Vietnam higher education has attempted innovations in increased efforts to integrate well into the world’s education. One of the most prominent innovative activities is quality assurance. Adopting a historical approach, this paper presents the Vietnam higher education quality assurance renovating process including three phases: the centrally planned economy period (1954–1986), the reform period (1986–2000) and the international integration period (2000–2017). At each stage, it is referred to the perspective, the system, the mechanism, and the achievements of Vietnam higher education quality assurance. By taking a historical stance, the paper presented the continued advance of higher education management, the role and significance of quality assurance as an integration commitment of Vietnam education in the context of globalization by Nguyễn Văn Hiệp 2020. Quality assurance in Vietnam’s higher education: Insights into past and present challenges. International Journal on Integrated Education. 3, 8 (Aug. 2020), 36-42. DOI:https://doi.org/10.31149/ijie.v3i8.532 https://journals.researchparks.org/index.php/IJIE/article/view/532/507 https://journals.researchparks.org/index.php/IJIE/article/view/532
Quality assurance in Vietnam’s higher education: Insights into past and prese...SubmissionResearchpa
Vietnam higher education has attempted innovations in increased efforts to integrate well into the world’s education. One of the most prominent innovative activities is quality assurance. Adopting a historical approach, this paper presents the Vietnam higher education quality assurance renovating process including three phases: the centrally planned economy period (1954–1986), the reform period (1986–2000) and the international integration period (2000–2017). At each stage, it is referred to the perspective, the system, the mechanism, and the achievements of Vietnam higher education quality assurance. By taking a historical stance, the paper presented the continued advance of higher education management, the role and significance of quality assurance as an integration commitment of Vietnam education in the context of globalization by Nguyễn Văn Hiệp, 2020. Quality assurance in Vietnam’s higher education: Insights into past and present challenges. International Journal on Integrated Education. 3, 8 (Aug. 2020), 98-106. DOI:https://doi.org/10.31149/ijie.v3i8.541 https://journals.researchparks.org/index.php/IJIE/article/view/541/517 https://journals.researchparks.org/index.php/IJIE/article/view/541
SECONDAY EDUCATION IN COMPARATIVE PERSPECTIVE-8624EqraBaig
This document provides an overview of secondary education systems in several countries for comparative analysis, including:
- The UK and US systems emphasize compulsory education between ages 12-16/18 and assessment through exams. Curricula focus on core academic subjects with some vocational options.
- Japanese secondary education is compulsory between ages 6-15, emphasizing discipline, behavior, and health. Curricula include traditional academic subjects and English instruction.
- German secondary education has multiple tracks incorporating academic and vocational options with work-based learning.
- Indonesian and Malaysian secondary education is free and compulsory, incorporating national languages, religion, and preparing students for employment.
- Chinese secondary education is
In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province. Shanghai, which, like Beijing, is also a Chinese megacity of over 20 million people, has participated in PISA since 2009. These four economies alone are home to more than 233 million people – more than the entire population of Brazil, nearly three times the population of Germany and nearly four times the population of France. What do we know about the largest education system in the world? A system that is educating 260 million young people, and that employs 15 million teachers? Not very much. This paper aims to change that. It provides a broad overview of how China’s education system is organised and operates, and how reforms, both past and current, have reshaped education in China over time. The report then examines in greater detail education in the four economies within China that participated in PISA 2015. It provides the context in which China’s participation in PISA – and its results in PISA – should be interpreted.
http://www.oecd.org/china/Education-in-China-a-snapshot.pdf
Uni 5 higher education in developing countriesAsima shahzadi
The document discusses higher education in several developing countries. It provides information on higher education in India, Egypt, and Malaysia. In India, issues in higher education include low enrollment rates, inequities in access, and low quality. The government has launched initiatives like EQUIP to improve access and quality and position Indian universities globally. In Egypt, higher education is provided through public universities and specialized institutions. Challenges include outdated libraries and facilities. Malaysia's higher education system is overseen by the Ministry of Higher Education and includes public universities that students can attend at subsidized rates.
Improving education in turkey final printmustafahilmi
This document provides an overview of improving education systems and outcomes in Turkey based on McKinsey & Company's research and experience working with education systems around the world. It identifies four key themes for improving Turkey's education system: 1) cultivating great teaching and school leadership at a large scale, 2) creating student pathways to success and employment, 3) equipping Turkish students with English proficiency, and 4) improving the role of regional/local education authorities. The document also discusses lessons learned from education systems that have improved, such as the importance of process interventions like collaborative teaching practices.
Developing quality assurance model in govt. schools in Pakistan. Problems of Pakistani Schools. Enhancing The Quality education in Pakistani Schools. Schools of Pakistan.
