Presentation on theme: "QUALITY ASSURANCE: INTERNATIONAL EXPERIENCE AND ASIAN PRACTICES Dr. Kim D. Nguyen Institute for educational research - Vietnam Dr. Alfredeo C. Fabay Ateneo."— Presentation transcript:
QUALITY ASSURANCE: INTERNATIONAL EXPERIENCE AND ASIAN PRACTICES Dr. Kim D. Nguyen Institute for educational research - Vietnam Dr. Alfredeo C. Fabay Ateneo de Naga University – Philippines Mr. Mohammad Azley bin Ahmad Malaysian Qualifications Agency
Brief introduction of Vietnam higher education system
6 Higher education in Vietnam In Vietnam, higher education system is centralised under the Ministry of Education and Training (MOET); however, one third of the institutions are directly under MOET and two-thirds are under other ministries and provincial Peoples Committees.
6 Higher education in Vietnam (Cont.) In September 2009: 376 universities and colleges 1.7 million students 159 universities and research institutes assigned to provide postgraduate education and conduct research 14 key universities identified in the Master Network of Higher Education Institutions in Vietnam for the period 2006 to 2020
6 Higher education in Vietnam (Cont.) In ,676 postgraduate students (5.9% of enrolment) 2,462 Ph. D students (0.5% of total enrolment) Plan till 2020 To train 20,000 PhD, half in Vietnam and half from overseas
6 Higher education in Vietnam (Cont.) Overseas degrees holders: - From former Soviet Unions - The US - Europe - Australia - Other countries: Japan, Korea, South East Asia
Quality assurance in Vietnam
Challenges The quality of HE is low and relevance is limited by a weak link between universities and industry; Lack of articulation between training and economic development; Many employees require retraining after graduation; Inadequate remuneration for faculty (very low salary) resulting in moonlighting; A lack of effective curriculum, teaching techniques, and assessment measures;
Challenges (Cont.) Confusion regarding management and administration mechanisms in higher education; Insufficient and ineffective educational management capacity and standards at both institutional and ministerial levels; Conflict between expansion of the HE system and quality assurance; Lack of social equity in HE access; A severe shortage of faculty having advanced qualifications (e.g., masters and doctoral degrees);
Challenges (Cont.) Severe Shortage of Faculty with Advanced Qualifications: The shortage of teaching staff, especially highly- educated teaching staff; Statistics show that in the academic year, there were 38,217 lecturers at universities, including 303 professors (0.79%), 1,805 associate professors (4.72%), 5,643 doctors (14.77%), 5,643 MAs (14.77%), and 15,045 lecturers with bachelors degrees (MoET, 2008);
Challenges (Cont.) Over the past 10 years, higher education in Vietnam has experienced many changes, including diversification in types of institutions and the establishment of quality improvement standards for its developing accreditation model.
QUALITY ASSURANCE AND ACCREDITATION IN VIETNAM HIGHER EDUCATION Early in 2003, higher education began focusing on systemic reform because change was considered essential for building a life-long learning society; As planned by the government, higher education would focus on improving the quality of teaching and learning, and quality assurance would become an important way of achieving this objective.
PLANS FOR QUALITY ASSURANCE AND ACCREDITATION IN VIETNAM
What has been done? -National policies and documents on QA and accreditation were issued -First 20 public universities completed self studies and underwent external review - Project with The Netherland to establish 5 QA Centers (QACs) at 5 universities -APQN and INQAAHE -Training workshops for QA personnel in Vietnam
FOR 2009 AND THE FOLLOWING YEARS 1.Academic year – Year to evaluate educational quality 2.Policies to increase quota of entry and funding for accredited higher education institutions (HEIs) : 100% HEIs completed self-studies : external review for 80% of universities and 50% of 2-3 year colleges 5.Plans for training QA personnel
FOR 2009 AND THE FOLLOWING YEARS (Cont.) 6. Establish QA units in universities and colleges 7. Initiate international exchanges in QA 8. Establish memberships in international QA and accrediting agencies 9.Develop a QA culture in HEIs 10. Establish independent accrediting agencies in Vietnam
HOT ISSUES -Follow credit transfer system of the US and European models -Change teaching and learning methods -Develop 1-2 world class universities (top 200) -Rank universities -Study experience of other countries on cross- border education -Life-long learning
HOT ISSUES (Cont.) -Develop multidisciplinary higher education institutions -Apply new models of testing and quality assurance, accreditation -Attract overseas academics and students -Increase number of higher educational institutions -Use IT in management, teaching and learning ….
MAIN APPROACHES TO QUALITY ASSURANCE
Main approaches to quality management by Harman (1998) A)An agency or unit with responsibility for the management of quality assurance; B)Participation in reviews and other activities; C)The main methodologies employed; D)The focus of quality assurance activities; E)The purposes of such activities; and F)Reporting and/or follow-up activities.
UKUSAUSJAPHKSEA A) Responsible agency/unit Unit or section agency (non- government) Separate agency established by Government Separate agency established collectively by higher education institutions Agency established jointly by Government and institutions
UKUSAUSJAPHKSEA B) Participations in reviews and other activities Voluntary Voluntary, with some measure of pressure/persuasion Compulsory
UKUSAUSJAPHKSEA C) Methodologies of review and assessment Self-study Peer review by panels or experts, usually with use of external panel members and site visits Analysis of statistical information and/or use of performance indicators Survey of students, graduates, employers, professional bodies Testing the knowledge, skills and competencies of students
UKUSAUSJAPHKSEA D) Focus * National reviews of disciplines Reviews of combination of research, teaching, and other activities * Institutional evaluations Reviews of quality assurance processes Comprehensive reviews usually including teaching, research, management, and quality assurance processes. * Comprehensive national evaluations of higher education system
UKUSAUSJAPHKSEA E) Purposes Accountability Improvement and renewal Combination of purposes
UKUSAUSJAPHKSEA F) Reporting and follow-up-activities Report provided to the institution or unit but also published or made more widely available Formal reports provided to the Minister, Ministry, or coordinating board Public reporting Use of ranking and wide publication of the results of such ranking Performance funding Accreditation or validation
For Vietnam – suggestions Responsible agency/unit: General department for educational testing and accreditation within MoET Independent accrediting agencies recognized by MoET
Participations in reviews and other activities Compulsary, with some measure of voluntary and pressure/persuasion
Methodologies of review and assessment Self study and Peer review by panels or experts, usually with use of external panel members and site visits
Focus Comprehensive reviews usually including teaching, research, management, and quality assurance processes.
Purposes Combination: Accountability and improvement
Reporting and follow-up- activities Report provided to the institution or unit but also published or made more widely available
Contact details Kim D Nguyen (PhD) - Vice Director General Institute for Educational Research HoChiMinh City University of Education 115 Hai Ba Trung St., Dis. 1, Ho Chi Minh City Tel.: (21) Fax: Website: