To
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In order to enable higher education institutions
and education accreditation bodies to implement Article 16 pertaining to
quality assessment standards for higher education programs issued as an annex
to the Circular No. 04/2016/TT-BGDDT dated March 14, 2016 of the Minister of
Education and Training, in the past, the Quality Management Agency issued
instructional documents as follows:
- Official Dispatch No. 1074/KTKDCLGD-KDDH dated
June 28, 2016 regarding general instructions for use of quality assessment
standards for all-level higher education programs;
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- Official Dispatch No. 1076/KTKDCLGD-KDDH dated
June 28, 2016 regarding instructions for external assessment of education
programs;
- Official Dispatch No. 769/QLCL-KDCLGD dated April
20, 2018 regarding use of guides to assessment conducted according to quality
assessment standards for all-level higher education programs.
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In ensuring the assessment carried out according to
quality assessment standards for all-level higher education programs is aligned
to real situations and consistent across education accreditation bodies, the
Quality Management Agency herein issues the Guide to quality assessment of
all-level higher education programs as an annex hereto to replace the Guide to
assessment of all-level higher education programs issued as an annex to the
Official Dispatch No. 769/QLCL-KDCLGD.
Research units are requested to study the
instructions given in the Official Dispatch No. 1074/KTKDCLGD-KDDH, the
Official Dispatch No. 1075/KTKDCLGD-KDDH, the Official Dispatch No.
1076/KTKDCLGD-KDDH, the Official Dispatch No. 769/QLCL-KDCLGD and the Guide to
quality assessment of all-level higher education programs issued as an annex to
this document in order to carry out the quality assessment of all-level higher
education programs.
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In the course of implementation of the Guide,
should there be any issue that arises or any recommendation, please contact the
Education Accreditation Division under the control of the Quality Management
Agency at: 35, Dai Co Viet street, Hai Ba Trung district, Hanoi; email address:
phongkdclgd@moet.gov.vn for its further study and timely action.
Best regards.
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DIRECTOR
Mai Van Trinh
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GUIDE
TO QUALITY ASSESSMENT OF ALL-LEVEL HIGHER EDUCATION PROGRAMS
Under the
Circular No. 04/2016/TT-BGDDT dated March 14, 2016 of the Minister of Education
and Training, promulgating Regulations on quality assessment standards for
all-level higher education programs
(Appended to the Official Dispatch No. 1669/QLCL-KDCLGD dated December 31, 2019
of the Quality Management Agency as a replacement of the Guide to quality
assessment of all-level higher education programs attached to the Official
Dispatch No. 769/QLCL-KDCLGD dated April 20, 2018 of the Quality Management
Agency)
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Criterion
requirements
Reference
points for assessment of rank-4 attainment
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Standard 1: Objectives and
graduation outcome requirements of the study program
Criterion 1.1. Objectives of the
study program are clearly defined and aligned with the higher education institution’s
missions and visions as well as conform to higher education objectives
provided in the Higher Education Law.
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2. Objectives of the study program are aligned
with the higher education institution’s missions and visions.
3. Objectives of the study program are aligned
with higher education objectives stipulated in the Higher Education Law.
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2. Objectives of the study program are aligned with
the higher education institution’s missions and visions.
3. Objectives of the study program are aligned
with higher education objectives stipulated in the Higher Education Law.
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- Study program introduction decision*.
- Program and subject/course
description/specifications*.
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- Survey reports on labour market needs related
to the study program in five years preceding the assessment date*.
- Minutes of the meeting held to collect
stakeholder’s comments on the study program*.
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- Accreditation and benchmarking reports.
Criterion 1.2. Graduation outcome
requirements of the study program are clearly determined and encompass all
generic and subject-specific requirements that learners must satisfy upon
completion of the study program.
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2. Graduation outcome requirements of the study
program encompass all generic and subject-specific requirements that learners
must satisfy upon completion of the study program.
1. Graduation outcome requirements are clearly
defined.
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- Formal statement of the higher education
institution’s visions and missions.
- Program and subject/course
description/specifications*.
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- Skills matrix*.
- Minutes of the meeting held to collect
stakeholder’s comments on the study program*.
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- Accreditation and benchmarking reports.
- Results of the survey on inputs from lecturers,
students and graduates.
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1. Graduation outcome requirements of the study
program reflect requirements of all stakeholders.
2. Graduation outcome requirements are regularly
reviewed and revised.
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1. Graduation outcome requirements of the study
program reflect requirements of all stakeholders; are commented upon by
stakeholders during the formulation process.
2. Graduation outcome requirements are regularly
reviewed and revised every two years according to the higher education
institution’s plan.
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- Program and subject/course
description/specifications*.
- Course brochure, prospectus, bulletin.
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- Results of the survey into the labour market
needs related to the study program*.
- Meeting minutes/submission describing
contributed opinions from stakeholders, especially from employers*.