Quality assurance in Vietnam’s higher education: Insights into past and prese...SubmissionResearchpa
Vietnam higher education has attempted innovations in increased efforts to integrate well into the world’s education. One of the most prominent innovative activities is quality assurance. Adopting a historical approach, this paper presents the Vietnam higher education quality assurance renovating process including three phases: the centrally planned economy period (1954–1986), the reform period (1986–2000) and the international integration period (2000–2017). At each stage, it is referred to the perspective, the system, the mechanism, and the achievements of Vietnam higher education quality assurance. By taking a historical stance, the paper presented the continued advance of higher education management, the role and significance of quality assurance as an integration commitment of Vietnam education in the context of globalization by Nguyễn Văn Hiệp, 2020. Quality assurance in Vietnam’s higher education: Insights into past and present challenges. International Journal on Integrated Education. 3, 8 (Aug. 2020), 98-106. DOI:https://doi.org/10.31149/ijie.v3i8.541 https://journals.researchparks.org/index.php/IJIE/article/view/541/517 https://journals.researchparks.org/index.php/IJIE/article/view/541
SECONDAY EDUCATION IN COMPARATIVE PERSPECTIVE-8624EqraBaig
This document provides an overview of secondary education systems in several countries for comparative analysis, including:
- The UK and US systems emphasize compulsory education between ages 12-16/18 and assessment through exams. Curricula focus on core academic subjects with some vocational options.
- Japanese secondary education is compulsory between ages 6-15, emphasizing discipline, behavior, and health. Curricula include traditional academic subjects and English instruction.
- German secondary education has multiple tracks incorporating academic and vocational options with work-based learning.
- Indonesian and Malaysian secondary education is free and compulsory, incorporating national languages, religion, and preparing students for employment.
- Chinese secondary education is
In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province. Shanghai, which, like Beijing, is also a Chinese megacity of over 20 million people, has participated in PISA since 2009. These four economies alone are home to more than 233 million people – more than the entire population of Brazil, nearly three times the population of Germany and nearly four times the population of France. What do we know about the largest education system in the world? A system that is educating 260 million young people, and that employs 15 million teachers? Not very much. This paper aims to change that. It provides a broad overview of how China’s education system is organised and operates, and how reforms, both past and current, have reshaped education in China over time. The report then examines in greater detail education in the four economies within China that participated in PISA 2015. It provides the context in which China’s participation in PISA – and its results in PISA – should be interpreted.
http://www.oecd.org/china/Education-in-China-a-snapshot.pdf
Uni 5 higher education in developing countriesAsima shahzadi
The document discusses higher education in several developing countries. It provides information on higher education in India, Egypt, and Malaysia. In India, issues in higher education include low enrollment rates, inequities in access, and low quality. The government has launched initiatives like EQUIP to improve access and quality and position Indian universities globally. In Egypt, higher education is provided through public universities and specialized institutions. Challenges include outdated libraries and facilities. Malaysia's higher education system is overseen by the Ministry of Higher Education and includes public universities that students can attend at subsidized rates.
Improving education in turkey final printmustafahilmi
This document provides an overview of improving education systems and outcomes in Turkey based on McKinsey & Company's research and experience working with education systems around the world. It identifies four key themes for improving Turkey's education system: 1) cultivating great teaching and school leadership at a large scale, 2) creating student pathways to success and employment, 3) equipping Turkish students with English proficiency, and 4) improving the role of regional/local education authorities. The document also discusses lessons learned from education systems that have improved, such as the importance of process interventions like collaborative teaching practices.
Developing quality assurance model in govt. schools in Pakistan. Problems of Pakistani Schools. Enhancing The Quality education in Pakistani Schools. Schools of Pakistan.
The education system of China is centralized and managed by the Ministry of Education. It has the following key aspects:
- It has a tiered structure with pre-primary, primary, secondary, and tertiary levels. Secondary is divided into junior and senior levels.
- The curriculum focuses heavily on core subjects like Chinese, math, and English and emphasizes exams for advancement.
- Teacher education is provided through undergraduate and graduate university programs, and teachers undergo professional development training.
- The system is publicly funded through government appropriations that account for around 4% of China's GDP. Planning and administration is hierarchical with national, provincial, and local bodies.
Higher education plays a vital role in developing countries by building skilled workforces and knowledge-based societies. However, higher education systems in developing countries face several challenges, including insufficient infrastructure and resources, outdated curricula focused on rote learning rather than critical thinking, and a lack of alignment between education outcomes and market needs. To address these issues, countries are working to reform higher education by improving funding, developing applied learning approaches, strengthening quality assurance, and better connecting education and workforce demands. Overall, higher education is expanding rapidly but still has progress to make in developing countries.
The document analyzes education in Greece and provides policy recommendations. It finds strengths like a national dialogue on education reforms and valued teachers. Constraints include low spending, geographical disparities, and shadow education. Teacher performance issues include professional development and teaching hours. Recommendations include increasing teacher professional development, generalizing all-day schooling, decentralizing governance through school clusters, and creating an independent evaluation body. Further issues to explore are curriculum reform and funding mechanisms.
