To
- Universities, academies, higher education
institutions;
- Research institutes offering doctorate education programs;
- Education accreditation bodies.
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;
- Official Dispatch No. 1075/KTKDCLGD-KDDH dated
June 28, 2016 regarding general instructions for use of quality assessment
standards for all-level higher education programs;
- 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.
After they have been implemented for a period of
time, the Quality Management Agency receives contributing opinions from
education accreditation bodies and higher education institutions about the
Guide to quality assessment of all-level higher education programs issued as an
annex to the Circular No. 769/QLCL-KDCLGD.
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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.
Notes: Higher education institutions
and education accreditation bodies shall make reports in accordance with the
instructions given in the Official Dispatch No. 2274/BGDDT-QLCL dated May 28, 2019
of the Ministry of Education and Training on strengthening of quality assurance
and accreditation for bachelor’s degree, two-year or three-year associate
degree programs.
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.
DIRECTOR
Mai Van Trinh
GUIDE
TO QUALITY ASSESSMENT OF ALL-LEVEL HIGHER EDUCATION PROGRAMS
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Standards/criteria
Criterion
requirements
Reference
points for assessment of rank-4 attainment
Recommended
sources of evidence
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.
1. Objectives of the study program are clearly
defined.
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.
- Formal statement of the higher education
institution’s visions and missions
- Study program introduction decision*.
- Program and subject/course
description/specifications*.
- Skills matrix*.
- 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*.
- University and faculty website with posts about
the study program.
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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.
1. Graduation outcome requirements are clearly
defined.
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.
2. Graduation outcome requirements of the study
program have to specify knowledge, skills, level of autonomy and
responsibility that the graduates gain and their employability in the future.
- Formal statement of the higher education
institution’s visions and missions.
- Program and subject/course
description/specifications*.
- Course brochure, prospectus, bulletin.
- Skills matrix*.
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- University and faculty website with posts about
the study program.
- Accreditation and benchmarking reports.
- Results of the survey on inputs from lecturers,
students and graduates.
Criterion 1.3. Graduation outcome
requirements have the effect of reflecting requirements of all stakeholders,
regularly reviewed, revised and made available to the public.
1. Graduation outcome requirements of the study
program reflect requirements of all stakeholders.
2. Graduation outcome requirements are regularly
reviewed and revised.
3. Graduation outcome requirements of the study
program are made available to the public.
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.
- Skills matrix*.
- 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*.
- University and faculty website that publicly
communicates the expected learning outcomes of the study program*.
- Accreditation and benchmarking reports.
- Meeting minutes and archived documents on
review of the expected learning outcomes of the study program*.
- The university’s written document stating that
the expected learning outcomes are regularly reviewed and revised.
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Standard 2. Program
specifications
Criterion 2.1. The specifications of
the study program are shown to be comprehensive and up-to-date.
The specifications of the program are shown to be
comprehensive and up-to-date.
1. Program specifications are comprehensive1.
2. Program specifications are updated by taking
into account associated issues that have recently arisen.
- Old and new program and subject/course
description/specifications*.
- Program/course brochure, prospectus, bulletin.
- University/faculty website.
- Minutes of the meeting held to collect
stakeholder’s comments*.
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- Accreditation and benchmarking reports.
- Approved plans/reports on the
formulation/revision of program specifications*.
Criterion 2.2. The course
specifications give sufficient and updated information.
The course specifications are comprehensive and
up-to-date.
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.
- Versions of the specifications of all courses
of the study program that exist in the 5-year assessment cycle*.
- 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*.
- Course accreditation and benchmarking reports.
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.
2. The program and course specifications are made
easily accessible to the stakeholders.
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.
3. All stakeholders, e.g. regulatory authorities,
employers, lecturers, students, graduates, etc., can easily and effortlessly
access the program specifications.
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- Officially-approved program course
specifications*.
- Mainstream university/faculty documents,
including announcement of program/course specifications*.
- University/faculty website with posts about the
program and course specifications*.
Standard 3. Curriculum
structure and content
Criterion 3.1. Curriculum is
designed by referencing the expected learning outcomes.
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.
2. The combined set of teaching, learning and
student assessment methods for all courses/subjects in the curriculum needs
to be determined to ensure relevance and contribution to achieving the
expected learning outcomes.
- Curriculum and course specifications*.
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- Skills matrix*.
- Academic profiles of lecturers*.
- Description of expected learning outcomes of
the study program*.
