To
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In the course of implementation of these
Instructions, should there be any issue that arises or any recommendation,
please contact the Division for Higher Education and Professional
Post-Secondary Education Accreditation under the control of the General
Department of Education Testing and Accreditation at No. 30, Ta Quang Buu
street, Hanoi capital; tel: 04.39747108; email address:
[email protected] for its study and timely action.
Best regards.
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DIRECTOR
Mai Van Trinh
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(Attached to
the Official Dispatch No. 1074/KTKDCLGD-KDDH dated June 28, 2016 of the General
Department of Education Testing and Accreditation)
I. Standard 1: Objectives and
expected learning outcomes of the study program
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Objectives and expected learning
outcomes of the study program
1.1
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1.3
1. Explanatory notes
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Expected learning outcomes form the starting
point in the design of an academic program and are formulated from the needs of
stakeholders. They are concerned with the achievement of the learner rather
than the intention of the teacher (often written as aims, goals or objectives
of the program). Learning outcomes should be written in a way where learning is
translated into observable and measurable results.
2. Diagnostic questions
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- What are the expected learning outcomes?
- How are the expected learning outcomes formulated?
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- Does the labor market set specific
requirements for the graduates to meet?
- To what extent is the content of the program tuned
to the needs of the labor market?
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- How are the expected learning outcomes made
known to staff and students?
- Are the expected learning outcomes measurable?
If Yes, how?
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- Are the expected learning outcomes reviewed
periodically?
- How are the expected learning outcomes
translated into concrete requirements (i.e., the knowledge, skills, and
attitude requirements) of the graduates?
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- Program and course specifications.
- Course brochure, prospectus, bulletin.
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- Stakeholder input.
- University and faculty websites.
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- Accreditation and benchmarking reports.
II. Standard 2:
Specifications of the study program
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Specifications of the study
program
2.1
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2.3
1. Explanatory notes
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- A summary of the program aims and intended
learning outcomes.
- An outline of the course structure.
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- A set of course specifications.
The program specifications serve the
following purposes:
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- As a source of information for employers,
particularly on the knowledge and transferrable skills developed by the
program.
- As a source of information for professional
and regulatory bodies that accredit higher education programs, based on which
the graduates can lead to professions or regulated occupations. Hence, program
specifications should identify those aspects of the program that are designed
to meet the requirements of the aforesaid bodies.
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- As a source of information for academic reviewers/external
examiners who need to understand the aims and intended outcomes of the program.
- As a basis for gaining feedback from students
or recent graduates on the extent to which the expected learning outcomes of
the program have been achieved.
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- Awarding body/institution.
- Teaching institution (if different).
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- Name of the final award.
- Program title.
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- Admission criteria or requirements.
- Relevant benchmark reports, external and
internal reference points that may be used to provide information on program
learning outcomes.
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- The date of writing or revising the program
specifications.
2. Diagnostic questions
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- What information is documented in the program
and course specifications?
- Are the courses specifications standardized
throughout the entire program?
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- What is the process for reviewing the program
and courses specifications?
3. Sources of evidence
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- Course brochure, prospectus, bulletin.
- Skills matrix.
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- University and faculty websites.
- Methods and plans for providing the program
specifications to stakeholders.
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- Accreditation and benchmarking reports.
III. Standard 3: Curriculum
structure and content
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3.1
3.2
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1. Explanatory notes
The curriculum should be designed so that the
teaching and learning methods, and student assessment, support the achievement
of the expected learning outcomes. Biggs (2003) refers to this process as
constructive alignment. Constructive refers to the concept that students
construct meaning through relevant teaching and learning activities.
“Alignment” refers to the situation when teaching and learning activities and
student assessment are aligned to achieve the expected learning outcomes.
‘Constructive alignment” in any course of study involves:
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- Selecting teaching and learning methods that
are likely to ensure that the expected learning outcomes are achieved.
- Assessing how well the students have achieved
the expected learning outcomes.
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- Does the content of the study program reflect
the expected learning outcomes?
- How are the courses in the program structured
so that there is coherence and a seamless relationship from the basic to the
specialized courses that make the program developed into a complete unity?
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- How is the content of the program up-to-date?
- What is the explanation for the program
structure?
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- Does the program promote diversity, student
mobility and/or cross-border education?
- Is there a logical relationship among the
basic and specialized courses, whether elective or required?