Uni 4 higher education in developed countriesAsima shahzadi
The document provides information about higher education systems in several developed countries. It discusses the structure and types of higher education in the United States, United Kingdom, Japan, Germany, and Australia. In the US, students typically complete 12 years of primary and secondary school before pursuing two-year associate's degrees or four-year bachelor's degrees. The UK system has five stages including compulsory education to age 16 and higher education degrees. Japan has three types of higher education institutions including universities, specialist schools, and short-term universities. Germany regulates higher education at the state level and has universities, universities of applied sciences, and universities of art/music. Australia offers bachelor's and postgraduate degrees through public and private universities as well as voc
Problems in implementing education policies in pakistanNighat Shaheen
This document summarizes the key problems in implementing education policies in Pakistan. It identifies 10 major gaps: 1) poor communication, 2) weak administration, 3) poor policy evaluation, 4) financial gaps and irregularities, 5) attitudes of public servants, 6) inefficient bureaucratic structure, 7) failure of decentralization measures, 8) lack of political will, 9) leadership vacuum, and 10) deeply entrenched corruption. The document also provides recommendations to address these gaps such as involving stakeholders, strengthening accountability, and providing training. It concludes that lack of direction, consistency, and commitment have hindered effective policy implementation in Pakistan's education system.
1. The National Education Policy 2020 is India's third education policy approved in July 2020, replacing previous policies from 1968 and 1986.
2. Over 2 lakh public suggestions were received during the policy's formulation led by a committee headed by Dr. K. Kasturirangan.
3. The policy outlines a new school education structure of 5+3+3+4, higher education reforms including multidisciplinary universities, and establishes new regulatory bodies to oversee higher education in India.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
This document summarizes a study on the impact of educational resources and secondary school students' achievement in mathematics in Lagos, Nigeria. It provides background on the importance of education and mathematics. Statistics are presented on students' poor performance on WAEC mathematics exams from 2004-2007, with over 50% scoring below credit level. The Lagos State Government has implemented programs like the Eko Project to improve education quality by providing resources like teacher training, assessment, and grants. The study will examine how instructional materials, learning enhancement resources, and teacher training as educational resources impact students' mathematics achievement, accounting for sex and age differences. Previous research shows a positive relationship between resources and academic performance.
A sociological analysis of lack of stakeholders participation as a major cons...Alexander Decker
This document summarizes a study on the lack of stakeholder participation as a major factor in low quality education in Pakistan. The study found that inadequate infrastructure, cheating on exams, poor management, lack of teacher commitment and motivation, and parental disinterest all contribute to low stakeholder participation in Pakistan's education system. Factors like poor school environment, lack of awareness about education importance, insufficient teacher training, and teachers' lack of subject knowledge negatively impact student enrollment rates. Improving school administration, reforming education plans, increasing accountability, revising curricula, and boosting education quality could increase stakeholder participation in Pakistan's education sector.
The document discusses improving equity and access to higher education in Indonesia. It notes the disparity in participation between income quintiles, with only a small percentage of students from the lowest income quintile attending university due to the high costs. Current government scholarship programs are merit-based and do not adequately target students from lower-income backgrounds who may have lower academic performance for other reasons. The recommendation is to reform scholarships by making them consider both merit and need, and to establish specialized units to manage the process and increase accountability in selecting beneficiaries from lower-income groups.
Experiencing tough history and indigence after war, investing in and training human resources became a
priority task for the government. Education has thus been key in the reconstruction and growth of the
country. While Korea quickly attained high level of enrollment and performance, this success didn’t come
without drawbacks. The intense competition in education gradually led to seriously jeopardize student’s well-being. In this context, this presentation will assess and diagnose the strength and weakness of the Korean education system and provide recommendations focusing on the following question: How can Korea combine outstanding academic performance with students’ well-being?
Developing Human Capital in National Education Blueprint 2006-2010crane
The document discusses Malaysia's National Education Blueprint 2006-2010 which aimed to develop quality human capital. It outlines 6 strategic thrusts: 1) Nation Building 2) Developing Human Capital 3) Strengthening National Schools 4) Bridging Education Gaps 5) Improving the Teaching Profession 6) Accelerating Excellence in Educational Institutions. The document provides details on the approaches, objectives, and implementation strategies for developing human capital with knowledge, skills, and moral values to meet national development needs.
This document compares the strategies of the Ministry of Education in Thailand and China regarding knowledge management and preparing for the ASEAN Economic Community.
It discusses Thailand's Ministry of Education policy which includes four approaches: performance management development, education quality improvement, student development, and promoting growth in all sectors. For China, the document outlines the country's expansion of higher education despite rising unemployment, with the number of graduates reaching 6 million in 2009. However, the global financial crisis slowed graduates' job development.
The document concludes by recommending a focus on higher vocational training to make education more relevant, ensuring quality education for students receiving tuition assistance, and incentivizing careers in science, technology, and medicine to help disadvantaged communities
This document discusses issues and challenges in higher education in India and provides suggestions for improvement. It notes that while India has expanded access to higher education significantly since independence, it still faces problems of quality, inclusion, and resources. Specific issues discussed include lack of focus on experiential learning, need for more technology integration and skills training, gender inequality barriers, low quality resulting in unemployable graduates, importance of teacher-student relationships, and need for better teaching pedagogies and assessment of instructors. Suggestions provided are to move towards a learning society, strengthen industry-academia connections, provide incentives for teachers/researchers, support innovative practices, and mobilize more resources for higher education.