- Input and feedback on the curriculum from stakeholders
(employers, lecturers, students, graduates, etc.)*.
- Accreditation and benchmarking reports.
Criterion 3.2. The contribution by
each program course to achievement of the expected learning outcomes must be
explicit.
Each course makes a clear contribution to
achievement of the expected learning outcomes.
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.
- Map/plan fully describing resources and schedule
of implementation of the curriculum*.
- Skills matrix*.
- Stakeholder input and feedback*.
- Meeting minutes/documents related to
formulation of the curriculum*.
- Curriculum and course specifications review
reports*.
- Accreditation and benchmarking reports.
Criterion 3.3. The curriculum must
have the logical structure and process, and must be updated and integrated.
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2. Content of the curriculum is up-to-date.
3. The curriculum is integrated.
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.
3. The curriculum is periodically
reviewed/revised, supplemented and updated at least every two years.
4. When revising the curriculum, domestic or
international curricula should be referenced to ensure flexibility and
compatibility.
- Curriculum and course specifications*.
- Course brochure, prospectus, bulletin.
- Plan fully describing resources and schedule of
implementation of the curriculum*.
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- Stakeholder input and feedback.
- University and faculty websites.
- Meeting minutes and archived documents on
review and modification of the curriculum*.
- Curriculum and course specifications review
reports*.
- Accreditation and benchmarking reports.
- Regulatory procedures/guidance documents on
formulation of the curriculum, clarifying the requirements, outline and
structure of the curriculum*.
Standard 4. Teaching and
learning approach
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.
3. Educational philosophies or objectives of the
higher education institution are made known/communicated to stakeholders.
- 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*.
- Stakeholder feedback.
- 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.
1. Teaching activities are properly designed to
achieve the expected learning outcomes.
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1. Faculty/department and academic staff design
diversified and proper teaching activities/teaching methods to achieve the
expected learning outcomes.
2. Faculty/department and academic staff guides
learners how to engage in proper learning activities in order to help them
absorb and acquire knowledge to achieve the expected learning outcomes.
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*.
- Online learning portal.
- Expected learning outcomes of the program,
program and subject/course description/specifications*.
- Stakeholder feedback.
- Documents/workshops related to discussion and
exchange of teaching and learning initiatives and experience for achievement
of the expected learning outcomes*.
Criterion 4.3. Teaching and
learning activities promote the student’s learning and long-life learning
abilities.
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2. Teaching and learning activities promote the
student’s long-life learning abilities.
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.
3. Lecturers employ proper teaching
activities/methods aimed at supporting students in learning skills and
improving their long-life learning abilities.
- Evidence of research, teaching and learning
activities for quality assurance, such as projects, practical training,
assignments, field trips at enterprises*.
- Online learning portal*.
- Program/subject/course
description/specifications*.
- 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.
1. Clear process/plan for assessment of students’
performance.
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.
- Instructional/regulatory documents regarding
processes for student testing, examination and assessment, including
training, examination/thesis marking processes*.
- 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*.
- Documents showing student testing, examination,
assessment, etc. procedures that are reviewed and revised.
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1. Regulations on assessment of students (e.g.,
time length, methodologies, criteria, weight factors, feedback-giving
mechanism and related content) are explicit.
2. Criterion 5.2. Regulations on assessment of
students (e.g., time length, methodologies, criteria, weight factors, feedback-giving
mechanism and related content) are communicated to students.
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.
3. Students learn about exam/assessment
regulations.
- Training/testing, examination and assessment
regulations*.
-
Course/subject/project/thesis/dissertation/final exam assessment sample forms/rubrics.
- Program/ subject/course specifications*.
- Student’s handbook*.
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- Subject/course outline/specifications.
Criterion 5.3. Assessment methods
are shown to ensure diversity, validity, reliability and fairness.
1. Assessment methods are diversified.
2. Assessment methods ensure validity,
reliability and fairness.
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.
- Assessment methods that are available in
instructional/regulatory documents/instruments.
- 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.
- Preliminary or final review documents on
effectiveness of the combined set of exam/assessment methods applied in
courses/subjects/program*.
- 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.
- Feedback from lecturers, students or graduates
and program administrators*.
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.
2. Feedback on assessment results help students
improve their learning.
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2. Regulations on feedback about students’ assessment
results are publicly and promptly announced to lecturers and students.
3. Students receive timely feedback on their
assessment results.
4. Feedback on assessment results is used for
helping students improve their learning.
- Test, exam and assessment regulatory
documents*.
