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MINISTRY OF
EDUCATION AND TRAINING
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|
SOCIALIST
REPUBLIC OF VIETNAM
Independence - Freedom - Happiness
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No.:
18/2013/TT-BGDDT
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Hanoi, May 14,
2013
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CIRCULAR
PROMULGATION OF TRAINING PROGRAM FOR HIGHER EDUCATION AND VOCATIONAL
TRAINING ACCREDITORS
Pursuant to Decree No.36/2012/ND-CP dated
April 18, 2012 of the Government providing for functions, missions, rights and
the organizational structure of the Ministry and ministerial agencies;
Pursuant to Decree No.32/2008/ND-CP dated
March 19, 2008 of the Government providing for functions, missions, rights and
the organizational structure of the Ministry of Education and Training.;
Pursuant to the Law on Education dated June
14, 2005; amendment to some articles of the above-mentioned law dated November
25, 2009 and Tertiary Education dated June 18, 2012;
Pursuant to Decree No.75/2006/NDCP dated
August 02, 2006 of the Government providing for details and guidelines for some
articles of the Law on Education; Decree No.31/2011/ND-CP dated May 11, 2011 of
the Government on the amendment to some articles of the former Decree; Decree
No.07/2013/ND-CP dated January 09, 2013 of the Government to the amendment to
point b of clause 13 in Article 1 of the of the latter Decree.
Pursuant to the Minutes dated March 15, 2013
of the Appraisal Council of the Training program for higher education and
vocational training accreditors;
At the
request of the Director of Department of Education Testing and Accreditation;
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Article 1. The training program for higher education and
vocational training accreditors is issued together with this Circular.
Article 2. This circular comes into force from June 28, 2013.
Article 3. The chief office,
Director of Department of Education Testing and Accreditation,
relevant entities affiliated with the Ministry of Education and Training; Chairperson
of People's Committees of centrally-affiliated provinces and cities; Director
of department of education and training; national and regional universities,
institution; Rector of universities, colleges and vocational colleges and
Director of education accreditation organizations shall take responsibility to
implement this Circular./.
PP. MINISTER
DEPUTY MINISTER
Bui Van Ga
PROGRAM
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I. OBJECTIVES
General objective
The training program for higher education and
vocational training accreditors aims at providing learners with knowledge,
skills and attitude to perfectly carry out the responsibility and mission of
higher education and vocational training accreditors.
2. Particular objectives
a) In terms of knowledge
Learners shall be provided with:
- General knowledge of
education quality assurance and accreditation;
- The understanding of
organizational structure and operation of higher education and vocational
training quality assurance and accreditation by Vietnamese, international and
regional organizations;
- The understanding of the
standard system and procedure for the evaluation of higher education and
vocational training quality assurance and accreditation;
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b) In terms of skills
Learners shall be provided with the following
skills:
- Analysis, consolidation,
evaluation of self-assessment report by educational facilities or training
programs and relevant documents;
- Interview, observation,
information collection and processing during the process of peer-assessment;
- Self-motivation and
critical thinking;
- Design and implementation
of plans for peer-assessment;
- Teamwork and leadership;
organization, operation and combination among peer-assessment activities;
- Analysis, evaluation,
comparison of all parts of educational facilities’ activities or training
programs complying with standards and criteria for evaluation of education
quality; preparation of peer-assessment report according to allocated criteria
and completion of the entire peer-assessment report.
c) In terms of attitude
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II. ELIGIBLE LEARNERS
Eligible learners are those who wish to be the
education accreditor and meet requirements as prescribed at point b of clause 2
and point b of clause 3, 6 and 7 in Article 4 of Circular No.60/2012/TT-BGDDT.
To be specific, an eligible learner must:
1. have at least a master
degree;
2. have worked as a teacher, lecturer, and educational
manager of a higher education institution or vocational college for at least 10
years;
3. at least obtain an IT
Certificate Level B;
4. at least achieve a Foreign Language Certificate
Level B1 or 3 in the six-point scale in accordance with the Common European
Framework of Foreign Language
III. CONTENTS OF THE PROGRAM
1. Unit of measurement
of learning volume
The training program applies the academic credit
system. The period and credit are used as the measurement unit of
learning volume. Each period is claimed to last for 50 minutes of a theory
class or equivalent. Each credit shall be earned through 15 periods of a theory
class, 30 - 45 periods of practice, self-research, discussion or 45 - 60 hours
of exercises.