Indonesian Higher Education by Fadlil Munawar Manshur. Source: https://www.eastwestcenter.org/fileadmin/resources/education/ed2020_docs/Indonesia_01.ppt
The educational system in Bangladesh is three-tiered and highly subsidized. Bangladesh Govt. operates primary, secondary & higher secondary, and tertiary level education system. In the tertiary system (e.g. College and University), the infrastructure is insufficient which eventually can’t accommodate higher education at maximum coverage and hampers the growth of the economy. To solve this problem, E-Learning model is proposed. One prototype solution, eVarsity, is illustrated in this work.
The document discusses trends in higher education in the Pacific region and internationally. It covers several topics:
1. Education is shifting from traditional general education to liberal education with more choices and an emphasis on career preparation. This better prepares students for the job market.
2. The student population is becoming more diverse with growing numbers of non-traditional or mature students who have work and life experiences. Curricula need to adapt to support these students' needs.
3. Information and communication technologies are increasingly important teaching tools but didactic instruction should still be maintained. ICT transforms learning but also changes teachers' roles.
Maurits Spoelder. The Conceptualisation of Quality Education in Zambia. DRAFT...Maurits Spoelder
This document provides an outline for a dissertation submitted for a Master's degree. It discusses conceptualizations of quality education in Zambia. The dissertation aims to generate insight into how national and international stakeholders define quality education in Zambia. It adopts a qualitative methodology using interviews with 17 stakeholders to understand their different perspectives. The dissertation concludes that stakeholders have markedly different views on quality education and generally ignore pedagogical processes. It argues a multidimensional model called the Capability Approach could help measure education quality in Zambia's socioeconomic context by considering factors beyond test scores.
The education system of China is centralized and managed by the Ministry of Education. It has the following key aspects:
- It has a tiered structure with pre-primary, primary, secondary, and tertiary levels. Secondary is divided into junior and senior levels.
- The curriculum focuses heavily on core subjects like Chinese, math, and English and emphasizes exams for advancement.
- Teacher education is provided through undergraduate and graduate university programs, and teachers undergo professional development training.
- The system is publicly funded through government appropriations that account for around 4% of China's GDP. Planning and administration is hierarchical with national, provincial, and local bodies.
Higher education plays a vital role in developing countries by building skilled workforces and knowledge-based societies. However, higher education systems in developing countries face several challenges, including insufficient infrastructure and resources, outdated curricula focused on rote learning rather than critical thinking, and a lack of alignment between education outcomes and market needs. To address these issues, countries are working to reform higher education by improving funding, developing applied learning approaches, strengthening quality assurance, and better connecting education and workforce demands. Overall, higher education is expanding rapidly but still has progress to make in developing countries.
The document analyzes education in Greece and provides policy recommendations. It finds strengths like a national dialogue on education reforms and valued teachers. Constraints include low spending, geographical disparities, and shadow education. Teacher performance issues include professional development and teaching hours. Recommendations include increasing teacher professional development, generalizing all-day schooling, decentralizing governance through school clusters, and creating an independent evaluation body. Further issues to explore are curriculum reform and funding mechanisms.
Uni 4 higher education in developed countriesAsima shahzadi
The document provides information about higher education systems in several developed countries. It discusses the structure and types of higher education in the United States, United Kingdom, Japan, Germany, and Australia. In the US, students typically complete 12 years of primary and secondary school before pursuing two-year associate's degrees or four-year bachelor's degrees. The UK system has five stages including compulsory education to age 16 and higher education degrees. Japan has three types of higher education institutions including universities, specialist schools, and short-term universities. Germany regulates higher education at the state level and has universities, universities of applied sciences, and universities of art/music. Australia offers bachelor's and postgraduate degrees through public and private universities as well as voc
Problems in implementing education policies in pakistanNighat Shaheen
This document summarizes the key problems in implementing education policies in Pakistan. It identifies 10 major gaps: 1) poor communication, 2) weak administration, 3) poor policy evaluation, 4) financial gaps and irregularities, 5) attitudes of public servants, 6) inefficient bureaucratic structure, 7) failure of decentralization measures, 8) lack of political will, 9) leadership vacuum, and 10) deeply entrenched corruption. The document also provides recommendations to address these gaps such as involving stakeholders, strengthening accountability, and providing training. It concludes that lack of direction, consistency, and commitment have hindered effective policy implementation in Pakistan's education system.
1. The National Education Policy 2020 is India's third education policy approved in July 2020, replacing previous policies from 1968 and 1986.
2. Over 2 lakh public suggestions were received during the policy's formulation led by a committee headed by Dr. K. Kasturirangan.
