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THE MINISTRY OF
EDUCATION AND TRAINING
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THE SOCIALIST
REPUBLIC OF VIETNAM
Independence - Freedom - Happiness
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No.
04/2016/TT-BGDDT
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Hanoi, March 14,
2016
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CIRCULAR
ON
QUALITY ASSESSMENT STANDARDS FOR HIGHER EDUCATION PROGRAMS
Pursuant to the Education Law dated June 14,
2005; the Law on Amending several provisions of the Education Law dated
November 25, 2009;
Pursuant to the University Education Law dated
June 18, 2012;
Pursuant to the Government’s Decree No.
36/2012/ND-CP dated April 18, 2012 prescribing functions, duties and powers and
organizational structure of Ministries and Ministry-level bodies;
Pursuant to the Government’s Decree No.
32/2008/ND-CP dated March 19, 2008 setting forth regulations on functions,
duties and powers and organizational structure of the Ministry of Education and
Training;
Pursuant to the Government’s Decree No.
141/2013/ND-CP dated October 24, 2013 specifying and guiding the implementation
of several Articles of the University Education Law;
Pursuant to the Government’s Decree No.
75/2006/ND-CP dated August 2, 2006 specifying and guiding the implementation of
several Articles of the Education Law; the Government’s Decree No.
31/2011/ND-CP dated May 11, 2011 providing for amendments to several Articles
of the Government’s Decree No. 75/2006/ND-CP dated August 2, 2006 specifying
and guiding the implementation of several Articles of the Education Law; the
Government’s Decree No. 07/2013/ND-CP dated January 9, 2013 providing for
amendments to Point b Clause 13 Article 1 of the Decree No. 31/2011/ND-CP dated
May 11, 2011 amending several Articles of the Government’s Decree No.
75/2006/ND-CP dated August 2, 2006 specifying and guiding the implementation of
several Articles of the Education Law;
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The Minister of Education and Training hereby
adopts this Circular providing for quality assessment standards for undergraduate-level
education programs.
Article 1. Issued together herewith is the Regulation on quality
assessment standards for higher education programs.
Article 2. This Circular shall enter into force from April 29, 2016.
Article 3. The Minister to the Office, Director of the Educational
Quality Testing and Inspection, Heads of relevant subsidiaries of the Ministry
of Education and Training, Chairpersons of centrally-affiliated cities and
provinces, Heads of bodies in charge of administration of post-secondary
institutions, Heads of institutions providing higher education programs, and
Directors of educational quality assessment organizations, shall be responsible
for implementing this Circular./.
PP. MINISTER
DEPUTY MINISTER
Bui Van Ga
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ON
QUALITY ASSESSMENT STANDARDS FOR HIGHER EDUCATION PROGRAMS (Annexed to
the Circular No. 04/2016/TT-BGDDT of the Minister of Education and Training)
Chapter I
GENERAL PROVISIONS
Article 1. Application scope
and subjects
1. This Instrument sets forth regulations on
quality assessment standards for education programs at the undergraduate,
master and doctoral level (hereinafter referred to as higher education levels).
2. This Instrument shall apply to universities,
academies, colleges and scientific research institutes authorized to provide
doctoral-level education, foreign-invested higher education institutions
(hereinafter referred to as higher education institution) providing education
programs at higher education levels within the territory of Vietnam as well as
other relevant organizations or individuals.
Article 2. Definitions
For the purpose of this Instrument, terms used
herein shall be construed as follows:
1. Education program designed for a specific
level includes objectives and requirements relating to knowledge, skills and
learners' behaviors or attitudes to be achieved upon graduation; program
contents, methodologies and activities; technical and physical facilities,
institutional structure, functions, duties and academic activities of the
educational institutions entrusted with the conduct of prescribed fields of
study.
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3. Education program quality refers to any
fulfillment of general, specific objectives and graduation requirements set out
in a level-specific education program, conformity with all of legal
requirements referred to in the University Education Law and National Knowledge
Framework, and satisfaction of human resource needs of local areas
4. Quality assessment standards for higher
education programs refer to the number of requirements of contents and
conditions that an education program must meet to qualify for an accredited one
for its conformity with approved education quality standards.
5. Quality assessment criteria for higher
education programs refers to the number of requirements and conditions that
an education program must meet in terms of a specific aspect of each standard.