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Total minimum volume of learning consists of 6
credits, in particular:
- General knowledge of
education accreditation and quality assurance: 2 credits
- Higher education and
vocational training accreditation: 3 credits
- Practice at the end of
the course: 1 credit
3. Contents and minimum
volume of learning
No.
Topic
Number of
credit
Number of
period
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Discussion, practice, self-studying
Module A: General knowledge of education
accreditation and quality assurance
2
15
30-45
I
Overview of education accreditation and
quality assurance
12
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1
Notions of education quality and models of
quality management.
3
6-9
2
The system of education quality assurance and
accreditation in the world.
2
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3
The model and elements of the system of
education quality assurance
2
2-3
4
The internal quality assurance and
self-assessment
2
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5
The external quality assurance and peer-
assessment
3
8-12
II.
The system of education quality assurance
and accreditation in Vietnam
3
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1
The policy on education quality assurance and
accreditation in Vietnam and development orientation
1
2-3
2
Vietnam’s
system of legislative documents on education quality assurance and
accreditation
1
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3
The results of creation and development of
education quality assurance and accreditation system of Vietnam
1
2-3
Module B: Higher education and vocational
training accreditation
3
16
58-87
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The procedure, cycle, evaluation standard
and guidelines for implementation
8
14-21
1
The procedure, cycle of higher education and
vocational training quality assurance and accreditation
1
2-3
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Standards for evaluation of quality of
higher education and vocational training
2
4-6
3
Guidelines for applying standards for
evaluation of quality of higher education and vocational training
3
4-6
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Guidelines for self- assessment
1
2-3
5
Guidelines for peer-assessment
1
2-3
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Methods of survey, analysis, evaluation and
peer-assessment report making
8
44-66
1
Required skills for survey, analysis,
evaluation and peer-assessment report making
3
12-18
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Exercise 1: Analyzing self-assessment report
2
10-15
3
Exercise 2: Making plan for peer- assessment
1
6-9
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Exercise 3: Playing the role of
peer-assessment delegation for the purpose of surveying educational
facilities or training programs and making the peer-assessment report
2
16-24
Module C: Practice at the end of the
course
1
0
45-60
Total
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31
133-192
IV. DISCRIPTION OF MODULE
CONTENTS
MODULE A: GENERAL KNOWLEDGE OF
EDUCATION QUALITY ASSURANCE AND ACCREDITATION
I.
Overview of education accreditation and quality assurance
1. Notions of education
quality and models of quality management (6 periods)
a) Objectives
Make sure learners understand general notions of
education quality and management models of education quality; be able to
classify, explain, illustrate the difference among the educational models of
quality management and apply that knowledge in the process of involving in
education accreditation.
b) Contents
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- Notions of education
quality;
- Requirements for
education quality management;
- Models of quality
management: quality control, assurance and overall quality management;
- The internal and external
quality assurance; connections and challenges; forms of external quality
assurance such as quality evaluation and audit and education accreditation;
- The roles of parties
concerning education quality assurance (e.g. The Government, schools, learners,
employers and etc)
2. The system of
education quality assurance and accreditation in the world (5 periods)
a) Objectives
Make sure learners understand basic contents of
the system, development trends of education quality assurance and accreditation
in the world depending on geographical areas, organizations, regional and
international networks; be able to apply that knowledge in the process of
involving in the education accreditation.
b) Contents
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+ International Network for Quality Assurance
Agencies in Higher Education –INQAAHE;
+Asia-Pacific Quality Network –APQN;
ASEAN University Network (AUN;
+ASEAN Quality Assurance Network (AQAN);
+ Other education quality assurance agencies;
- Education quality assurance and accreditation
of some countries and areas in the world:
+ The education quality assurance and
accreditation of The United State and North America: Overview of process of
development of education quality assurance and accreditation in the
United State; The system of School Accreditation Agencies and the training
program of the United State; The accreditation of training programs of ABET,
AACSB, TEAC agencies and so forth
+ The education quality assurance and
accreditation of Europe: The process of development of education
quality assurance and accreditation in Europe; the Bologna Agreement and
impacts on education quality assurance and accreditation in Europe; The
standard code of guidelines for education quality assurance and accreditation
in Europe and so on.
+ The education quality assurance and
accreditation of Asian-Pacific Oceanian countries: Quality assurance and
accreditation in schools and training programs in some Asian-Pacific Oceanian
countries such as Australia, the Philippines, Japan, India, China, Southeast
Asian countries and so forth.
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a) Objectives
Make sure learners understand fundamental
notions of models and elements of the system of education quality assurance; be
able to analyze and select appropriate models in pursuit of designing and
developing the system of education quality assurance and apply that knowledge
in the process of involving in education accreditation.
b) Contents
- Models of education quality assurance;
- Roles of the employer and other relevant
entities;
- Standards of quality assurance;
- Notions of standards, criteria, index and
benchmarks;
- Quality measurement;
- Quality Assurance in reality;
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4. The internal quality assurance and
self-assessment (3 periods)
a) Objectives
Make sure learners understand objectives,
general information and particular activities of the internal quality
assurance, self-assessment of education facilities and training programs; be
able to present the procedure for self-assessment and quality improvement,
apply that knowledge in the process of involving in education quality assurance and accreditation, conduct a research,
analyze the self-assessment report, consolidate and make specific decision.
b) Contents
- The purpose of internal quality assurance and
self-assessment;
- The model of education quality;
- The model of education quality;
- The process of education quality;
- Internal quality assurance and self-assessment
process;
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- Impacts of self-assessment on quality
improvement of the schools;
- The consistency of education quality
assurance.
5. The external quality assurance and
peer-assessment (7 periods)
a) Objectives
Make sure learners understand the importance of
external quality assurance and peer-assessment; be able to apply fundamental
rules of the external quality assurance and peer-assessment in the process of
education quality assurance and accreditation; present basic contents of field
research, analyze, consolidate, come to decisions, make research report, apply
necessary skills for field research and prepare the report to accomplish the
mission of peer- assessment.
b) Contents
- The importance of external quality assurance and
peer assessment;
- Accreditor management;
- Accreditor Training;
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- Criteria for accreditor selection;
- The purpose of field research;
- Making plans for research;
- Preliminary and official research;
- Document research, interview and observation
skills;
- Notes
during the process and end of research;
- Preparation of peer-assessment report;
- Notes when making the peer- assessment report
II. The system of education quality assurance
and accreditation in Vietnam
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a) Objectives
Make sure learners understand fundamental
contents of education quality assurance and accreditation which have been done
so far in Vietnam over the years; present experiences of peer-assessment
organizations in some schools, training programs and development trends of
education quality assurance and accreditation of Vietnam in the future.
b) Contents
- The process of development of education
quality assurance and accreditation system in Vietnam;
- Accumulation of experiences in education
quality assurance and accreditation inVietnam;
- The experience report of some peer-assessment
delegations;
- Development trends of education quality assurance
and accreditation in Vietnam;
2. Vietnam’s system of legislative documents
on education quality assurance and accreditation (2 periods)
a) Objectives
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b) Contents
- Requirements for education quality assurance
and accreditation prescribed in the Law on Education (2005), amendments to some
articles of the Education Law (2009), Tertiary Education (2012) and Education
Development Strategy (2010);
- Legislative documents concerning higher
education and vocational training quality assurance and accreditation in Vietnam
3. The results of creation and development of
education quality assurance and accreditation system in Vietnam (2 periods)
a) Objectives
Make sure learners understand the creation
process and development orientation of education quality assurance and
accreditation system in Vietnam and be able to apply that knowledge in the
process of involving in the education accreditation.
b) Contents
- The process of creation and development of
education quality assurance and accreditation system in Vietnam;
- Main outcomes, unsettled issues and challenges
of education quality assurance and accreditation in Vietnam
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III. The procedure, cycle, evaluation
standard and guidelines for implementation
1. The procedure, cycle of higher education
and vocational training accreditation (2 periods)
a) Objectives
Make sure learners understand steps in the
procedure for education accreditation, quality assurance and accreditation
which are required to be carried out in education facilities and training
programs in a cycle of education accreditation and apply that knowledge in the
process of involving in the education accreditation.
b) Contents
- The procedure, cycle of higher education and
vocational training accreditation
- Steps and notes in the procedure for the
higher education and vocational training accreditation
2. Standards for evaluation of quality of
higher education and vocational training (4 periods)
a) Objectives
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b) Contents
- Standard codes for evaluation of quality of
higher education and vocational training
- Standard codes for evaluation of quality of
training programs at tertiary level
3. Guidelines for applying standards for
evaluation of quality of higher education and vocational training (5 periods)
a) Objectives
Make sure learners understand the description of
standards, criteria for quality evaluation, be able to analyze the content,
search information and evidences for standards, criteria for evaluation of
quality of education facilities and training programs promulgated by the
Ministry of Education and Training and apply that knowledge in the process of
involving in the education accreditation.