3. The policy outlines a new school education structure of 5+3+3+4, higher education reforms including multidisciplinary universities, and establishes new regulatory bodies to oversee higher education in India.
its all about the content and methods of comparative eduction,
meaning
scope
national system of education
philosophical factor
religious factor
geographical factor
economic factor
This document summarizes a study on the impact of educational resources and secondary school students' achievement in mathematics in Lagos, Nigeria. It provides background on the importance of education and mathematics. Statistics are presented on students' poor performance on WAEC mathematics exams from 2004-2007, with over 50% scoring below credit level. The Lagos State Government has implemented programs like the Eko Project to improve education quality by providing resources like teacher training, assessment, and grants. The study will examine how instructional materials, learning enhancement resources, and teacher training as educational resources impact students' mathematics achievement, accounting for sex and age differences. Previous research shows a positive relationship between resources and academic performance.
A sociological analysis of lack of stakeholders participation as a major cons...Alexander Decker
This document summarizes a study on the lack of stakeholder participation as a major factor in low quality education in Pakistan. The study found that inadequate infrastructure, cheating on exams, poor management, lack of teacher commitment and motivation, and parental disinterest all contribute to low stakeholder participation in Pakistan's education system. Factors like poor school environment, lack of awareness about education importance, insufficient teacher training, and teachers' lack of subject knowledge negatively impact student enrollment rates. Improving school administration, reforming education plans, increasing accountability, revising curricula, and boosting education quality could increase stakeholder participation in Pakistan's education sector.
The document discusses improving equity and access to higher education in Indonesia. It notes the disparity in participation between income quintiles, with only a small percentage of students from the lowest income quintile attending university due to the high costs. Current government scholarship programs are merit-based and do not adequately target students from lower-income backgrounds who may have lower academic performance for other reasons. The recommendation is to reform scholarships by making them consider both merit and need, and to establish specialized units to manage the process and increase accountability in selecting beneficiaries from lower-income groups.
Experiencing tough history and indigence after war, investing in and training human resources became a
priority task for the government. Education has thus been key in the reconstruction and growth of the
country. While Korea quickly attained high level of enrollment and performance, this success didn’t come
without drawbacks. The intense competition in education gradually led to seriously jeopardize student’s well-being. In this context, this presentation will assess and diagnose the strength and weakness of the Korean education system and provide recommendations focusing on the following question: How can Korea combine outstanding academic performance with students’ well-being?
Developing Human Capital in National Education Blueprint 2006-2010crane
The document discusses Malaysia's National Education Blueprint 2006-2010 which aimed to develop quality human capital. It outlines 6 strategic thrusts: 1) Nation Building 2) Developing Human Capital 3) Strengthening National Schools 4) Bridging Education Gaps 5) Improving the Teaching Profession 6) Accelerating Excellence in Educational Institutions. The document provides details on the approaches, objectives, and implementation strategies for developing human capital with knowledge, skills, and moral values to meet national development needs.
This document compares the strategies of the Ministry of Education in Thailand and China regarding knowledge management and preparing for the ASEAN Economic Community.
It discusses Thailand's Ministry of Education policy which includes four approaches: performance management development, education quality improvement, student development, and promoting growth in all sectors. For China, the document outlines the country's expansion of higher education despite rising unemployment, with the number of graduates reaching 6 million in 2009. However, the global financial crisis slowed graduates' job development.
The document concludes by recommending a focus on higher vocational training to make education more relevant, ensuring quality education for students receiving tuition assistance, and incentivizing careers in science, technology, and medicine to help disadvantaged communities
This document discusses issues and challenges in higher education in India and provides suggestions for improvement. It notes that while India has expanded access to higher education significantly since independence, it still faces problems of quality, inclusion, and resources. Specific issues discussed include lack of focus on experiential learning, need for more technology integration and skills training, gender inequality barriers, low quality resulting in unemployable graduates, importance of teacher-student relationships, and need for better teaching pedagogies and assessment of instructors. Suggestions provided are to move towards a learning society, strengthen industry-academia connections, provide incentives for teachers/researchers, support innovative practices, and mobilize more resources for higher education.
Indonesian Higher Education by Fadlil Munawar Manshur. Source: https://www.eastwestcenter.org/fileadmin/resources/education/ed2020_docs/Indonesia_01.ppt
The educational system in Bangladesh is three-tiered and highly subsidized. Bangladesh Govt. operates primary, secondary & higher secondary, and tertiary level education system. In the tertiary system (e.g. College and University), the infrastructure is insufficient which eventually can’t accommodate higher education at maximum coverage and hampers the growth of the economy. To solve this problem, E-Learning model is proposed. One prototype solution, eVarsity, is illustrated in this work.
The document discusses trends in higher education in the Pacific region and internationally. It covers several topics:
1. Education is shifting from traditional general education to liberal education with more choices and an emphasis on career preparation. This better prepares students for the job market.
2. The student population is becoming more diverse with growing numbers of non-traditional or mature students who have work and life experiences. Curricula need to adapt to support these students' needs.
3. Information and communication technologies are increasingly important teaching tools but didactic instruction should still be maintained. ICT transforms learning but also changes teachers' roles.