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- Accreditation and benchmarking reports.
- Meeting minutes and archived documents on
review of the expected learning outcomes of the study program*.
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- Chart showing comparison of academic standings
of the graduates in the five-year assessment cycle.
Standard 2. Program
specifications
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The specifications of the program are shown to be
comprehensive and up-to-date.
1. Program specifications are comprehensive1.
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- Old and new program and subject/course
description/specifications*.
- Program/course brochure, prospectus, bulletin.
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- Minutes of the meeting held to collect
stakeholder’s comments*.
- Meeting minutes/documents on review of the
study program*.
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- Approved plans/reports on the
formulation/revision of program specifications*.
Criterion 2.2. The course
specifications give sufficient and updated information.
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1. All course specifications must be
comprehensive2.
2. All course specifications are regularly
reviewed, supplemented/revised/updated according to the higher education
institution’s plan.
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- Program course specifications*.
- Course brochure, prospectus, bulletin.
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- Meeting minutes/stakeholder inputs on content
and quality of the courses*.
- Meeting minutes/documents related to review of
the course specifications*.
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Criterion 2.3. The program and course
specifications are made easily accessible to the public and stakeholders.
1. The program and course specifications are made
available to the public.
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1. Program specifications are made available to
the public in various forms.
2. All program courses specifications are made
available to the public in various forms.
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- Officially-approved program specifications*.
- Officially-approved program course
specifications*.
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- University/faculty website with posts about the
program and course specifications*.
Standard 3. Curriculum
structure and content
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The curriculum is designed by referencing the
expected learning outcomes.
1. The curriculum is designed by referencing the
learning outcome requirements in terms of knowledge, skills, level of
self-reliance and responsibility.
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- Curriculum and course specifications*.
- Plan fully describing resources and schedule of
implementation of the curriculum*.
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- Academic profiles of lecturers*.
- Description of expected learning outcomes of
the study program*.
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- Accreditation and benchmarking reports.
Criterion 3.2. The contribution by
each program course to achievement of the expected learning outcomes must be
explicit.
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1. All curriculum courses are compatible in terms
of their content and show the particular contribution of each subject/course
to the achievement of the expected learning outcomes.
2. All curriculum courses are implemented
according to the clearly defined set of appropriate teaching, learning and
student assessment methods and give the best support to each other to ensure
the achievement of the expected learning outcomes.
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- Curriculum and course specifications*.
- Course brochure, prospectus, bulletin.
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- Skills matrix*.
- Stakeholder input and feedback*.
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- Curriculum and course specifications review
reports*.
- Accreditation and benchmarking reports.
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1. The curriculum has the logical structure and
process.
2. Content of the curriculum is up-to-date.
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1. Courses in the program are 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.
2. All subjects/courses in the curriculum are
arranged logically3.
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4. When revising the curriculum, domestic or
international curricula should be referenced to ensure flexibility and
compatibility.
- Curriculum and course specifications*.
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- Plan fully describing resources and schedule of
implementation of the curriculum*.
- Skills matrix.
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- University and faculty websites.
- Meeting minutes and archived documents on
review and modification of the curriculum*.
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- Accreditation and benchmarking reports.
- Regulatory procedures/guidance documents on
formulation of the curriculum, clarifying the requirements, outline and
structure of the curriculum*.
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Criterion 4.1. Educational
philosophies or objectives are clearly declared and widely communicated to
stakeholders.
1. Educational philosophies or objectives of the
higher education institution are clearly declared.
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1. The higher education institution makes the
formal statement of its educational philosophies or objectives.
2. Educational philosophies or objectives are
fully grasped and actualized by all academic staff and students.
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- The higher education institution’s formal
statement of educational philosophies or objectives*.
- The higher education institution’s website with
posts about educational philosophies or objectives*.
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- Plan/documents related to the
introduction/communication of educational philosophies or objectives*.
Criterion 4.2. Teaching and
learning activities are properly designed to achieve the expected learning
outcomes.
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2. Learning activities are properly designed to
achieve the expected learning outcomes.
1. Faculty/department and academic staff design
diversified and proper teaching activities/teaching methods to achieve the
expected learning outcomes.
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3. Lecturers/students are satisfied with teaching
and learning activities/methods used in the education program.
- Evidence of teaching and learning activities
for quality assurance, such as projects, practical training, assignments,
field trips at enterprises*.
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- Expected learning outcomes of the program,
program and subject/course description/specifications*.
- Stakeholder feedback.
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Criterion 4.3. Teaching and
learning activities promote the student’s learning and long-life learning
abilities.
1. Teaching and learning activities promote the
student’s learning.
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1. All detailed specifications of
courses/subjects delineate the use of the proper teaching/learning method in
order to promote students’ learning of essential and soft skills.
2. All detailed specifications of
subjects/courses describe/emphasize self-study/self-learning activities with
the aim of promote students' long-life learning abilities.