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- What is the duration and sequence of each
course? Is that sequence logical?
- What benchmarks are used in designing the
program and its courses?
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3. Sources of evidence
- Program and course specifications.
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- Program map.
- Skills matrix.
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- University and faculty websites.
- Curriculum review minutes and documents.
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IV. Standard 4: Teaching and
learning approach
Criterion
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4.1
4.2
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1. Explanatory notes
In line with the overarching purpose of
higher education in fostering holistic education, the study program should help
students acquire the following skills:
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- The ability to retain knowledge long term: An
approach to learning that emphasizes the construction of meaning rather than
memorizing facts for retention.
- The ability to perceive relations between
old and new knowledge: Quality learning is always trying to bring
information from various resources together.
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- The ability to apply one’s knowledge to
solve problems.
- The ability to communicate one’s knowledge
to others: Quality learners form and substantiate independent thought and
action in a coherent and articulate manner.
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The conditions necessary for quality
learning are:
- Quality learning occurs when learners are
ready – in cognitive and emotional terms – to meet the demands of the learning
task;
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- Quality learning occurs when learners
explicitly relate previous knowledge to new knowledge.
- Quality learning occurs when learners are
active participants in the learning process.
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Noting that there is no single teaching
and learning method that is relevant to all educational institutions.
Careful thought must be given to the teaching and learning approach behind the
curriculum.
2. Diagnostic questions
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- Is diversity of the learning environment
promoted, including student and teacher exchanges?
- Is the teaching provided by other departments
satisfactory?
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- How is technology used in the teaching and
learning activities?
- How is the teaching and learning approach
evaluated? Do the chosen methods fit into the learning outcomes of the courses?
Is there sufficient variety in the methods?
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If the research activities play the core
role in a university, the following elements should be taken into
consideration:
- When do students come into contact with
research for the first time?
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- How are research findings applied in the
program?
If the practical and/or
community-oriented training is part of educational activities of an educational
institution, the following elements should be considered:
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- How many credits are allocated to these
activities?
- Is the level of the practical training and/or
community service satisfactory?
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- What benefits do employers and students gain
from the practical training?
- Are there any bottlenecks in the practical
training? If so, what are the causes?
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- How is the assessment for practical training
done?
3. Sources of evidence
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- Evidence of learning activities such as
projects, practical training, assignments, field trips at industrial parks,
etc.
- Student feedback.
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- Program and courses specifications.
- Internship reports.
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- Memorandum of understanding.
V. Standard 5: Student
assessment
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Student assessment
5.1
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5.3
5.4
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1. Explanatory notes
Student assessment is one of the most
important elements in higher education. The outcome has a profound effect on
student career. It is, therefore, important that assessment be carried out
professionally at all times and integrate the updated knowledge into the
testing and examination processes. Assessment also provides valuable
information for universities about the efficiency of teaching and learner
support. A student assessment process is expected to:
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- Be fit for assessment purposes: Have clear and
published grading and marking criteria for entry/placement, mid-term/final tests.
- Be undertaken by people who understand the
role of assessment in the students’ progression towards achieving the knowledge
and skills associated with their intended qualification; where possible, not
relying on the evaluation of just one examiner.
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- Have clear regulations covering student
absence, illness, and other mitigating circumstances.
- Ensure that assessment is conducted securely
in accordance with the university’s stated procedures.
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- Inform students about: The assessment being
used for their program, what examinations or other assessment methods they will
be subjected to; what will be expected of them, and the criteria that will be
applied to assess their performance.
2. Diagnostic questions
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- Is graduation assessment carried out on
graduating students?
- To what extent do the assessments and
examinations cover the content of the courses and the program? To what extent
do the assessments and examinations cover the objectives of the courses and the
program as a whole?
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- Are a variety of assessment methods used? What
are they?
- Are the pass/fail criteria clear?
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- Are there safeguards in place to ensure
objectivity?
- Are the students satisfied with the
testing/examination/assessment procedures? Are there any appeals filed by
students?
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A special form of student assessment is the
final project (e.g., dissertation, thesis, project). This requires students to
demonstrate their knowledge and skills and their ability to manipulate the
knowledge in a new situation.
- Do clear regulations exist for the final
project?
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- What does the preparation for producing the
final project involve (in terms of content, methods and skills)?
- Is the level of the final project
satisfactory?
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- How are students coached to do well in their
final projects?