Maurits Spoelder. The Conceptualisation of Quality Education in Zambia. DRAFT...Maurits Spoelder
This document provides an outline for a dissertation submitted for a Master's degree. It discusses conceptualizations of quality education in Zambia. The dissertation aims to generate insight into how national and international stakeholders define quality education in Zambia. It adopts a qualitative methodology using interviews with 17 stakeholders to understand their different perspectives. The dissertation concludes that stakeholders have markedly different views on quality education and generally ignore pedagogical processes. It argues a multidimensional model called the Capability Approach could help measure education quality in Zambia's socioeconomic context by considering factors beyond test scores.
Recent reforms in higher education lead to the increasing of privatization and marketisation trends in universities in Vietnam. The transformation of higher education from the dependency on government funding to the competitive market indicates that universities have to compete for educating better students for the recruitment markets and
There are still many prevalent problems surrounding the high school curriculum. This can be seen with
many teachers still struggling with students’ retention on subjects being taught, as well as students having
difficulty with test taking. A focal point with the matter is the subjects themselves that are taught, as both teachers
and students complain about how many of the school subjects do not object towards practical skill sets needed
towards real life. In several countries, students are taught subjects related to vocation, career, finances, and even
investment. A main reason as to why these countries suffer less from economic distress, as well as having more
successful outputs for students, is because financial education is well implemented into the high school curriculum.
The purpose for this paper is to show case studies of various countries showing success due to financial education
taught in schools, and to therefore prove the point that financial education is needed all around for the youth.
Economic diagnostics of the quality of higher education and the basics of its...SubmissionResearchpa
The article analyzes the quality of higher education and its economic diagnosis. Defined methods for modeling economic diagnostics. There are scientific conclusions and practical recommendations on the economic assessment of the quality of higher education. by Sotvoldiev Nodirbek Jurabaevich and Sirojiddinov Ikromiddin Kutbiddinovich 2020. Economic diagnostics of the quality of higher education and the basics of its modeling. International Journal on Integrated Education. 2, 4 (Mar. 2020), 62-69. DOI:https://doi.org/10.31149/ijie.v2i4.232. https://journals.researchparks.org/index.php/IJIE/article/view/232/225 https://journals.researchparks.org/index.php/IJIE/article/view/232
This document summarizes a working paper that estimates the labour market returns to higher education in Vietnam using data from the Vietnam Household Living Standards Survey. The paper employs ordinary least squares, instrumental variables, and treatment effect models to estimate the return to a four-year university education in Vietnam in 2008. The estimates reveal that the return to university education is approximately 17% annually based on the IV model and 17.8% based on the OLS and treatment effect models. This indicates that the bias from using OLS is small in the context of Vietnam. The estimated return has increased significantly since economic reforms began in Vietnam in the late 1980s.
This document summarizes a study that estimates the return to a 4-year university education in Vietnam using different econometric models. The study uses data from Vietnam's household living standards survey. It finds that the return to university education is approximately 17% based on an instrumental variables model and 17.8% based on ordinary least squares and treatment effect models. The return to higher education in Vietnam has significantly increased since economic reforms in the late 1980s. The document reviews different methods for estimating returns to education and their limitations, such as ability bias and weak instruments.
The importance of quality education in nation building cannot be over emphasized. The research objective of this study is to investigate school leadership on quality assurance in higher education, Adamawa State. The population made up of senior lecturers in 10 departments in the universities. Stratified random sampling method was used to sample 10 lecturers from each of these departments, which makes the total sample size of 100 lecturers. The instrument for data collection was 20-item questionnaire titled ‘‘Quality Assurance in Higher Education Questionnaire’’ (QAHEQ). PLS- 3 measurement models was used to assess the reliability, validity of instruments and data analyses in this study. The result shows that the instruments were reliable and pilot study indicated strong evidence of validity. Findings revealed that, the research is significant because it explores the use of autocratic leadership style to improve quality assurance in higher education. It was therefore recommended that, authority should re-address the issue of funding university with adequate budget for training and re-training of staff.
Concept of Development
The concept of development is multifaceted and can be approached from various perspectives, including economic, social, political, and human development. Different scholars and theorists have contributed to the understanding of development over the years. Here, is a brief overview of the concept.
1. Economic Development
Rostow (1960) proposed a linear model of economic development with distinct stages, from traditional society to the age of high mass consumption.
2.Human Development
A noble laureate in economics Sen (1999) has significantly influenced the concept of development from a human perspective. His capability approach emphasizes the importance of enhancing people's capabilities and freedoms.
3. Social Development
In the field of social development, Erikson (1963) theory of psychosocial development is noteworthy. While primarily focused on individual development, its principles can be extended to understanding social development.
4. Sustainable Development
The concept of sustainable development gained prominence with the Brundtland Report, titled "Our Common Future," published by the World Commission on Environment and Development (WCED).
5. Political Development
Almond and Sidney Verba (1963) work on political development explores the relationship between political systems and socio-economic development.