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- Evidence of research, teaching and learning
activities for quality assurance, such as projects, practical training,
assignments, field trips at enterprises*.
- Online learning portal*.
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- Stakeholder feedback on efficiency/quality of
activities.
- Documentary, published and audiovisual
teaching/learning aids*.
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Criterion 5.1. Student assessment is
constructively aligned to achieving the expected learning outcomes.
Student assessment is constructively aligned to
achieving the expected learning outcomes.
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2. Processes/instruction documents for design of
assessment/examination methods/tools that are tailored to assessment
purposes/objectives in proportion to the level of achievement of the expected
learning outcomes.
3. Student assessment activities/methods are
properly designed for achievement of the expected learning outcomes.
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- Program and subject/course description/specifications*.
- Criteria chart/point scale/course, project,
thesis, dissertation assessment form, periodic/end-of-semester/end-of-course
final examination*.
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Criterion 5.2. Regulations on
assessment of students (e.g., time length, methodologies, criteria, weight
factors, feedback-giving mechanism and related content) are shown to be
explicit and communicated to students.
1. Regulations on assessment of students (e.g.,
time length, methodologies, criteria, weight factors, feedback-giving
mechanism and related content) are explicit.
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1. Documents/instructions show explicit
requirements concerning time length, methodologies, criteria, weight factors,
feedback-giving mechanism and content related to assessment and learning
results of students4.
2. Documents/instructions showing explicit
requirements concerning time length, methodologies, criteria, weight factors,
feedback-giving mechanism and content related to assessment and learning
results of students are made available to students before each academic
course/semester/module.
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- Training/testing, examination and assessment
regulations*.
-
Course/subject/project/thesis/dissertation/final exam assessment sample forms/rubrics.
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- Student’s handbook*.
- University’s website with posts about
assessment regulations*.
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Criterion 5.3. Assessment methods
are shown to ensure diversity, validity, reliability and fairness.
1. Assessment methods are diversified.
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1. Higher education
institution/faculties/departments and lecturers use various exam/assessment
methods.
2. Exam/assessment methods in use can help
measure the target requirements or expected learning outcomes (validity); can
ensure reliability and show clear assessment criteria aimed at ensuring
fairness.
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- Testing, examination and assessment
regulations*.
- Procedures for design of exam questions and
assessment of exam questions*.
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- Student’s handbook.
- University’s website.
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- Data on results of test/exam marking,
re-assessment or inspection*.
- Documents on analysis of study results of students
and recommendations about any adjustments in exam questions.
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Criterion 5.4. Timely feedback on
assessment results is given to help students improve their learning.
1. Students receive timely feedback on their
assessment results.
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1. There are regulations on feedback about
students’ assessment results.
2. Regulations on feedback about students’ assessment
results are publicly and promptly announced to lecturers and students.
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4. Feedback on assessment results is used for
helping students improve their learning.
- Test, exam and assessment regulatory
documents*.
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- Feedback from students and graduates that is
rendered in various forms*.
- Forms of delivery of notifications of
assessment results to students (e.g., letters of notification, transcripts,
online accounts).
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Students gain easy access to the procedures for
appeal against assessment results.
1. Students get sufficient insights into
regulations and procedures for appeal against assessment results before
starting each academic course/semester.
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- Regulatory documents on the procedures for
appeal against assessment results*.
- Student’s handbook*.
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- Logbook on appeals against assessment results
filed by students/replies to these appeals*.
Standard 6. Academic and
research staff
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1. Planning of academic and research staff is
carried out to meet educational needs.
2. Planning of academic and research staff is
carried out to meet educational needs.
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1. There is a plan/planning scheme for
development of academic and research staff (including succession, promotion,
appointment, termination and retirement) based on the needs of education,
scientific research and community service activities.
2. The plan/planning scheme for development of
academic and research staff is carried out to meet the needs of education,
research activities and community services.
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- Plan/planning scheme for development of
academic and research staff*.
- Information about age, gender and professional
qualification structure of academic and research staff*.
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- Plan and budget for training and development of
academic and research staff*.
- HR policies.
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- Job offer or appointment decisions; employment
contracts.
- Statistic reports on results of implementation
of the plan/planning scheme in the assessment cycle.
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1. Staff-to-student ratio and workload of
academic and research staff are measured and monitored as a basis to improve
the quality of education.
2. Staff-to-student ratio and workload of
academic and research staff are measured and monitored as a basis to improve
the quality of scientific research activities.
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1. The higher education institution’s
Staff-to-student ratio meets requirements set forth in regulations in force.
2. Converting the workload of academic and
research staff into the required minimum class hours is subject to the
detailed instructions and carried out.
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4. Workload of academic and research staff is
monitored for the purpose of improving the quality of education, scientific
research activities and community services.
- Information about age, gender and professional
qualification structure of academic and research staff*.
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- Analysis of the training/mentoring needs of
academic and research staff*.