- Documents on preliminary or final review of
assessment activities after completion of each academic semester/year*.
- 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).
Criterion 5.5. Students gain easy
access to the procedures for appeal against assessment results.
Students gain easy access to the procedures for
appeal against assessment results.
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2. Each year, assessment result appeals are
handled and processed in a timely and satisfactory manner.
- Regulatory documents on the procedures for
appeal against assessment results*.
- Student’s handbook*.
- Higher education institution’s website with
posts about appealing activities*.
- Logbook on appeals against assessment results
filed by students/replies to these appeals*.
Standard 6. Academic and
research staff
Criterion 6.1. Planning of academic
and research staff (including succession, promotion, appointment, termination
and retirement) is carried out to meet needs of education, scientific
research and community service activities.
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.
- Human resource plan/strategy of the higher
education institution/faculty*.
- Plan/planning scheme for development of
academic and research staff*.
- Information about age, gender and professional
qualification structure of academic and research staff*.
- Analysis of the training/mentoring needs of
academic and research staff*.
- Plan and budget for training and development of
academic and research staff*.
- HR policies.
- Job description.
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- Statistic reports on results of implementation
of the plan/planning scheme in the assessment cycle.
Criterion 6.2. Staff-to-student
ratio and workload of academic and research staff are measured and monitored
as a basis to improve the quality of education, scientific research and
community service activities.
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.
3. Staff-to-student ratio and workload of
academic and research staff are measured and monitored as a basis to improve
the quality of community services.
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.
3. There are regulations on academic and research
staff’s required minimum teaching hours/workload that are converted.
4. Workload of academic and research staff is
monitored for the purpose of improving the quality of education, scientific
research activities and community services.
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- Recruitment criteria.
- Analysis of the training/mentoring needs of
academic and research staff*.
- HR policies.
- Competence profiles.
- Data on total number of academic and research
staff members in the assessment cycle.
- Job description of academic and research staff
members*.
- Research and publication data or results*.
- 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.
- Statistic chart of payments per teaching hours
in excess of the required minimum teaching hours of lecturers participating
in the program.
- 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.
1. Recruitment and selection criteria (including
moral standards and academic qualifications) for the purpose of appointment
and re-deployment are identified.
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.
2. Recruitment and selection criteria (including
moral standards and academic qualifications) for the purpose of appointment
and re-deployment are publicly communicated and published.
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- Professional and skill development and
succession plans.
- Selection criteria and recruitment procedures*.
- HR policies*.
- Job description*.
- Website.
- 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.
1. Academic and research staff’s competencies are
determined.
2. Academic and research staff’s competencies are
assessed.
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2. Academic and research staff’s competencies are
assessed.
- 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)*.
- Job description*.
- HR policies.
- Competence profiles*.
- Annual staff performance evaluation and rating
results*.
- 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.
2. The plan for professional training and
development of academic and research staff is formulated based on the program
requirements.
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.
- Results of the survey on/evaluation of the
professional training/mentoring needs of academic and research staff*.
- List of the academic and research staff members
having access to annual professional training/mentoring courses*.
- Plan for development of academic and research
staff*.
- Professional and skill development plans.
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- Plan and budget for training and development of
academic and research staff*.
- HR policies.
- Staff handbook.
- Job description.
- Competence profiles.
- 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.
Criterion 6.6. Management of
performance of academic and research staff (including reward and recognition)
is implemented to create a driving force and provide assistance towards
education and scientific research and community service activities.
1. Management of performance of academic and
research staff (including reward and recognition) is implemented to create a
driving force for education activities.
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3. Management of performance of academic and
research staff is implemented to create a driving force for community
services.
1. There are the annual detailed working
schedules of academic and research staff members.
2. Performance-based management is carried out.
3. Academic and research staff is satisfied with
assessment results, especially those assuring them reward and recognition
granted by the higher education institution and competent regulatory
authorities.
- Assessment report on management of academic and
research staff*.
- Set of assessment documents required for
commendation and rewarding activities*.
- Job description*.
- 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*.
- List of academic and research staff members
receiving surprise and annual rewards and recognition (specify reasons)*.
- 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.
1. Types and quantity of research activities
carried out by academic and research staff are established for quality
improvement.
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.
2. Results of assessment of satisfaction with
requirements concerning the quantity and quality of research activities
carried out by academic and research staff are monitored and benchmarked
annually for improvement of research activities.
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- Research handbook*.
- Job description*.
- Annual statistic chart of scientific researches
and community service activities*.
- Competence profiles*.