The major challenges in higher education include:
Quantity
The numbers of new entrants is now more than the total number of students in higher education prior to independence” (Iqbal, 1981). “The demand of higher education has thus increased by leaps and bonds. In spite of quality control as well as consolidation, it will continue to grow constantly for a long time to come” (Adeeb, 1996).
Equity
The philosophy of social justice is very much akin to the principle of equity. It is a welcome development over the concept of inherent inequality which was sought to be explained by biological differences among individuals (Bayli, 1987).
Quality
Development of society not only depends upon quantity of goods and services produced, but also on their quality. “It again leads to quality of life of the people and the quality of the society in genera (Hayes, 1987). It is rightly said that the philosophical basis of quality is the innate characteristics of a human being to attain a higher standard and the need of excellence for attaining a higher stage in the development (Quddus, 1990).
Student Unrest
Among the challenges of higher education is the vital role of addressing students’ unrest.
Bayli (1987) studied that “The condition of higher education in universities and colleges is not satisfactory in the eyes of students. Lack of physical and educational facilities is bringing much hindrance in the way of development.
Students with arts, humanities, and management backgrounds often engage in political activities, indicating that their social or academic background significantly influences their attitudes towards social,
001b L01A Education in Malaysia 12okt (1).pptxIZZATFADHLIELTC
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Quality assurance in Vietnam’s higher education: Insights into past and present challenges
1. 36
International Journal on Integrated Education
e-ISSN : 2620 3502
p-ISSN : 2615 3785
Volume 3, Issue VIII, August 2020 |
Quality assurance in Vietnam’s higher education:
Insights into past and present challenges
Nguyễn Văn Hiệp 1
1
Thu Dau Mot University
Email: hiepnv@tdmu.edu.vn
ABSTRACT
Vietnam higher education has attempted innovations in increased efforts to integrate well into
the world’s education. One of the most prominent innovative activities is quality assurance. Adopting a
historical approach, this paper presents the Vietnam higher education quality assurance renovating
process including three phases: the centrally planned economy period (1954–1986), the reform period
(1986–2000) and the international integration period (2000–2017). At each stage, it is referred to the
perspective, the system, the mechanism, and the achievements of Vietnam higher education quality
assurance. By taking a historical stance, the paper presented the continued advance of higher education
management, the role and significance of quality assurance as an integration commitment of Vietnam
education in the context of globalization.
Keywords: higher education, quality assurance, training, Vietnam
1. INTRODUCTION
Quality assurance in higher education has a development history over two centuries. In the early
of the 19th century, countries such as England, France and Italy applied quality assessment standards to
verify the quality of universities (Charles, 2007). In United States of America, the quality control system
was first implemented in 1905 (Nga, 2010). Towards the end of the 20th century, in the trend of
globalization, the education quality has become a common trend in most countries, not only in developed
countries in Europe (Netherlands, Belgium, Germany), but also in developing countries in Asia, Latin
America and the Gulf region (Oman, Kuwait, Qatar, Arabic Saudi, Chile...) (Quyen, 2017). Quality
assurance activities relate to the management mechanism as well as the activities of a higher education
institutions. The quality assurance of a higher education institution will provide the community,
particularly the students with the assurance that the institution satisfied with students’ requirements.
Quality assurance activities also represent the national culture context and its higher education
development (Cuong, 2017).
Quality assurance in Vietnam’s higher education has received increased attention and become a
major mission at both management and training organizations. Quality assurance survey assesses
achievements or problems of quality assurance activities thereby it can improve training program.
Through quality assurance activities, researchers have more documents to assess the degree of integration
of Vietnamese higher education into the world education in globalization. This paper presents research
result on the quality assurance of Vietnamese higher education in a three-stage process based on the
perspective of the quality of higher education, namely the central-planned economy, the reform period,
and the international integration.
2. LITERATURE REVIEW
On a global scale, research in higher education quality assurance activities have paid attention
studies on quality assurance models in functionalism perspective (Harvey and Green, 1993; Vlăsceanu,
Grünberg, & Pârlea, 2007; Wilger, 1997; Woodhouse, 1999). Many researchers have investigated
accreditation procedure and types. The United States of America, Germany, France, have applied
accreditation on training programs and institutions (Kis, 2005). Southeast Asian have engaged well in
quality assurance practices (SEAMEO RIHED, 2012). Some studies approach the issue of assessing the
2. 37
International Journal on Integrated Education
e-ISSN : 2620 3502
p-ISSN : 2615 3785
Volume 3, Issue VIII, August 2020 |
education quality including the assessment of institutions and curriculum. According to Kis (2005),
quality assessment is commonly applied in Europe where quality assessment of training programs
accounts for about 53% of quality assurance organizations, the number of educational institutions
accounted for 22%; Countries such as Denmark, Finland, and the United Kingdom have applied
education quality assessment approaches in Denmark, Finland, and the United Kingdom. Some authors
have published overview studies of the quality assurance of higher education in the nation recently.
