfor Implementation (held in Hanoi, December 2013), Nguyen Duc Chinh gave his views
on developing a set of assessment standards Quality assessment of higher educationensures a moderate globality with characteristics of Vietnam's socio-economic and culturalconditions (Nguyen Duc Chinh 2013) The doctoral theses majoring in EducationalManagement and research articles aimed at the management of quality assurance ofeducation in high schools have made certain contributions to school managementaccording to the objectives of education quality accreditation like Nguyen Manh Hung(2010), Pham Thanh Nghi (2000), Nguyen Quang Toan (2014), Do Thi Thuy Hang (2014)
… Because the issue of quality assurance management is quite new to Vietnam, manyauthors still remain the concept of education quality accreditation management is anactivity separate from the quality management of education quality in schools, consideringthe education quality accreditation management in high schools as the management ofself-assessment process (Le Thanh Tra, 2019; Dang Thi Thuy) Linh, 2015;…)
Trang 107One of the research trends on education quality accreditation in Vietnam is theapproach based on foreign experiences (Pham Thi Huong, 2019; Pham Thi Tuyet Nhung,2018; ).
1.1.3 General assessment
From the above review issues, the following issues can be drawn:
- The viewpoint: education quality accreditation is closely linked to institutionalimprovement and educational management system and is an element of the qualityassurance process
- The management method: In order to do education quality accreditation and itsresults, the educational institution must implement the management method according tothe quality objectives
- The research objects and space: There have not been studies on activities thatcreate quality education in high schools, the foundation to ensure the education qualityaccreditation is implemented
- The research space: So far, there has not been any study on the management ofeducation quality accreditation in high schools in Long An province
1.2 Some basic concepts
1.2.1 Education quality accreditation of high school
1.2.1.1 Quality
Quality is a concept that has penetrated in all areas of life including education.Quality is a much more complicated term to define than it appears because many differentviewpoints such as the customer's viewpoint and the specification-based perspective need
to be considered A modern definition of quality as "meeting or exceeding customerexpectations" has been derived from the 1951 Juran definition of quality as "fitness forpurpose" (Juran et al Godfrey, 1999)
1.2.1.2 Education quality
The term education quality is approached in terms of education qualityaccreditation, then “The quality of high school education is the fulfillment of the goals ofthe schools, ensuring the requirements of the educational objectives of the EducationLaw, and being suitable with the socio-economic development of the area and the wholecountry” (Article 2 of Circular 18/2018/TT-BGDĐT)
1.2.1.5.Quality accreditation
Quality accreditation (product) is the testing, accreditating and certificating of thatproduct's quality The quality can be given by the manufacturer or a standard or aregulation
Trang 111.2.1.6 Education quality accreditation
Education quality accreditation is a phrase indicating management activities, and is
also a term of quality assurance in the field of education and training Therefore, theEncyclopedia (open) defines:
Education quality accreditation is the quality assurance process in which the
services and activities of educational institutions or programs are evaluated and validated
by an external department to determine whether the applicable and recognized standardsare met If the criteria are met, accredited status will be granted by the appropriatedepartment
1.2.1.7 Education quality accreditation in high schools
Education quality accreditation in high schools aims to perfect the educationalquality of the school according to the standards along with the evaluation and recognitioncriteria of the whole country Thereby, publicizing the school's educational qualityassurance results to the community (showing accountability to society); at the same time,helping the school develop a plan to "constantly improve the quality of education" in order
to better serve students' learning and meet social needs, according to the qualitycommitment of the subjects in the high school
1.2.2 Education quality accreditation management in high schools
1.2.2.1 Management
Management is the influence of the subject of management by organizing andcontrolling the managed object in order to mobilize, promote, combine, use, adjust andcoordinate resources inside and outside the organization through management functions toachieve organizational goals
1.2.2.2 Education quality accreditation management in high schools
Education quality accreditation management in high schools is the managementprocess in which the management subject affects the managed object to ensure that theschool's activities operate according to quality standards in order to achieve the objectives
of education quality accreditation
1.2.3 Standards-based upper secondary education accreditation
management
1.2.3.1 Standards
A standard is a document established by agreement and approved by a recognizedorganization that provides rules, guidelines or characteristics for the activities, or results ofactivities for general use and iteratively to achieve an optimal order in a given scene
1.2.3.2 Standardization
Standardization is the process of encoding the standards and quality assessmentcriteria into goals, targets, and tasks that are suitable for the context, resources andconditions of a given organization
For the education quality accreditation management in high schools,standardization is the encoding of the standards of the education quality accreditation intothe objectives and tasks of the quality assurance of the school in order to develop, approveand implement the standards
1.2.3.3 Standards-based management
Trang 129Standards-based management is a process of influencing management subjects in highschools to perform activities: standardizing goals, organizing activities to achieve goals,measuring results achievement of goals, recognition and reward for achievement of goals