6. Contrasting and comparing refers to a
combination of contrasting and comparing a higher education institution or
education program with a set of educational quality assessment standards or
with another designated higher education institution or education program
respectively.
7. Assessment of higher education programs refers
to data collection and processing, giving of opinions based on assessment
standards for all of the activities related to an education program in a higher
education institution including, inter alia, its objectives and graduation
requirements; program description; its curriculum structure and contents;
learning and teaching approaches; assessment of students’ learning outcomes;
staff of lecturers or academics; education-related employees; students and
supports given to students; education-related facilities or equipment;
improvement of post-graduation quality and outcomes.
Article 3. Purposes of
adopting quality assessment standards for higher education programs
1. Higher education institutions shall rely on such
standards to assess activities relating to education programs on their own
initiative to continuously improve their education quality and to address
practical conditions of education quality of specific education programs to
competent authorities and society.
2. Education quality assessment organizations shall
utilize such standards to assess and grant or deny granting accreditation of
conformity with education quality standards for education programs.
3. Other organizations or individuals shall, based
on such standards, give their opinions, assess and participate in public
consultations on education programs designed by higher education institutions
in which they are interested.
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1. Assessment of each criterion in each standard
shall be subject to 7-level scale, including:
a) Level 1: Absolutely incompliant. Immediate
corrective actions should be taken;
b) Level 2: Incompliant. Corrective actions need to
be taken;
c) Level 3: Not fully compliant. Minor corrective
actions should be taken to become compliant;
d) Level 4: Compliant;
dd) Level 5: More compliant than expected;
e) Level 6: Well compliant;
g) Level 7: Perfectly compliant.
2. Any criteria that fall into level 1 through
level 3 are considered “Not Satisfied” while they are deemed “Satisfied” if
falling into level 4 through level 7.
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QUALITY ASSESSMENT
STANDARDS FOR EDUCATION PROGRAMS
Article 5. Standard 1:
Objectives and graduation requirements
1. Objectives of an education program shall be clearly
defined and align with a higher education institution’s missions and visions as
well as conform to higher education objectives provided in the University
Education Law.
2. Graduation requirements of an education program
shall be clearly determined and cover all common and particular requirements
that students must achieve upon completion thereof.
3. Graduation requirements must have the effect of
reflecting requirements of relevant parties, regularly reviewed, adjusted and
made available to the public.
Article 6. Standard 2: Program
summary
1. This summary must provide sufficient and updated
information
2. The course outline must give sufficient and
updated information.
3. The program summary and course outline must be
made easily accessible to the public and parties involved.
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1. A program curriculum must be designed on the
basis of graduation requirements.
2. Contribution of each program course to
achievement of graduation requirements must be explicit.
3. Teaching curriculum must have the logical
structure and process with updated and integrative contents.
Article 8. Standard 4: Teaching
and learning approaches
1. Educational philosophies or objectives must be
clearly declared and widely communicated to relevant parties.
2. Teaching and learning activities must be
designed to meet graduation requirements.
3. Teaching and learning activities must promote
skill training and enhance learning abilities during student's lifetime.
Article 9. Standard 5:
Assessment of students’ learning outcomes
1. Assessment of students’ learning outcomes must
be subject to levels in which specific graduation requirements are met.
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3. Methodologies of learning outcome assessment
must be diversified and ensure worthiness, reliability and fairness.
4. Assessment results must be subject to timely
feedbacks in order for students to improve their learning efforts.
5. Students must be able to gain easy access to the
procedures for complaint about their learning outcomes.
Article 10. Standard 6: Staff
of lecturers and academics
1. Planning of staff of lecturers and academics
(including attraction, admission, appointment, arrangement and employment
contract termination and grant of permission for retirement) are implemented to
meet needs for training, scientific research and community support activities.
2. Student/ lecturer rate and workload of lecturers
and academics shall be measured and monitored as a basis for increased quality
of training, scientific research and community support activities.
3. Lecturers and academics recruitment and
selection criteria (including moral standards and academic qualification) for
the purpose of appointment and work transfer must be defined and availably
communicated to the public.
4. Capacity of staff of lecturers and academics
must be subject to determination and assessment.
5. Needs for professional training and development
for staff of lecturers and academics must be defined and necessary activities
must be implemented to meet such needs.
