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

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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 People’s Committees.

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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

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Higher education in Vietnam (Cont.)

In 2009

• 30,676 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

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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., master’s 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 2007-2008 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 bachelor’s 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 2009-2010 – Year to evaluate educational quality

2. Policies to increase ‘quota of entry’ and ‘funding’ for accredited higher education institutions (HEIs)

3. 2008-2009: 100% HEIs completed self-studies4. 2010: 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 colleges7. Initiate international exchanges in QA 8. Establish memberships in international QA and

accrediting agencies9. Develop a QA culture in HEIs10. 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.

UK US AUS JAP HK SEA

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

√ √

UK US AUS JAP HK SEA

B) Participations in reviews and other activities

Voluntary √ √ √

Voluntary, with some measure of pressure/persuasion

√ √ √ √ √

Compulsory

UK US AUS JAP HK SEA

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

UK US AUS JAP HK SEA

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

UK US AUS JAP HK SEA

E) Purposes

Accountability √ √ √

Improvement and renewal

√ √ √ √ √

Combination of purposes

√ √ √ √

UK US AUS JAP HK SEA

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 accreditationwithin MoETIndependent 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 GeneralInstitute for Educational ResearchHoChiMinh City University of Education115 Hai Ba Trung St., Dis. 1, Ho Chi Minh CityTel.: 84-8-8277404-8272891-8232317-8224813 (21)Fax: 84-8-8273833Email: kimnguyen@ier.edu.vn; dungng@hcmup.edu.vnWebsite: http://www.ier.edu.vn