- HR policies.
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- Data on total number of academic and research
staff members in the assessment cycle.
- Job description of academic and research staff
members*.
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- Annual statistic chart of scientific research
activities and community services of academic and research staff members*.
- Regulatory documents on working regimes/norms
of academic and research staff members.
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- Performance appraisal and reward chart.
- Annual teaching/research workload assignment
chart.
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- Internal spending regulations.
Criterion 6.3. Academic and
research staff recruitment and selection criteria (including moral standards
and academic qualifications) for the purpose of appointment and re-deployment
are defined and publicly communicated.
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2. Recruitment and selection criteria (including
moral standards and academic qualifications) for the purpose of appointment
and re-deployment are publicly communicated.
1. There are regulatory documents on academic and
research staff recruitment and selection criteria for the purpose of
appointment and re-deployment.
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- Regulatory documents on academic staff
development5*.
- Professional and skill development and
succession plans.
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- HR policies*.
- Job description*.
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- List of academic and research staff members
appointed or re-deployed in the last 5 years in the assessment cycle*.
Criterion 6.4. Academic and research
staff’s competencies are determined and assessed.
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2. Academic and research staff’s competencies are
assessed.
1. Academic and research staff’s competencies6
are determined and meet regulations in force.
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- Annual qualification/competence
evaluation/review report*.
- Regulatory documents on academic staff
development (e.g., academic qualification, experience, language proficiency,
teaching or research competency, community contribution,... criteria)*.
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- HR policies.
- Competence profiles*.
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- Annual list of academic and research staff
members entitled to rewards, promotion, appointment or subject to
disciplinary actions.
Criterion 6.5. Needs for
professional training and development of academic and research staff are
identified, and appropriate activities are implemented to fulfill the
identified needs.
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2. Appropriate activities are implemented to
fulfill the identified needs for professional training and development of
academic and research staff.
1. The survey on/evaluation of the professional
training/mentoring needs of academic and research staff is carried out.
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3. The plan for professional training and
development of academic and research staff is carried out. There are at least
75% of academic and research staff members having access to professional
training and mentoring activities according to the higher education institution’s
plan.
4. The plan for professional training, mentoring
and development of academic and research staff is monitored and assessed
annually.
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- List of the academic and research staff members
having access to annual professional training/mentoring courses*.
- Plan for development of academic and research
staff*.
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- Analysis of the needs for professional training
and development of academic and research staff*.
- Plan and budget for training and development of
academic and research staff*.
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- Staff handbook.
- Job description.
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- Decision to send academic and research staff
members to training and mentoring courses and admit them into the higher
education institution*.
- Annual final review report.
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1. Management of performance of academic and
research staff (including reward and recognition) is implemented to create a
driving force for education activities.
2. Management of performance of academic and
research staff is implemented to create a driving force for research
activities.
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1. There are the annual detailed working
schedules of academic and research staff members.
2. Performance-based management is carried out.
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- Assessment report on management of academic and
research staff*.
- Set of assessment documents required for
commendation and rewarding activities*.
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- HR policies.
- Annual statistic chart of scientific researches
and community service activities*.
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- Annual detailed working schedules of academic
and research staff members.
- Annual staff performance evaluation and rating
results*.
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- Feedback from academic and research staff members
and stakeholders.
Criterion 6.7. Types and quantity
of research activities of academic and research staff are established,
monitored, and benchmarked to improve quality.
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2. Types and quantity of research activities
carried out by academic and research staff are monitored and benchmarked
annually for quality improvement.
1. There are regulatory documents specifically prescribing
types and quantity of findings of scientific researches that staff members
are required to conduct.
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- Regulatory documents specifically prescribing
types and quantity of scientific research activities carried out by academic
and research staff members*.
- Research handbook*.
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- Annual statistic chart of scientific researches
and community service activities*.
- Competence profiles*.
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- Feedback from academic and research staff members
and stakeholders.
Standard 7. Support staff
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1. Support staff planning (those who are working
at libraries, laboratories, information technology systems and other
supporting services) are implemented to meet the education needs.
2. Support staff planning is carried out to meet
the research needs.
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1. There is an analysis/forecast of needs for
staff members (who are working at libraries, laboratories, information
technology systems and other supporting services) meeting the education,
scientific research and community service needs.
2. There are policies to attract, recruit and
develop personnel (who are working at libraries, laboratories, information technology
systems and other supporting services).
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4. Staff members (who are working at libraries,
laboratories, information technology systems and other supporting services)
are adequate to meet the education, scientific research and community service
needs.
- HR development plan and strategy of the higher
education institution/department*.
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- Job description*.
- Staff profiles*.
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- Stakeholder’s remarks/feedback on staff’s
satisfaction*.
- Analysis/forecast report on needs for staff
members needed to meet education demands*.
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Criterion 7.2. Employment,
selection, appointment and transfer criteria are defined and made available
to the public.