3. Sources of evidence
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- Assessment criteria chart.
- Marking scale.
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- Appeal procedure.
- Program and course specifications.
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- Students’ feedback on methods and processes
for student assessment and appeal procedure.
VI. Standard 6: Academic and
research staff
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Academic and research staff
6.1
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6.3
6.4
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6.6
6.7
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The academic and research staff (hereinafter
commonly referred to as academic staff) is the single most important learning
resource available to most students. It is crucial that those who teach have
full knowledge and understanding of the subject that they are teaching, have
the necessary skills and experience to communicate their knowledge and
understanding effectively to students in a range of teaching contexts. Teaching
staff can access feedback on their own performance.
The education quality of a university
depends on only on the quality of its programs but also on the quality of its
academic staff. The quality of academic staff encompasses: Teaching
qualification, expertise, experience, skills and professional ethics. Academic
staff covers full-time and part-time professors, tenured lecturers and visiting
teaching staff. Besides the quality of the academic staff, the university has
to also determine the quantity of the academic staff required to meet the
demands and needs of its students and its own. Oftentimes full-time equivalent
(FTE) and staff-to-student ratio are used to determine the needed number of
academic staff.
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In calculating the FTE of an academic
staff, universities should define what constitutes full-time and part-time
student loads and faculty teaching loads.
There are different ways of calculating
FTE and universities should state the method, parameters and principles used.
One of the methods is based on the investment of time. For example, if 1.0 FTE
is equal to 40 hours per week (full-time employment), then the FTE of an
academic staff member with a teaching load of 8 hours per week would be 0.2
(i.e., 8/40). The method based on investment of time can also be used for
calculating FTE for students. For example, if 1.0 FTE student has to attend 20
hours of lesson a week, then the FTE of a part-time student with 10 hours of
lesson a week would be 0.5 (i.e., 10/20).
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Table 6.1 below is used to specify the
number of academic staff and their FTEs in the last 5 academic years for the
program.
Table 6.1. The
number of academic staff (specify reference date and method of calculation used
for FTE of academic staff)
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Male
Female
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Percentage of academic staff with
PhD
Headcount
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Staff-to-student ratio
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Table 6.2.
Staff-to-student ratio
(specify the method for calculation of student’s FTEs)
Academic year
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Total FTEs of students
Staff-to-student ratio
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Research is an important output from the academic
staff. The types of research output, e.g., publications, consulting work,
projects, grants, etc. carried out by the academic staff should meet the
requirements of the stakeholders. Table 6.3 below is used to provide data on
the types and number of research publications in the last five academic years.
Table 6.3.
Types and number of research publications
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Total
Number of publications per academic
staff
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National
Regional
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Academic staff:
- Are academic staff members competent and
qualified to meet their job requirements?
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- What are the challenges that the university
meet or encounter with regards to human resource, such as age distribution,
difficulties in filling vacancies or in attracting qualified academic staff?
How does the university handle these challenges?
- How many Master’s and PhD degree holders are
there among the academic staff?
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- Does the university have the incentive policy
to involve professors in mentoring and/or training the junior or new academic
staff?
- Is a policy in place with regard to
involvement of the academic staff in seminars, supervision of final papers,
practical training or internship?
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- Is the staff-to-student ratio satisfactory?
- What is the accountability of the academic
staff in terms of roles, responsibilities, academic freedom and professional
ethics?
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- What is the level of research grants and how
is it utilized?
- How many researches are published? Are these
researches published in domestic, regional or international journals?
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- How is manpower planning for the academic
staff carried out?
- Does the department have a clearly formulated
staff management structure?
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- Is there a performance management system?
- What is the succession plan for key
appointment holders?
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- Are academic staff members satisfied with the
HR policy?
- What is the future development of the HR
policy for the academic staff?
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- Is the teaching delivered by the academic
staff supervised and assessed?
Training and development:
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- What are the training and development
processes and plans? How are the training needs identified?
- Do the training and development plans reflect
the university and faculty mission and objectives?
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- What are the training hours and number of
training places for the academic staff per year?
- What percentage of payroll or budget is
allocated for training the academic staff?
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- Manpower plan.
- Distribution in terms of age, gender,
expertise, etc.
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- Recruitment criteria.
- Staff qualifications.
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- Training and developmental plan and budget.
- Peer review and appraisal system.
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- Award and recognition schemes.
- Staff workload.