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7. Forms and quantity of research projects of
lecturers and academics must be established, monitored, and subject to
contrasting and comparing procedures to improve their quality.
Article 11. Standard 7:
Employees
1. Planning of employees (those who are working for
libraries, laboratory facilities, information technology systems and other
auxiliary services) are effected to meet needs for training, scientific
research and community support activities.
2. Recruitment, selection, appointment and transfer
procedures must be defined and made available to the public.
3. Employee qualification must be subject to
determination and assessment.
4. Needs for professional training and development
for employees must be defined and necessary activities must be implemented to
meet such needs.
5. Managerial activities based on performance of
employees (including grant of reward and recognition) must be effected to
create a driving force and provide assistance towards training and scientific
research and community support activities.
Article 12. Standard 8:
Students and supports given to students
1. Student admission policy must be clearly
defined, made available to the public and kept updated.
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3. An appropriate monitoring system must be in
place to monitor students’ learning and school activity progress, study
outcomes and workloads.
4. Learning advisory and consulting,
extra-curriculum, competition activities and auxiliary services must be
accessible to students to improve their learning performance and increase
post-graduation employment opportunities.
5. Psychological and social environment and
facility landscape must facilitate students’ training, research activities and
relaxation.
Article 13. Standard 9:
Facilities and equipment
1. A system of work, study and functional rooms
must be provided with equipment suitable for training and research
activities.
2. Libraries and learning materials must be
sufficient and up to date to assist training and research activities.
3. Laboratories, practice rooms and equipment must
be relevant and up to date for training and research activities.
4. The information technology system (including
online learning facilities) must be relevant and up to date for training and
research activities.
5. Environmental, health and safety standards must
be determined and effected by taking into consideration handicapped students’
special needs.
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1. Feedbacks and needs of parties concerned must be
used as a basis for designing and developing education programs.
2. Design and development of education programs
must be effected, assessed and improved.
3. Learning and teaching process and learning outcome
assessment must be reviewed and assessed on a regular basis in order to ensure
compatibility and conformity with graduation requirements.
4. Scientific research results must be utilized to
improve learning and teaching performance.
5. Quality of auxiliary services and all
conveniences, such as libraries, laboratory rooms, information technology
systems and other necessary services, must be assessed and improved.
6. The feedback mechanism of parties involved must
be systematic and subject to assessment and improvement.
Article 15. Standard 11:
Student outcomes
1. Dropout and graduation rate must be determined,
monitored and subject to contrasting and comparing procedures to improve
education quality.
2. Average time limits for graduation must be determined,
monitored and subject to contrasting and comparing procedures to improve
education quality.
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4. Forms and quantity of researches conducted by
students must be established, monitored, and subject to contrast and comparison
requirements to improve their quality.
5. Satisfactoriness levels of parties involved must
be determined, monitored and subject to contrasting and monitoring procedures
for education quality improvement.
Chapter III
IMPLEMENTATION
Article 16. The Educational
Quality Testing and Inspection Department
The Educational Quality Testing and Inspection
Department shall provide guidance on application of assessment standards and
instructions on self-assessment and external assessment practices in order for
higher education institutions and education quality assessment entities to
implement them in a consistent manner.
Article 17. Authorities in
charge of directly managing higher education institutions
Authorities in charge of directly managing higher
education institutions shall show these institutions the way to decide on
assessment methodologies for respective education programs in accordance with
Clause 2 Article 18 hereof; provide higher education institutions with
expeditious and advantageous conditions to design their education programs that
seek to meet education quality standards over periods of time.
Article 18. Higher education
institutions
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2. For specific education programs, one or some of
the following alternative assessment procedure(s) is/are conducted at higher
education institutions’ choice in accordance with:
a) the standards adopted by regional or
international prestigious organizations specializing in education quality
assessment and inspection and those that have qualified for the List of
international education quality inspection organizations accredited in Vietnam,
announced by the Ministry of Education and Training;
b) the quality assessment standards for specific
education programs adopted by the Minister of Education and Training;
c) the standards that hereby enter into force.
Article 19. Education quality
inspection organizations
Education quality assessment organizations shall
consult this Regulation to assess and accredit any education programs of higher
education institutions that meet stated education quality standards./.