1. Employment, selection, appointment and
transfer criteria are determined.
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1. There are regulations on recruitment,
appointment and transfer of staff members.
2. Employment, selection, appointment and
transfer criteria are clearly determined on the basis of the analysis
of/survey on needs and inputs of stakeholders.
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- Documents stating regulations on recruitment,
appointment and transfer of staff members*.
- Job description*.
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- Staff profiles, employment contracts; decisions
on recruitment, appointment and transfer of staff members.
- Plans/decisions on recruitment, appointment and
transfer of staff members*.
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- Information about recruitment, appointment and
transfer of staff members that are posted on the website of the higher
education institution/faculty, internal bulletins, emails, etc.
- Results of handling of complaints or appeals
related to the process for recruitment, appointment and transfer of staff
members (if any).
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1. Staff competencies are determined.
2. Staff competencies are assessed.
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2. Assessment of staff competencies8 in
terms of their qualification, expertise, fulfillment of their tasks and
satisfaction of stakeholders is carried out.
- Documents stating regulations on procedures,
methods, tools and criteria for assessment of staff competencies*.
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- Self-assessment form, senior's assessment form,
minutes of the annual meeting on rating and ranking of staff members and
employees; results of the annual assessment of performance of staff members*.
- Staff profiles.
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1. Professional training and development needs of
support staff are identified.
2. Necessary activities must be implemented to
meet the professional training and development needs.
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2. There is a plan for implementation of the
professional training and development of staff members.
3. The professional training and development of
staff members are implemented.
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- Plan and comprehensive budget for staff
training and development activities*.
- Notifications/registration forms of staff
members regarding the professional training and development needs*.
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- Report on results of annual training and
coaching courses, including content, hour-based or cost-based duration of
each course.
Criterion 7.5. Management of performance
of support staff (including reward and recognition) is implemented to create
a driving force and provide assistance towards education and scientific
research and community service activities.
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2. Management of performance of support staff is
implemented to create a driving force for research activities.
3. Management of performance of academic and
research staff is implemented to create a driving force for community
services.
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2. Monitoring, supervision and assessment of
performance of staff members are carried out according to regulations on
determined and assigned workload.
3. All staff members have their own plans clearly
describing workload, schedule, completion date, necessary resources, etc.
that help facilitate the monitoring and supervision to create a driving force
for education, research and community service activities.
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5. Staff members are satisfied with
performance-based management, especially conferral of reward and recognition
by the higher education institution and competent regulatory authorities.
- Set of regulatory documents on monitoring,
supervision and assessment of performance of staff members*.
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- Job description*.
- HR policies.
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- List of staff members receiving surprise and
annual rewards and recognition (specify reasons)*.
- Statistic results of education, scientific
research activities and community services of staff members.
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Criterion 8.1. Student admission
policy is clearly defined, made available to the public and up-to-date.
1. Student admission policy is clearly defined.
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3. Student admission policy is up-to-date.
1. Admission policies and regulations are
explicit and conform to current regulations and are updated annually.
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3. Student selection and admission policies are
attributed to stakeholder inputs and human resource analysis/forecast; are updated
annually.
- Annual student selection and admission
project/policy*.
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- Student selection and admission
notifications/plans, brochure, website of the higher education institution/faculty*.
- Annual human resource analysis and forecast*.
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Criterion 8.2. Student selection
and admission criteria and methods are clearly determined and assessed.
1. Student selection and admission criteria and
methods are clearly determined.
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1. There are student selection and admission
criteria and methods that are clearly determined.
2. Student selection and admission criteria and
methods are reviewed and assessed annually.
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- Database and statistics of student selection
and admission results.
- Annual data on stakeholder inputs into the
formulation, review and assessment of student selection and admission
criteria and methods*.
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Criterion 8.3. An appropriate
monitoring system is in place to monitor students’ progress, academic
performance and workload.
1. The appropriate monitoring system is in place
to monitor students’ educational progress.
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1. There is a division/administrator assigned to
monitor students’ educational progress, academic performance and workload,
and give academic services officers warnings.
2. Procedures/regulations are in place to monitor
students’ educational progress, academic performance and workload.
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- Educational rules and regulations*.
- Approved regulatory documents on the study
program, clearly specifying students’ study load.
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- Data on annual learning results of students*.
- Reports and feedback on students’ learning
results and progress*.
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Criterion 8.4. Learning advisory
and consulting, extra-curricular, competition activities and supporting
services are accessible to students to improve their learning and
employability.
1. Learning advisory and consulting,
extra-curricular, competition activities and supporting services are
accessible to students to improve their learning.
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1. There is a unit/division in charge of learning
advisory and consulting, extra-curricular, competition activities and
supporting services that are accessible to students to improve their
learning.
2. A unit/division is responsible for giving
students job counsels.
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4. Job support activities (e.g., contacting
internship partners; entering into exchanges or affiliation with enterprises
and employers; increasing soft skills, etc.) are planned and carried out.