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- HR policies.
- Staff handbook.
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- Employment contract.
- Research and publication data.
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- National and/or professional
licence/certificate.
VII. Standard 7: Support
staff
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Support staff
7. 1
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7. 3
7. 4
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1. Explanatory notes
The quality of an academic program depends
very much on the interaction between the academic staff and students. However,
the academic staff cannot perform their roles well without good quality
services provided by the support staff. These are the persons who work at
libraries, laboratories, computer facilities and other student service
providers.
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Table 7.1.
Number of support staff members (specify data cut-off date)
Support staff
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Total
High school
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Master
Doctoral
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2. Diagnostic questions
Support staff:
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- Are the competencies and expertise of the
support staff adequate?
- What difficulties are there in attracting
qualified support staff?
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- Are support staff members satisfied with their
roles?
Staff management:
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- Are recruitment and promotion criteria for the
support staff established?
- Is there a performance management system?
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Training and development:
- Who is responsible for the support staff
training and development activities?
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- What are the staff training and development
processes and plans? How does the university identify the training needs?
- Dos the university formulate the system for
development of professional expertise and competencies of support staff?
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- What percentage of budget is allocated for
training the support staff?
3. Sources of evidence
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- Professional and skill development plans.
- Recruitment criteria.
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- Training needs analysis.
- Staff training and developmental plan and
budget.
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- Student feedback.
- Award and recognition plans.
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- HR policies.
- Staff handbook.
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- Employment contract.
VIII. Standard 8: Students
and student support activities
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Students and student support
activities
8.1
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8.3
8.4
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1. Explanatory notes
The quality of output depends very much on
the quality of input. This means that the intake quality of students is
important.
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- Give a summary of the intake of first-year
students using Table 8.1.
- Give a summary of the total number of students
enrolled in the program using Table 8.2.
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Academic year
Applicants
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Number of applicants offered
Number of applicants admitted
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Academic year
Students
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First year
Second year
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Fourth year
Following year
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2. Diagnostic questions
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- How are student selection and admission
activities monitored and analyzed?
- How are students selected?
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- What measures are taken to influence the
quality and the size of the intake? What effect do these measures have?
- How does the program take into account the
intake quality of students participating in the program?
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- Does the department have a credit-point
system? How are the credit points calculated?
- Is the study load divided equally across and
within each academic year?
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- What are the indicators used to monitor
student progress and performance?
Student support activities:
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- How is the data of the monitoring system used?
- What role do the academic staff play in
informing and coaching students and integrating them into the program?
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- Is special attention paid to coaching
first-year students and underperforming students? If so, how does it work?
- Is specific support given to provide study
skills for students with problems?
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- Is assistance given in completing the final
year project? Where can students who get stuck with their practical training or
final project get help?
- How are students advised on problems
concerning course options, change of options, interruption or termination of
study?
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- Are the reasons examined regarding students
who take longer than expected to complete the program?
- Are students satisfied with the support
services provided?
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- Student selection process and criteria.
- Trend of student intake.
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- Student workload.
- Student performance report.
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- Mechanisms to report and feedback on student
progress.
- Provision of student support services at
university- and faculty-level.
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- Student feedback and course evaluation.
IX. Standard 9: Facilities
and infrastructure
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Facilities and infrastructure
9.1
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9.3
9.4
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1. Explanatory notes
The provision of facilities and
infrastructure should be in line with the objectives of the program. Facilities
are also connected to the teaching and learning approach. For example, if the
approach is to teach in small working groups, then flexible classroom
arrangements should be made available. Learning resources such as computers,
e-learning portals, library resources, etc., should be adequately provided to
meet the needs of students and staff.
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- Are there sufficient lecture-halls, seminar
rooms, laboratories, reading rooms and computer rooms? Do these facilities meet
the needs of students and staff?
- Is the library sufficiently equipped for
education and research?
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- Are there sufficient laboratory facilities?
Are there sufficient support staff?
- Do the laboratories meet the relevant
requirements of stakeholders?
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- What hardware and software are made available
to meet the needs of education and research?
- To what extent do the facilities and
infrastructure promote or obstruct the delivery of the program?
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- How are the facilities and infrastructure
maintained?
2. Sources of evidence
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- Logbook recording use of equipment,
utilization rate, downtime/uptime, operating hours.
- Maintenance plan.
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- Safety, health and environmental policies.
