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QUALITY ASSURANCE: INTERNATIONAL EXPERIENCE AND ASIAN PRACTICES

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.

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QUALITY ASSURANCE: INTERNATIONAL EXPERIENCE AND ASIAN PRACTICES

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  1. 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

  2. Brief introduction of Vietnam higher education system

  3. 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. 6

  4. 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

  5. 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 6

  6. Higher education in Vietnam (Cont.) Overseas degrees holders: From former Soviet Unions The US Europe Australia Other countries: Japan, Korea, South East Asia 6

  7. Quality assurance in Vietnam

  8. 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;

  9. 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);

  10. 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);

  11. 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.

  12. 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.

  13. PLANS FOR QUALITY ASSURANCE AND ACCREDITATION IN VIETNAM

  14. 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

  15. FOR 2009 AND THE FOLLOWING YEARS • Academic year 2009-2010 – Year to evaluate educational quality • Policies to increase ‘quota of entry’ and ‘funding’ for accredited higher education institutions (HEIs) • 2008-2009: 100% HEIs completed self-studies • 2010: external review for 80% of universities and 50% of 2-3 year colleges • Plans for training QA personnel

  16. 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 • Develop a QA culture in HEIs • Establish independent accrediting agencies in Vietnam

  17. 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

  18. 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 ….

  19. MAIN APPROACHES TO QUALITY ASSURANCE

  20. Main approaches to quality management by Harman (1998) An agency or unit with responsibility for the management of quality assurance; Participation in reviews and other activities; The main methodologies employed; The focus of quality assurance activities; The purposes of such activities; and Reporting and/or follow-up activities.

  21. For Vietnam – suggestions Responsible agency/unit:General department for educational testing and accreditationwithin MoETIndependent accrediting agencies recognized by MoET

  22. Participations in reviews and other activities Compulsary, with some measure of voluntary and pressure/persuasion

  23. Methodologies of review and assessment Self study and Peer review by panels or experts, usually with use of external panel members and site visits

  24. Focus Comprehensive reviews usually including teaching, research, management, and quality assurance processes.

  25. Purposes Combination: Accountability and improvement

  26. Reporting and follow-up-activities Report provided to the institution or unit but also published or made more widely available

  27. 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

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