5. At least 75% of the interviewed students and graduates
are satisfied with the quality and effectiveness of learning advisory and job
support activities.
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- Regulations on student learning advisory and
support services*.
- Complete chart of activities of clubs, research
groups, extracurricular activities, competitions, etc. accessible to
students*.
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- Annual plans, reports and photos evidencing
that the higher education institution/faculty has organized extracurricular
activities accessible to students.
- List of higher education institutions,
enterprises/organizations cooperating/affiliated with the higher education
institution to support education, practical, internship and recruitment
activities*.
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- Results of the survey into the employability of
graduates that is conducted annually and within the assessment period*.
Criterion 8.5. The university
creates the psychological, social setting and outdoor landscape to facilitate
students’ learning and research activities and give them comfort.
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2. The university’s psychological and social
setting facilitates students’ learning and research activities and gives them
comfort.
1. The higher education institution creates a
friendly and comfortable psychological, social environment and working space
to enable teaching, learning and research activities.
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3. The survey on attitudes of students and
stakeholders to the psychological, social setting and outdoor landscape of
the higher education institution is conducted.
- Spatial layout of campus, lecturing halls,
faculty/department offices, meeting halls, library, spaces intended for
practical, internship activities and dormitories*.
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- Notice boards/signboards displaying rules and
regulations of conduct at school*.
- Fire safety, school safety/food hygiene and
safety inspection/testing report*.
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- Decision to set up the staff union and
extracurricular clubs joined by students.
Standard 9. Facilities and
infrastructure
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1. Office, classroom and functional blocks are in
place and furnished with equipment suitable for educational activities.
2. Office, classroom and functional blocks are in
place and furnished with equipment suitable for research activities.
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2. Office, classroom and functional blocks are
furnished with all necessary equipment (e.g., lighting, ventilation, safety
systems, etc.) suitable for educational and research activities in the
program.
- Spatial layout of office, learning and
functional blocks*.
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- New facilities and upgrading plans.
- Budget for facilities and infrastructure*.
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Criterion 9.2. Libraries and study
resources are relevant and up to date to assist in educational and research
activities.
1. Libraries and study resources are relevant to
assist in educational and research activities.
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1. Libraries and reading rooms are in place to
support educational and research activities.
2. Libraries and reading rooms operate under
rules/regulations/instructions, and are furnished with equipment necessary
for their operation9.
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4. (Printed and online) learning materials and
resources are up-to-date to meet training and research needs.
5. Data on monitoring of library's activities are
available to assist in educational and research activities.
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- Catalogues of books, textbooks, learning
materials and resources useful for the program*.
- Subject/course outline/specifications*.
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- Written requests, plans, cost estimates,
invoices, records of payments for investment in the library (e.g., books,
newspapers, magazines, materials, etc.)*.
- Comments/feedback from students, lecturers and
stakeholders on the level of relevance of the library and study resources
used for assisting in educational and research activities.
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Criterion 9.3. Laboratories,
practice rooms and equipment are fit and up to date for training and research
needs.
1. Laboratories, practice rooms and equipment are
fit for training and research activities.
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1. The higher education institution ensures the
sufficient number of laboratories, practice rooms and equipment to meet
training and research needs. Laboratories and practice rooms are furnished
with equipment suitable for training and research activities.
2. Instruments available inside laboratories and
practice rooms are maintained, serviced and updated/upgraded to meet training
and research needs.
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- Spatial layout of the library or practice
room*.
- Classification list of instruments and
equipment available in laboratories, practice rooms and equipment that meet
training and research needs*.
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- Instrument or equipment logs*.
- Comprehensive report on use of instruments,
equipment (i.e., utilization rate, downtime/uptime, operating hours, etc.)*.
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- Data on feedback from students and stakeholders
on laboratories, practice rooms and other instruments or equipment*.
- List of instruments and equipment annually
updated in the assessment period*.
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1. The information technology system (including
online learning facilities) is fit for training and research needs.
2. The information technology system (including
online learning facilities) is up to date to meet training and research
needs.
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2. The information technology system is stable
and safe for training and research activities.
3. The information technology system is repaired,
maintained, serviced and updated to meet training and research needs.
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- Statistics of computers, hardware, software, IT
equipment, websites*.
- Logbooks for operation and maintenance of
computer rooms, hardware, software, communications networks, online meeting
rooms, websites*.
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- List of computers, hardware, software, etc.
that are annually up-to-date in the assessment cycle*.
- Documents stating appointment of the
division/person in charge of the IT system*.
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1. Environmental, health and safety standards are
determined by taking into consideration handicapped students’ special needs.
2. Environmental, health and safety standards are
implemented by taking into consideration handicapped students’ special needs.
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2. Regulations on environmental, health and
safety standards are implemented.
3. Feedback from students and stakeholders on
environmental, health and safety standards that take into consideration
handicapped students’ special needs is welcomed.