b) Contents
- Description of each criterion in the standard
code;
- Searching information and evidences for the
criteria in standard code for education quality evaluation
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a) Objectives
Make sure learners get access to the design and
launch of the plan for self-assessment in accordance with the standard code for
education quality evaluation promulgated by the Ministry of Education and
Training; apply the knowledge in drafting and completing the criteria and
self-assessment report; be able to give educational facilities and training
programs advice about self-assessment
b) Contents
- Guidelines for self-assessment of higher
education institutions and vocational colleges;
- Guidelines for self-assessment of training
programs in higher education;
- Experiences and notes during the process of
carrying out self-assessment
5. Guidelines for peer-assessment (2 periods)
a) Objectives
Make sure learners get access to the design and
launch of the plan for peer-assessment in accordance with the standard code for
education quality evaluation promulgated by the Ministry of Education and Training;
apply the knowledge and skills for peer-assessment in the process of involving
in the education accreditation.
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- Guidelines for peer-assessment by Vietnamese
- Guidelines for peer-assessment by some
international peer-assessment organizations;
- The role of each member in peer- assessment;
Regulations and requirements regarding
occupational moral and responsibility of education accreditors
IV. Methods of survey, analysis, evaluation
and peer-assessment report making
1. a) Objectives
Make sure learners get access to required skills
for survey, analysis, evaluation and peer assessment report making; know how to
apply these skills in the process of involving in education accreditation.
b) Contents
- Analysis
and judgment skills for self-assessment in educational facilities;
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- Teamwork and decision-making skills;
- Problem solving skills;
- Leadership skills for peer-assessment
delegations;
- Plan-making and coordination of
peer-assessment skills;
- Peer-assessment report making skills
2. Exercise 1: Analyzing self- assessment
report (7 periods)
a) Objectives
Make sure learners broaden their knowledge and skills
through the analysis of self-assessment report and apply them in the process of
involving in education accreditation.
b) Contents
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- In-depth analysis of evaluation criteria
skills;
- Teamwork skill for analyzing self-assessment
report;
- Skills for making evaluation report of
self-assessment report
3. Exercise 2: Making plan for
peer-assessment (4 periods)
a) Objectives
Make sure learners broaden their knowledge and skills
through designing the plan for peer-assessment of educational facilities or
training programs and apply them in the process of involving in education
accreditation.
b) Contents
- Special skills for designing and launching the
plan for preliminary and official survey of peer-assessment;
- Practice in group in preparing and launching
the plan for preliminary survey;
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4. Exercise 3: Playing the role of
peer-assessment delegation for the purpose of surveying educational facilities
or training programs and making the peer-assessment report (8 periods)
a) Objectives
Make sure learners broaden their knowledge and
skills through playing different roles in the peer-assessment delegation when
conducting the survey in educational facilities or training programs and apply
them in the process of involving in education accreditation.
b) Contents
- Skills for judgment and evaluation of
self-assessment report of educational facilities or training programs, reaching
a consensus on comments and making peer-assessment report;
- Practice in group in judging, evaluating,
reaching a consensus on practical comments on educational facilities or
training programs according to the self-assessment report of educational
facilities and the official survey results.
- Practice in group in preparing the
peer-assessment report including criteria, standard and overall reports.
MODULE C: PRACTICE AT THE END
OF THE COURSE
1. Objectives
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2. Contents
Prepare a peer-assessment report of an
educational facility or a training program in compliance with assigned
standards or criteria.
V. GUIDELINES FOR
IMPLEMENTATION
1. Training facilities
The National University of Hanoi and Ho Chi Minh
and other educational facilities are eligible to undertake the mission of
training higher education and vocational training accreditors if they:
a) have at least 5 lecturers including 3
full-time lecturers who gained a master degree and used to enroll on training
courses in education quality assurance and accreditation run by accredited
international organizations and received the certificate of accreditor
training.
b) have adequate resources of infrastructure,
equipments (e.g. learning rooms, the library, website, etc) to implement the
training program for accreditors;
c) have experiences in providing training and
launching activities of self-or peer-assessment and involve in the evaluation
of educational facilities and training programs;
d) have detailed training programs with learning
volume not less than the minimum one in accordance with regulations of this
Program; in-depth outlines for each topic which specify vital conditions,
contents, compulsory reading document and references, the interaction between
trainers and trainees, testing and evaluating methods of each topic;
appropriate documents for the organization of training. The detailed training
program and outline for each topic as well as references must be approved by
the Ministry of Education and Training in consideration of inspection of
experts.
