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 Majo
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
- General Science Library of Ho Chi Minh City
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INTRODUCTION
1 Background of the research
The quality of education and training today has become a national issue Ensuring the quality of general education is regarded as a duty, and one of the important solutions to promote socio-economic development in a certain area as well The following factors are often considered to have an impact on the quality of a particular educational institution: management staffs and their management measures, teaching staffs, students, teaching and studying processes, doing scientific research (in the case of a university or college), facilities; finance; other fields (international cooperation, services, etc.) It is accepted that these eight most important factors (standards) can directly affect the quality of education
In reality, the current high school education quality accreditation activities, however, have not 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 each educational institution In recent period, people's education is gradually shifting from subsidized education to education approaching the socialist-oriented markets economy, under the management of the State This has created a target shift, from the school's academic orientation to the labor markets-oriented education Therefore, the quality of education must constantly be improved, but also to maintain educational quality standards and promote responsiveness to social needs
Nevertheless, the awareness of education quality accreditation at management levels is still vague, and it is inevitable for them to get the achievements by dealing rather than building Education quality accreditation to achieve achievement goals, therefore, neither reflects the correct quality nor facilitates the quality improvement management in educational institutions, but distort information for making important decisions of the local 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 a result of its position, Long An's general education tends to minimise the quantity and increase the quality and scale For the high school level, in 2011 there were 48 public schools, by the beginning of the 2018 - 2019 academic year, there were only 43 schools, a decrease 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 expand investment in facilities and equipment for the education sector, continuing to invest in schools meeting the national standards according to the new criteria; in 2019, ensuring the percentage of schools to meet the national standards according to the new criteria reaching 48%" (People's Committee of Long An province, 2019) Thus, to meet the requirements of education and training development, the authority of Long An province has invested in
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facilities to improve the quality of education and implement the education quality accreditation This is the problem posed to the quality management of education, in which education 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 " Education quality accreditation of high school education, Long An province" for the dotoral thesis of educational 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 education quality accreditation in high schools in Long An province, the thesis has proposed measures to manage the education quality accreditation in high schools in Long An province 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 current state of management of standards-based goal performance activities, the status of performance evaluation of standards-based objectives, the status of recognition of achievements of standards-based goals If the proposed measures to manage the activities
of education quality accreditation according to the quality accreditation standards of high schools in Long An province work well, it will contribute to improving the quality of education quality accreditation of high schools in Long An province
5 Research procedures
5.1 Studying the theoretical basis of education quality accreditation, based on that foundation, it will build a theoretical framework for the management of education quality accreditation in high schools
5.2.Evaluating the current status of management of education quality accreditation in high 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 for education quality accreditation in order to evaluate the feasibility of the measure
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6 Research scope
The research scope of the thesis is determined as follows:
6.1 Limits on research contents: Research on the current status of education quality accreditation, management of education quality accreditation and measures to manage education quality accreditation of high schools in Long An province based on the SBM-R model Management subject: Principals of high schools
6.2 Limits on survey subjects: Collecting the surveyed data on the quality of school education based on the criteria standards of education quality accreditation for the subjects who are managers, part-time staff of education quality accreditation, and teachers of 13 schools High school (selected sample in 2.2.3- Chapter 2) is 500 people Collecting surveyed 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 and districts of Long An province
6.4 Limits on experimenting: 2 schools, including: Duc Hue High School, Ha Long Secondry & 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, and measuring 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 a requirement to improve the quality of education School administrators and teachers need
to raise awareness of education quality accreditation as a quality assurance activity in line with 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 the core of the research problem to realize the dialectical relationships between education quality assurance and education quality accreditation
- Analyze and clarify the core concepts, the theoretical issues related to education quality accreditation
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- Clarify the nature and specific problems of management of education quality accreditation in high schools in Long An province
7.2.2 Practical research methods
Quality assurance management of high schools in Long An province was surveyed through 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 education quality and management of education quality accreditation in high schools in Long An province; the necessity and feasibility of management measures to overcome the limitations 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 using questionnaires
- Product research method: Used to review the education quality accreditation records compared with practice and investigation results
7.2.3 Data processing method
+ Utilizing escriptive method to analyze the current situation of education quality and 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 and draw the conclusions from the obtained results
8 Arguments to be defended
8.1 Education quality assurance is understood as a management mechanism with an aim to maintain the standards and continuously improve and increase the quality of education Education quality accreditation in high schools is an activity of quality management 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 activity effective, 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-R model of high schools are built based on the combination of the theoretical basis and the problems raised from the actual situation It must be verified by testing and experimental methods
9 New contributions of the thesis
9.1 In theory
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On the basis of the theory of education quality accreditation, the thesis builds a theoretical basis for the management of education quality accreditation of high schools according to the standards-based management and recognition model (SBM-R)
9.2 In practice
- Survey, analyze and evaluate the current status of education quality and management
of education quality accreditation in high schools and the factors affecting the management of education quality accreditation in high schools in Long An province
- Propose some measures to manage the education quality accreditation in high schools to contribute to improving the quality of high school education in Long An province
- Experiment 1 measure to assess the feasibility of the management of education quality accreditation activities in high schools at present
10 Organization of the report
In addition to the introduction, conclusions and recommendations, references, the thesis 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