in order to meet the quality requirements of education quality accreditation in school
1.2.4. Evaluating the educational quality of educational institutions based on
1.3 Evaluating the quality of high school education based on standards
1.3.1 Establishment of a system of standards for education quality
accreditation of high school
Legal documents of the Ministry of Education and Training from 2008 to 2018 onthe education quality accreditation of high schools
1.3.2 The system of standards for evaluating the quality of high school
From the theoretical study of the education quality accreditation, combined withthe analysis of the legal documents of the Ministry of Education and Training from 2008
to 2018, the thesis has adjusted,supplemented to complete the set of standards forassessing the quality of high school education according to 5 standards and 30 criteria
1.3.3 Using the standards of education quality accreditation to the school
development goals
School management based on determining unit development goals based oneducation quality accreditation standards is a form of quality management In which, theobjectives on each element of education quality have become clear and specific It has theability to guide the actions for individuals and organizations in the school to operateaccording to quality goals To promote the advantages of this management, it is necessary
to have a quality management model according to the standards of the education qualityaccreditation This is addressed by the thesis in the following sections
1.4 Applying a standards-based management model to quality assurance management in high schools
1.4.1 Standards-based Management Model (SBM-R)
The SBM-R (Standards-Based Management and Recognition) model was initiated
by JHPIEGO, an international health non-profit organization affiliated with Johns HopkinsUniversity and was first applied to staff training management in-service nursing in 2003
in Afghanistan, at a time when midwifery education here was being significantlyreformed The effectiveness of the training management model in Afghanistan has beenshared with other countries (e.g Ethiopia, Ghana, Mozambique and Liberia ) Thereafter,Edgar Necochea and Débora Bossemeyer (Necochea, 2005) edited, revised, supplementedand published the Field Guide to Standards-Based Management and Accreditation: anillustrated guide to the methodology a practical approach to improving the performance
Trang 1310and quality of health services (Standards-Based Management and Recognition-A FieldGuide: A Practical Approach for Improving the Performance and Quality of HealthServices) This model is increasingly being developed and perfected by scientists tobecome an effective training program for managers.
1.4.2 Principles of approach and conditions for applying the SBM-R model in the education quality accreditation management in high schools
1.4.2.1 Principles of approach the SBM-R model
On the principles of approach, based on the principle of action of the education qualityaccreditation, one of the guiding principles for the assessment and accreditation ofeducation quality of current legal documents, the author agrees to apply the method SBM-
R approach to quality management of educational institutions is based on the principle of
4 steps
1.4.2.2 Conditions for applying the SBM-R model
In terms of application conditions, the SBM-R model is applied in the educationalenvironment, including 3 elements: (1) Context, (2) Standards, (3) Tools
1.4.3 Contents of education quality accreditation management in high schools according to the SBM-R model
1.4.3.1 Targeting school development strategies based on education quality
accreditation standards
(a) Standard analysis
(b) Context analysis
(c) Evaluate the capabilities and potentials of resources in the organization
(d) Determine the gap of the standard
(e) Decide and disclose the goal
1.4.3.2 Standards-based goal execution
(a) Establish the basis of actual performance
(b) Detail goals into tasks
(c) Shorten the gap to the target
(d) Coordinate and cooperate to achieve the same goal
(e) Regular inspection to ensure on schedule
1.4.3.3 Evaluate performance the goals based on standards
(a) Self-assessment to determine the need for an assessment
(b) Propose needs to be assessed with the education quality accreditation agency(c) Coordinate with an external rating agency to properly assess the quality
(d) Finalize the standards required by the consulting external assessment agency
1.4.3.4 Recognition for achievement of standards-based goals
(a) Determine the level of achievement
(b) Quantification of achievements
(c) Commendation
(d) Summarize and prepare to set new standards for the next phase
1.5 Basic factors affecting education quality accreditation management in high
schools
1.5.1 Subjective factors
Trang 14- Awareness
- Deviation in objectiveness in school management
- Local authority’s concern
- The unprofessional, policy regime for this activity is not satisfactory, so theefficiency cannot be high
- The school website system does not have enough contents to ensure publicity andsupervision from many sides
1.5.2 Objective factors
- The socio-economic conditions and cultural environment of the locality
- The system of guiding documents and guidelines on quality assessment in thenational education system is not consistent
- The mechanism of quality assurance of education is not clear, it is stilladministrative procedure
- The local socio-economic development strategy does not have important policies
on quality assurance of education
Sub-Conclusion Chapter 1
Research on education quality accreditation in developed countries has existed for along time and is affecting many other countries globally Studies abroad are focused onquality assurance of education, especially in higher education In Vietnam, research on theeducation quality accreditation began in 2002, also started at the university level, thengradually expanded to preschool, general education and vocational education levels.Researches in Vietnam have not penetrated into the expertise and specialization ofeducation quality accreditation
The theoretical issues in Chapter 1 are the basis for approaching the standards-basedassessment and management method (SBM-R) to establish a theoretical framework to helpassess the current status of C management in high schools and to propose measures for thisactivity