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a) Training facilities shall review and amend
relevant legislative and guiding documents, appropriate references and put them
into the detailed program each year.
b) Training facilities shall develop the plan
for class-holding, regulations on admission dossier, fees and tuition fee and
make them publicly available on the website of training facilities and other
media, have specific training program for each course and introduce the course
regulation.
The course regulation shall include requirements
for people who involve in the organization of the course, lecturers, learners;
organization of examination, marking and processing of examination appeals;
conditions and procedures for issuance and revocation of the certificate of
training.
The course regulation and detailed training
program for each course shall be made publicly available on the website of
training facilities and informed learners in prior to the starting date.
c) Combine training models between self-studying
with guidance (online correspondence course) and full-time courses in training
facilities, employ methods of quality assurance and improve the training efficiency;
Module A is presented by learners’ self-studying with guidance while Module B
provides full-time courses and Module C means learners’ self-actualization with
guidance. Training facilities shall allocate the guides to advise learners on
the practice at the end of the course.
d) For Module A which is combined by the theory
class and self-studying with guidance: Training facilities shall reasonably
arrange the time for the theory class and self-studying of learners under the
guidance of the lecturer in charge. Lecturers shall take responsibility to
answer all questions of learners during the self-studying process.
d) For Module B which provides full-time
courses: combine the presentation of lecturers and the organization of
activities for learners; lecturers shall shoulder responsibility to advise
learners on participating in group activities and there is no more than 07
members in a group.
e) Teaching materials (online) shall be sent to
learners after they enroll for the course and before the starting date.
3. Examination and evaluation
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- Exercises (constructed response assignment)
shall be prepared depending on each topic which requires learners to show their
understanding after studying each topic. Learners shall take responsibility to
finish all the exercises and hand them in to the lecturer. The lecturer shall
mark the exercises and send the results as well as feedbacks to learners on
schedule.
- Learners shall seat an exam after finishing
Module A at the training facility before starting Module B.
- Learners are eligible to take the final exam
of Module A if they complete all constructed response exercises and earn an
average results of at least 60 points on a scale from 0 to 100 for these
exercises
- Learners are eligible to pass Module A if they
gain the results of at least 60 points on a scale from 0 to 100 for the final
exam of Module A.
- Only people
who pass Module A are allowed to enroll on the Module B.
b) Module B: Higher education and vocational
training accreditation
- Learners shall take 3 exercises in group
including:
Exercise 1: Analyzing the self-assessment report
Exercise 2: Making plans for peer-assessment
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- Learners are eligible to pass Module B if they
earn 80% of class hours and complete all 3 exercises.
- Only people who pass Module B are eligible to
do the practice at the end of the course according to Module C.
c) Model C: Practice at the end of the course
- Requirement: Prepare a peer-assessment report
of an educational facility or a training program complying with assigned
standards or criteria under the guidance of the training facility.
- Time for completing the practice: no more than
15 days
- Training
facilities shall give mark to the practice at the end of the course. There are
at least 2 examiners for each practice (the mark is given on a scale from 0 to
100)
- Learners
are eligible to pass Module C if they earn at least 50 points on a scale from 0
to 100 for the practice.
d) Retention of Module records
Learners are required to re-take the Module that
they failed. Learners who fail Module C may be entitled to have their academic
records of Module A and B retained for one year from the day starting the
course.
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a) Learners are eligible to receive the
certificate if they pass all 3 Modules.
b) The evaluation results and mark of Module A
(General knowledge), B (Higher education and vocational training accreditation)
and C (Practice at the end of the course) shall be written in the mark
statement and issued together with the certificate of accreditor training.
c) The Director of the training facility shall
issue the certificate of accreditor training to people who finish the course.
The certificate template shall comply with regulations in force of the Ministry
of Education and Training on the certificate template of the national education
system used for training programs with printable certificate.