- Emergency response plan.
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- Budget for facilities and infrastructure.
X. Standard 10: Quality
improvements
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Quality improvements
10.1
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10.3
10.4
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10.6
1. Explanatory notes
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- Knowledge, skills, attitudes and competencies
of students.
- Study environment and opportunities.
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The quality improvement is the act of
carrying out initiatives according to plans to meet the quality assurance and
improvement objectives. This is an unceasing effort in improving and utilizing
best practices.
Trust of students and other stakeholders
in universities is built up and maintained through quality assurance and
improvement activities. These activities help ensure that the program is
designed well, regularly monitored, periodically reviewed and thus it becomes
up-to-date and appropriate.
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- Identification of the expected learning
outcomes.
- Program design and development process.
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- Resources, facilities, infrastructures and
other supporting services.
- Utilization of research findings.
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2. Diagnostic questions
Program design and evaluation:
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- How are the academic staff and students
involved in the program design?
- What are the roles of the stakeholders in the
design and review of the program?
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- Who is responsible for implementing the
program?
- When designing the program, is benchmarking
with other institutions done?
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- With which institutions abroad do student exchanges
take place?
- Is the program recognized abroad?
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- Who are involved in the internal and external
quality assurance activities?
- Is there a program design committee? What is
its role?
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- How are the program and its courses evaluated?
- Is the evaluation done systematically?
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- How are students involved in evaluating the
program and its courses?
- How and to whom are the evaluation results
made known?
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Stakeholder feedback collection
mechanism:
Surveys, questionnaires, tracer study,
group discussion and dialogues, etc., are commonly used as a method for
acquiring feedback and opinions from stakeholders.
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- Are feedback collected from stakeholders in a
formal and systematic manner?
- How is the quality of support activities and
facilities evaluated?
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3. Sources of evidence
- Processes and meeting minutes related to
program design, review and approval activities.
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- Educational examination and student assessment
quality assurance.
- External assessment.
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- Program and course feedback.
- Feedback utilization for program innovation.
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- Reports on results of surveys, group
discussion, dialogues, tracer study, etc.
XI. Standard 11: Output and
outcomes
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Output and outcomes
11.1
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11.3
11.4
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1. Explanatory notes
In assessing the quality assurance of an
academic program, universities must evaluate not only the quality of the
education process, but also the output and graduate quality. In order to
evaluate the quality of graduates, universities should monitor the extent to
which the expected learning outcomes have been achieved, pass rate, dropout
rate, average time to graduate and employment rate. Research is another important
output from the education process. The types of research activities carried out
by students must meet the requirements of the stakeholders.
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Pass rate and dropout rate:
Table 11.1 shows information on pass rate
and dropout rate in the last five courses.
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Academic year
Cohort size
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% dropout during
3 years
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> 4 year
First year
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Third year
> fourth year
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2. Diagnostic questions
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- Does the university have an efficient system to
monitor the pass rates and dropout rates of students?
- What does the department think of the pass
rates? If not satisfactory, what measures are taken to improve the pass rates?
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- Does the department know what the dropout
students will do?
Average time to graduate:
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- What measures have been taken to promote the
graduation rate and shorten the average time to graduate?
- What effects do these measures have?
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- Are stakeholders satisfied with the quality of
graduates?
- Do graduates achieve the expected learning
outcomes?
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Employability of graduates:
- What percentage of graduates find a job within
six months of graduation over the past five years? What percentage of graduates
find a job within one year of graduation?
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Research:
- What types of research activities are carried
out by students? Are these activities aligned to the expected learning
outcomes, vision and mission of the university and faculty?
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Academic staff:
- What mechanisms are available for academic
staff to express their satisfaction or dissatisfaction about the program,
resources, facilities, processes, policies, etc.?
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- What initiatives are carried out to raise the
satisfaction level of staff? Are they effective?
Students:
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- How does the department cope with the feedback
and complaints from students?
Graduates:
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- How is feedback from the alumni used to improve
the program?
Labor market:
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- Are there any specific complaints about the
graduates?
- Are specific strengths of the graduates
appreciated by the employers?
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- Process and indicators for measuring
stakeholder satisfaction.
- Stakeholder satisfaction trend.
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- Press reports related to program output.
- Employer survey.
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- Employer feedback.
GENERAL DEPARTMENT
OF EDUCATION TESTING AND ACCREDITATION