- Annual staff performance evaluation and rating
results*.
- Feedback from academic and research staff members
and stakeholders.
Standard 7. Support staff
Criterion 7.1. Support staff
planning (those who are working at libraries, laboratories, information
technology systems and other supporting services) are implemented to meet the
education, scientific research and community service needs.
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.
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3. Support staff planning is carried out to meet
the community service needs.
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).
3. Staff planning is based on analysis/forecast
of needs for staff members (who are working at libraries, laboratories,
information technology systems and other supporting services).
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*.
- Job placement proposal: Decision on approval of
the proposal.
- 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*.
- Plans for implementation of the staff planning.
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.
2. Employment, selection, appointment and
transfer criteria are made available to the public.
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.
3. Employment, selection, appointment and
transfer criteria are communicated to all academic and support staff, and
published by various means of communication, including the higher education
institution’s website.
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- Job description*.
- Staff handbook.
- Staff profiles, employment contracts; decisions
on recruitment, appointment and transfer of staff members.
- Plans/decisions on recruitment, appointment and
transfer of staff members*.
- Results of the analysis of/survey on needs and
inputs on job positions from stakeholders*.
- 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).
Criterion 7.3. Staff competencies
are determined and assessed.
1. Staff competencies are determined.
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1. There are procedures, methods, tools and
criteria for assessment of staff competencies7.
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*.
- Plan for assessment of staff competencies
(self-assessment, assessment conducted by seniors, colleagues and students,
etc.)*.
- 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.
Criterion 7.4. Professional
training and development needs of support staff are identified and necessary
activities must be implemented to meet these needs.
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.
- Results of assessment of the needs for the
professional training and development of staff members*.
- Plan and comprehensive budget for staff
training and development activities*.
- Notifications/registration forms of staff
members regarding the professional training and development needs*.
- Decisions to send staff members to training and
coaching courses; certificates or degrees of nominated staff members*.
- 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.
1. Management of performance of support staff (including
reward and recognition) is implemented to create a driving force for
education activities.
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3. Management of performance of academic and
research staff is implemented to create a driving force for community
services.
1. There are regulations on specific workload of
each staff member and regulations on monitoring, supervision and assessment
of performance of staff members, including regulations on reward and
recognition.
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.
4. All staff members are engaged in formulating
and commenting upon formulation of regulations on performance assessment.
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*.
- Peer review, emulation and rewarding system*.
- Job description*.
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- Reports/records/results of monitoring,
supervision and assessment of performance of staff members*.
- 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.
Standard 8. Students and student
support activities
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.
2. Student admission policy is made available to
the public.
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*.
- Database and statistics of student selection
and admission results*.
- Student selection and admission
notifications/plans, brochure, website of the higher education institution/faculty*.
- Annual human resource analysis and forecast*.
- Annual data on stakeholder inputs into the
formulation of student selection and admission policies*.
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.
2. Student selection and admission criteria and
methods are assessed.
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2. Student selection and admission criteria and
methods are reviewed and assessed annually.
- Annual student selection and admission
proposal/plan (specify student selection and admission criteria and
methods)*.
- 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*.
- Documents on the annual assessment of student
selection and admission activities*.
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.
2. The appropriate monitoring system is in place
to monitor students’ academic performance and workload.
1. There is a division/administrator assigned to
monitor students’ educational progress, academic performance and workload,
and give academic services officers warnings.
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3. Databases (tools) are in place to monitor
students’ educational progress; monitor the low-performing and dropout rate.
- Educational rules and regulations*.
- Approved regulatory documents on the study
program, clearly specifying students’ study load.
- Credit-based management system*.
- Data on annual learning results of students*.
- Reports and feedback on students’ learning
results and progress*.
- List/decision on approval of staff members
assigned to supervise student’s learning progress.
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.
3. A plan for learning advisory and consulting,
extra-curricular, competition activities and supporting services is in place
and implemented to improve students’ learning.
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.
- Documents evidencing the
establishment/appointment of the 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 and
employability*.
- Regulations on student learning advisory and
support services*.
- Complete chart of activities of clubs, research
groups, extracurricular activities, competitions, etc. accessible to
students*.
- List and decision on establishment of clubs,
teams, groups, etc.
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- List of higher education institutions,
enterprises/organizations cooperating/affiliated with the higher education
institution to support education, practical, internship and recruitment
activities*.
- Feedback from students on the quality and
effectiveness of learning advisory and job support activities*.
- 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.