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- Data on training sessions/exercises on
responses to occupational incident, fire, food poisoning or environment,
health and safety emergencies each year*.
- Preliminary/final review reports on
implementation of environmental health and safety standards, etc.
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Standard 10. Quality
improvement
Criterion 10.1. Feedback and needs
of stakeholders are used as a basis for designing and developing the academic
curriculum.
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2. Feedback and needs of the stakeholders are
used as a basis for developing the academic curriculum.
1. The system for collecting information about
human resource needs when designing the academic curriculum and feedback from
stakeholders (including experts, administrators, academic and research staff,
support staff, students, representatives of socio-professional organizations,
employers and graduates) is in place.
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- Documents stating task assignment/procedures
for collection of feedback from stakeholders for design and development of
the curriculum*.
- Forms/data/reports used in the surveys on
stakeholder inputs for design and development of the curriculum*.
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- Feedback on the curriculum from stakeholders*.
- Documents/materials pertaining to
adjustment/evaluation, enclosing the old and new version of the study program
and curriculum in the assessment cycle*.
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Criterion 10.2. Curriculum design
and development activities are established, assessed and improved.
1. Curriculum design and development activities
are established.
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3. Curriculum design and development activities
are improved.
1. Curriculum design and development process is
in place.
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3. Curriculum design and development process is
improved.
- Documents setting forth regulations on the
curriculum design and development process*.
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- Reports/records of/conclusions drawn from group
discussions, dialogues, tracer studies, etc. providing feedback on the
curriculum and subject/course.
- Reports on assessment/review/improvement/appraisal
of the curriculum design and development process*.
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1. The learning and teaching process is reviewed
and assessed regularly to ensure compatibility and alignment with the
expected learning outcomes.
2. The student assessment is reviewed and
assessed regularly to ensure compatibility and alignment with the expected
learning outcomes.
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2. The review and assessment of use of teaching
and learning methods and student assessment methods in the study program are
carried out to ensure the compatibility and alignment with the expected
learning outcomes.
- Regulatory documents/manuals for review and
assessment of the teaching and learning process; student assessment*.
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- Records/documents on appraisal of the
compatibility and alignment of the teaching and learning process and student
assessment with the expected learning outcomes*.
- Data on stakeholder feedback on the teaching
and learning process and learning results*.
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Criterion 10.4. Research findings
are utilized to improve learning and teaching quality.
1. Research findings are utilized to improve
learning and teaching activities.
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2. Scientific research findings are used
as/translated into teaching lessons in the curriculum.
3. Research findings are used for improving teaching
activities of lecturers and learning activities of students.
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- Information about research findings and
products utilized to improve learning and teaching activities*.
- Conferences, seminars, initiatives, experience,
etc. that help communicate and apply research findings*.
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1. Quality of supporting services and utilities
(e.g., those available at libraries, laboratories, information technology
systems and other necessary services) is assessed.
2. Quality of supporting services and utilities
(e.g., those available at libraries, laboratories, information technology
systems and other necessary services) is improved.
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2. Satisfaction of supporting services and
utilities available at libraries, laboratories, information technology
systems and other necessary services (e.g., student advisory, student
service, staff union, extracurricular activities, etc.) is measured.
3. Improvement of the quality of supporting
services and utilities available at libraries, laboratories, information
technology systems and other necessary services is carried out.
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- Data on assessment, results of
survey/assessment of supporting services and utilities*.
- Records/conclusions/decisions/invoices or
proofs of improvement of quality of supporting services and utilities*.
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Criterion 10.6. The stakeholder
feedback mechanism is logical, assessed and improved.
1. The stakeholder feedback mechanism is logical.
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1. The stakeholder feedback mechanism is logical.
2. The stakeholder feedback mechanism is
assessed.
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- Regulatory documents on functions and duties of
the unit/division collecting stakeholder feedback*.
- Regulatory documents/manuals for procedures, tools
and methods for collection, sorting, handling and use of stakeholder
feedback*.
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Standard 11. Output and
outcomes
Criterion 11.1. Dropout or
graduation rate is established, monitored and benchmarked for improvement of
quality.
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2. Dropout or graduation rate is monitored.
3. Dropout or graduation rate is benchmarked for
improvement of quality.
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2. Dropout or graduation rate is assessed,
analyzed and monitored.
3. Dropout or graduation rate is benchmarked
annually for improvement of quality of the study program.
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- Information about dropout or overdue graduation
causes.
- Information about intramural/extramural
benchmarking of graduation or dropout rates; report on assessment and
forecast of trends in graduation or dropout rates of students taking the
study program and proper quality improvement measures.
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1. Average time to graduate is set.
2. Average time to graduate is monitored.
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1. Average time to graduate of students taking a
study program is calculated for use in all types/forms of education in the
assessment cycle.