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Chapter 1 THEORETICAL BASIS ON EDUCATION QUALITY
ACCREDITATION MANAGEMENT IN HIGH SCHOOL
in the trend of globalization of educational quality, along with the expansion of educational services and the transnational movement of learners, the education quality accreditation is not only mentioned by the internal structure quality but rather how to approach it and the emergence of more and more quality assurance and management models 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 of approaching 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 quality assurance and education quality accreditation has had an impact on the development policy of our country's education and training in recent decades However, the standards for evaluating the quality of education in Vietnam, especially for higher education are not suitable, 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 Solutions for Implementation (held in Hanoi, December 2013), Nguyen Duc Chinh gave his views
on developing a set of assessment standards Quality assessment of higher education ensures a moderate globality with characteristics of Vietnam's socio-economic and cultural conditions (Nguyen Duc Chinh 2013) The doctoral theses majoring in Educational Management and research articles aimed at the management of quality assurance of education in high schools have made certain contributions to school management according 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, many authors still remain the concept of education quality accreditation management is an activity separate from the quality management of education quality in schools, considering
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From the above review issues, the following issues can be drawn:
- The viewpoint: education quality accreditation is closely linked to institutional improvement and educational management system and is an element of the quality assurance process
- The management method: In order to do education quality accreditation and its results, the educational institution must implement the management method according to the quality objectives
- The research objects and space: There have not been studies on activities that create quality education in high schools, the foundation to ensure the education quality accreditation is implemented
- The research space: So far, there has not been any study on the management of education 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 different viewpoints such as the customer's viewpoint and the specification-based perspective need
to be considered A modern definition of quality as "meeting or exceeding customer expectations" has been derived from the 1951 Juran definition of quality as "fitness for purpose" (Juran et al Godfrey, 1999)
1.2.1.2 Education quality
The term education quality is approached in terms of education quality accreditation, then “The quality of high school education is the fulfillment of the goals of the schools, ensuring the requirements of the educational objectives of the Education Law, and being suitable with the socio-economic development of the area and the whole country” (Article 2 of Circular 18/2018/TT-BGDĐT)
1.2.1.5.Quality accreditation
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Quality accreditation (product) is the testing, accreditating and certificating of that product's quality The quality can be given by the manufacturer or a standard or a regulation
1.2.1.6 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, the Encyclopedia (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 standards are met If the criteria are met, accredited status will be granted by the appropriate department
1.2.1.7 Education quality accreditation in high schools
Education quality accreditation in high schools aims to perfect the educational quality of the school according to the standards along with the evaluation and recognition criteria of the whole country Thereby, publicizing the school's educational quality assurance 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 quality commitment 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 and controlling the managed object in order to mobilize, promote, combine, use, adjust and coordinate resources inside and outside the organization through management functions to achieve organizational goals
1.2.2.2 Education quality accreditation management in high schools
Education quality accreditation management in high schools is the management process in which the management subject affects the managed object to ensure that the school'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 recognized organization that provides rules, guidelines or characteristics for the activities, or results of activities 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 assessment criteria into goals, targets, and tasks that are suitable for the context, resources and conditions of a given organization
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For the education quality accreditation management in high schools, standardization is the encoding of the standards of the education quality accreditation into the objectives and tasks of the quality assurance of the school in order to develop, approve and implement the standards
1.2.3.3 Standards-based management
Standards-based management is a process of influencing management subjects in high schools 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 on the 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 with the 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 for assessing 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 on education quality accreditation standards is a form of quality management In which, the objectives on each element of education quality have become clear and specific It has the ability to guide the actions for individuals and organizations in the school to operate according 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 quality accreditation 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 Hopkins University and was first applied to staff training management in-service nursing in 2003
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in Afghanistan, at a time when midwifery education here was being significantly reformed The effectiveness of the training management model in Afghanistan has been shared with other countries (e.g Ethiopia, Ghana, Mozambique and Liberia ) Thereafter, Edgar Necochea and Débora Bossemeyer (Necochea, 2005) edited, revised, supplemented and published the Field Guide to Standards-Based Management and Accreditation: an illustrated guide to the methodology a practical approach to improving the performance and quality of health services (Standards-Based Management and Recognition-A Field Guide: A Practical Approach for Improving the Performance and Quality of Health Services) This model is increasingly being developed and perfected by scientists to become 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 quality accreditation, one of the guiding principles for the assessment and accreditation of education 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 educational environment, 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
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(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
- Awareness
- Deviation in objectiveness in school management
- Local authority’s concern
- The unprofessional, policy regime for this activity is not satisfactory, so the efficiency cannot be high
- The school website system does not have enough contents to ensure publicity and supervision 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 the national education system is not consistent
- The mechanism of quality assurance of education is not clear, it is still administrative 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 a long time and is affecting many other countries globally Studies abroad are focused on quality assurance of education, especially in higher education In Vietnam, research on the education quality accreditation began in 2002, also started at the university level, then gradually expanded to preschool, general education and vocational education levels Researches in Vietnam have not penetrated into the expertise and specialization of education quality accreditation
The theoretical issues in Chapter 1 are the basis for approaching the standards-based assessment and management method (SBM-R) to establish a theoretical framework to help assess the current status of C management in high schools and to propose measures for this activity