1. The university’s outdoor landscape facilitates
students’ learning and research activities and gives them comfort.
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.
2. The higher education institution’s landscapes
are sanitary, and meet hygiene and safety requirements for the convenience of
all of its members.
3. The survey on attitudes of students and
stakeholders to the psychological, social setting and outdoor landscape of
the higher education institution is conducted.
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- School healthcare service data*.
- Notice boards/signboards displaying rules and
regulations of conduct at school*.
- Fire safety, school safety/food hygiene and
safety inspection/testing report*.
- Data on feedback on the psychological, social
environment and landscape from students and stakeholders*.
- Decision to set up the staff union and
extracurricular clubs joined by students.
Standard 9. Facilities and
infrastructure
Criterion 9.1. Office, classroom
and functional blocks are in place and furnished with equipment suitable for
educational and research activities.
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*.
- List of facilities, premises, etc.; logbook of
working condition, etc.*.
- New facilities and upgrading plans.
- Budget for facilities and infrastructure*.
- Statistics of data on dimensional measurements of
office, classroom and functional facilities, etc. that is used as a basis for
determination of the space-to-student ratio at school/in the study program*.
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.
2. Libraries and study resources are up to date
to assist in educational and research activities.
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2. Libraries and reading rooms operate under
rules/regulations/instructions, and are furnished with equipment necessary
for their operation9.
3. There are sufficient study resources (required
materials), including textbooks, reference materials, books (hard/soft copies
thereof that meet intellectual property regulations), etc. suitable to
support educational and research activities.
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.
- Design plan of the library*.
- Catalogues of books, textbooks, learning
materials and resources useful for the program*.
- Subject/course outline/specifications*.
- Instructional and regulatory documents of the
library; system for monitoring use of library’s materials*.
- Written requests, plans, cost estimates,
invoices, records of payments for investment in the library (e.g., books,
newspapers, magazines, materials, etc.)*.
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- Catalogues of textbooks, reference books and
materials that are annually up-to-date in the assessment cycle*.
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.
2. Laboratories, practice rooms and equipment are
up to date to meet training and research needs.
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.
3. There are persons in charge of the libraries
and practice rooms; records and documents required for monitoring, management
and assessment of effectiveness of equipment available in these facilities.
- 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.)*.
- Total costs incurred from purchase, repair and
maintenance of instruments or equipment*.
- 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*.
Criterion 9.4. The information
technology system (including online learning facilities) is fit and up to
date for training and research needs.
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.
1. The information technology system (including
computers, hardware, software, Internet, websites, etc.) is fit for training
and research activities.
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3. The information technology system is repaired,
maintained, serviced and updated to meet training and research needs.
4. Feedback on how the information technology
system meets the training and research needs is received from students and
stakeholders.
- Statistics of computers, hardware, software, IT
equipment, websites*.
- Logbooks for operation and maintenance of
computer rooms, hardware, software, communications networks, online meeting
rooms, websites*.
- Comments/feedback from students, lecturers and
stakeholders on the level of relevance of the IT system used for assisting in
educational and research activities*.
- 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*.
Criterion 9.5. Environmental,
health and safety standards are determined and implemented by taking into
consideration handicapped students’ special needs.
1. Environmental, health and safety standards are
determined by taking into consideration handicapped students’ special needs.
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1. Regulations on environmental, health and
safety standards that are determined are aligned with current regulations by
taking into consideration handicapped students’ special needs.
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.
- Regulatory documents on environment, health and
safety criteria introduced by the higher education institution*.
- 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.
- Data on feedback from students and stakeholders
on environmental health and safety activities (especially feedback from
handicapped students)*.
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.
2. Feedback and needs of stakeholders are
collected, handled and used for designing and developing the academic
curriculum.
- 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*.
- Reports/records of/conclusions obtained from
group discussions, dialogues and tracer studies, etc.
- 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*.
- Statistical chart of stakeholder demands in the
assessment cycle*.
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1. Curriculum design and development activities
are established.
2. Curriculum design and development activities
are assessed.
3. Curriculum design and development activities
are improved.
1. Curriculum design and development process is
in place.
2. Curriculum design and development process is
reviewed and developed.
3. Curriculum design and development process is
improved.
- Documents setting forth regulations on the
curriculum design and development process*.
- Forms/data/reports used in the surveys on
stakeholder inputs into design and development of the curriculum*.
- Reports/records of/conclusions drawn from group
discussions, dialogues, tracer studies, etc. providing feedback on the
curriculum and subject/course.