2. Causes of late graduation are discovered and
analyzed to recommend measures to assist students in maximally reducing the
learning duration to the minimum.
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- Documents on establishment/appointment of the division
in charge of monitoring graduation time; documents on introduction of
procedures for monitoring of average time to graduate*.
- Student database, including data used for
statistics/monitoring, reporting of the graduation or dropout rate in the last
five years of the assessment cycle*.
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- Domestic and international benchmarking of
average time to graduate of students taking a study program in all forms of
education.
- Report on assessment and forecast of trends in
average time to graduate of students taking a study program and proper
quality improvement measures.
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1. Post-graduation employment rate is
established.
2. Post-graduation employment rate is monitored.
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1. The division/procedures for
statistics/retention of the list of the employed graduates with their job
positions, average income rates and employers are in place during the
assessment period.
2. Reliable data on the rate of employed students
in the last six months or in the 12 months after graduation.
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4. Discussing, analyzing the causes, and
recommending remedies; implementing plans to assist graduates in finding
jobs.
- Documents on establishment/appointment of the
division in charge of monitoring and contacting graduates; documents on
introduction of procedures for implementation/budget for support for
graduates not yet getting jobs*.
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- Handbook for discovery and analysis of the
causes of unemployment of the graduates; logbook for consulting/assisting
graduates in getting jobs*.
- In-house, domestic/international benchmarking
data on the rates of employment of graduates; report on assessment and
forecast of trends in employment*.
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Criterion 11.4. Types and quantity
of research activities of students are established, monitored, and
benchmarked for improvement of education quality.
1. Types and quantity of research activities of
students are established.
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3. Types and quantity of research activities of
students are benchmarked for improvement of education quality.
1. Types and quantity of research activities of
students are established.
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3. The system for monitoring and supervision of
types of research and research activities of students is in place11.
4. Benchmarking types and quantity of research
activities of students between study programs in the same higher education
institution, or between different higher education institutions, is carried
out.
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- Research plan/strategy of the higher education
institution aimed at students*.
- Statistics and assessment of research
activities of students in the assessment cycle*.
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- Data on organization of final review seminars
or academic conferences for presentation of research findings that show
research recommendations aligned with the context, objectives, vision and
mission of the higher education institution*.
- Domestic and international benchmarking in
terms of types of research and quantity of research activities of students
taking the corresponding study programs*.
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1. Stakeholder satisfaction level is established.
2. Stakeholder satisfaction level is monitored.
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1. Statistics, analysis and assessment of
satisfaction level of stakeholders (e.g., academic, support staff members,
students, graduates, employers) in terms of research activities, lecturer,
student support services, facilities, etc. are carried out.
2. Level of satisfaction is checked against that
shown in the previous satisfaction survey into satisfaction with the study
program itself or other intramural or extramural study programs.
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- Regulations on procedures/methods, tools and
criteria for measurement of satisfaction of stakeholders (e.g., students,
graduates, academic, research staff members, employers, employees,
administrators)*.
- Database and final report showing survey
results obtained from specific surveyed objects each year.
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- Results of analysis of survey data and plan for
review and improvement of tools and procedures for survey and program quality
improvement activities.
Notes:
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2. Evidence encompasses both digital files and hard
copies. In principle, in order to prove an activity (via a reference point)
that has been carried out annually in the last five years of the assessment
cycle, higher education institutions should collect all evidence existing in
this five-year period. However, in order to assess whether a criterion attains
rank-4, in 2020, evidence existing in the last 4 years is required; as from
2021, evidence existing in the last 5 years is required in full.
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1 Including: Name of the higher education
institution; title of the qualification/degree; name of the study program;
objectives, expected learning outcomes of the study program; student selection
and admission criteria; curriculum structure; skill matrix (demonstrating the
contribution made by courses to achievement of the expected learning outcomes);
subject/course outline/specifications; date of design or revision of program
specifications.
2 Including: Name of the unit/name of the
lecturer in charge of teaching activities; name of the subject/course; total
academic credits; objectives and expected learning outcomes of the
subject/course, matrix connecting content of chapters or items with courses;
subject/course structure; teaching and learning method; exam/assessment method;
main materials and references.
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4 Intake assessment, midterm exam,
in-process assessment, course final test and graduation test; exam/test,
assessment types/methods.
5 Including criteria regarding academic
qualification, experience, language proficiency, teaching or research
competency, community contribution, etc.
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7 Criteria for assessment of academic
qualification, professional skills, moral conducts, responsibility,
performance, etc.
8 Self-assessment, assessment conducted
by seniors, colleagues and students, etc.
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10 Including: Enrolment year, total
enrolment, total students graduating by, on due dates or late (the graduation
due date is the prescribed date on which a course is completed), total dropouts
in the first, second, third and fourth academic year.
11 Regulations/instructions for
researches and budget for students’ researches; documents used for monitoring
the progress of and assessing researches, research support and publication,
etc.