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Criterion 10.3. Learning and
teaching process and student assessment are reviewed and assessed on a
regular basis in order to ensure compatibility and conformity with the
expected learning outcomes.
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.
1. Regulations on the regular review and
assessment of the teaching process; the assessment of performance of
students, teaching and learning methods, student assessment methods in the
study program, are formulated to ensure the compatibility with the expected
learning outcomes.
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*.
- Records of review/assessment of the teaching
and learning process, and student assessment, of the department/faculty/university*.
- 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.
1. There are scientific researches on teaching
and learning activities.
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.
- Scientific research file*.
- 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*.
Criterion 10.5. Quality of
supporting services and utilities (e.g., those available at libraries,
laboratories, information technology systems and other necessary services) is
assessed and improved.
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2. Quality of supporting services and utilities
(e.g., those available at libraries, laboratories, information technology
systems and other necessary services) is improved.
1. There are regulatory documents setting out
regulations on quality of supporting services and utilities available at
libraries, laboratories, information technology systems and other necessary
services.
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.
- Regulatory documents on assessment of quality
of supporting services and utilities*.
- 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*.
- Information about results of improvement of the
quality of supporting services and utilities available at libraries,
laboratories, information technology systems and other necessary services*.
Criterion 10.6. The stakeholder
feedback mechanism is logical, assessed and improved.
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2. The stakeholder feedback mechanism is assessed
and improved.
1. The stakeholder feedback mechanism is logical.
2. The stakeholder feedback mechanism is
assessed.
3. The stakeholder feedback mechanism is
improved.
- 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*.
- Information about results of assessment and
improvement of the feedback mechanism*.
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.
1. Dropout or graduation (by due dates that are
not extended) rate is established. List of dropouts and graduates are
up-to-date annually.
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.
- Student database, including data used for
statistics, monitoring, reporting and assessment of the graduation or dropout
rate in the last five years of the assessment cycle10*.
- 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.
Criterion 11.2. Average time to
graduate is established, monitored and benchmarked for improvement.
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2. Average time to graduate is monitored.
3. Average time to graduate is benchmarked for
quality improvement.
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.
3. Final review/assessment of effectiveness of
measures to assist students in shortening the graduation time is made.
- 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*.
- Handbook/document for discovery and analysis of
causes of late graduation; logbook for consulting/assisting students in
shortening the graduation time*.
- Domestic and international benchmarking of
average time to graduate of students taking a study program in all forms of
education.
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Criterion 11.3. Post-graduation employment
rate is established, monitored and benchmarked for improvement.
1. Post-graduation employment rate is
established.
2. Post-graduation employment rate is monitored.
3. Post-graduation employment rate is benchmarked
for improvement.
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.
3. Benchmarking the rates of employed graduates
between study programs of the same higher education institution in a form of
education, or benchmarking such rates in the same domestic/international
study area/specialization, is carried out.
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*.
- Data on the survey/exchange/negotiation between
employers that aims to connect enterprises with the higher education
institution in all stages of the job training and seeking process*.
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.
2. Types and quantity of research activities of
students are monitored.
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.
2. Types and quantity of research activities of
students are monitored.
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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.
5. There are recommendations/funding of science
aligned with growth trends in the modern context and suiting students’
competences.
- Research plan/strategy of the higher education
institution aimed at students*.
- Statistics and assessment of research
activities of students in the assessment cycle*.
- Data on financial sources intended for
students’ research activities in the assessment cycle*.
- 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*.
Criterion 11.5. Satisfaction level
of stakeholders is established, monitored and benchmarked for improvement.
1. Stakeholder satisfaction level is established.
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3. Stakeholder satisfaction level is benchmarked
for improvement.
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.
3. The results of the survey on satisfaction
level and benchmarking are used as a basis to plan quality improvement
activities.
- 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.
- Assessment form/survey data, assessment
report/statistic report related to level of stakeholder satisfaction*.
- 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.
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.
3 Prerequisite courses; course duration;
implementation date/semester, etc.
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.
6 Research competence; competence in
formulating, designing and implementing the curriculum; competence in selecting
and applying the teaching and assessment method aligned with requirements
concerning the expected learning outcomes; competence in applying and utilizing
information technology to facilitate teaching activities; competence in
supervising and self-assessing quality; research and community contribution
competence, etc.
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8 Self-assessment, assessment conducted
by seniors, colleagues and students, etc.
9 Seats, desks and chairs,
computers/devices, search software, printers, etc.
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.