Typically, Eaton (2015) researched on the positions, roles and resposibilities of independent accreditation
bodies, identified and improved the quality assurance standards of the United States. Lisa Brockerhoff,
Jeroen Huisman, Melissa Laufer (2015) published an overview study of the quality assurance in higher
education in Netherlands...
In Vietnam, higher education quality assurance has been taken increasingly seriously. Ngoc
(2004) addressed issues related to training quality and its improvement, with focuses on principles of
good learning and university autonomy. According to Ngoc (2004, p.13), "training products are special
products, its value is assessed by social rules"; "The training product has a value scale (quality scale)
depending on the training institution, the training system and the training program". Many institutions in
their training are greatly concerned with these four core values: trained knowledge, practical skills,
cognitivethinking ability, and human qualities. Over the years, Vietnamese higher education has upgraded
its training in political ideology, life values, knowledge, skills and academic quality Chau, Loan, and Ry
(2007). This process has also been systematically consolidated in documentation such as handbooks,
curriculum revision, and academic publications (Nga, 2010). Some of those documents focuses
strategically on practical problems and proposed solutions. For example, scholars such as Hao (2015) and
Quyen (2014) provide accounts of a more efficient accreditation systems. Ngoc and Giang (2016)
investigated the relationship between internal quality assurance and external quality assurance. Cuong
(2017) stretched the above discourse by proposing an assurance model, among other works that aim at
quality assurance improvement. Quyen (2017) discussed on initial difficulties of accreditation.
Although the academic community has paid great attention to higher education quality
assurance accreditation, this area has not been well documented in any study as far as historical progress
of Vietnam higher education quality assurance is concerned. This article is an attempt to document a
historical overview of this area in the Vietnamese context. Being developed on the foundation of a
historical approach, this discussion presents the progress of perspectives, solutions and achievements of
Vietnam higher education quality assurance. Each period of education in the discussion is identified in
terms of its establishment, development, strengths and weaknesses of Vietnam higher education quality
assurance. The article’s material resources are research works into the Vietnam education history (1945–
2017), with most publications in Vietnam, including the reports, the education management
organizations’ directives directly related to the higher education quality assurance.
3. RESEARCH AND DISCUSSION
3.1. Higher education quality assurance in the centrally planned economy period (1954–1986)
From 1954 (in the North) and from 1975 (in the South) to 1986, Vietnam maintained centrally planned
economy. All economic and social activities followed the state plan. For higher education, State Planning
Committee launched plan for the training and employing graduates (Giang, Nghien, and Truc, 1995).
Under the under - developed economy, the size of higher education was small. According to Ministry of
Education and Training [MOET], (1995), in the period 1954–1975, Vietnamese students did not exceed
100,000; an average of 2.9 students per ten thousand people. Table 1 showed that the total number of
students remained very low.
TABLE 1. Universities and students in 1961–1970 (MOET, 1995)
Year Number of universities Number of students
1961 10 13,640
1962 11 21,335
1963 12 25,707
1964 13 28,853
1965 17 29,337
1966 21 34,213
3. 38
International Journal on Integrated Education
e-ISSN : 2620 3502
p-ISSN : 2615 3785
Volume 3, Issue VIII, August 2020 |
1967 22 48,402
1968 41 58.159
1969 41 71.414
1970 41 69.902
After the 1975 re-unification of Vietnam, higher education has witnessed an increase in number of
universities and students. Despite this, the country has suffered from prolonged economic and social crisis
that affected education equality. In the early 1980s, the government launched a policy known as "Cease to
employ permanent officials". According to Lê Văn Giang et al. (1995), in the period 1975–1985, the
number of universities and students had increased dramatically. For example, in 1976, the whole country
had 59 universities, 92,100 students; in 1981, there were 85 universities, 153,671 students; In 1985, there
were 95 universities, 126,195 students. The average was about 2.1 students per ten thousand people. On a
very small scale, higher education was considered as "elite education", higher education quality assurance
had not been regarded as a development factor. For a long time, Vietnamese higher education had
maintained a quality management through input-output highly competitive exams. In order to attend the
universities, students had to take difficult competitive entrance exams.
From 1955 to 1970, since the MOET was established, it promulgated the regulation reorganizing national
examinations, conducted them in local schools, and divided curriculum content into three specialized
knowledge: A, B, C. The government allocated universities the low enrollment quota, on average each
university only recruited a few dozen or hundreds, when entering the "threshold" college, students
obviously became "elite class" and really elite to be recruited (Giang et al., 1995). Having passed the
entrance examination, education quality was assessed by rigorous examinations such as semester final
exams and the graduation exam. The Ministry of Higher Education and Vocational Schools assessed
education quality not only through examinations but also through inspection system to supervise
admissions, training and examinations at various levels. During this period, however, inspections were
mainly for the detection of errors, collective and individual penalties in violation of standard regulations.
The purpose of inspection, unfortunately, was not to improve the education quality (MOET, 1995).
3.2. Vietnam higher education quality assurance in the Reform period (1986–2000)
In 1986, the sixth National Party Congress of the Vietnam Communist Party launched the National
Reform policy whereby the education quality improved to provide high quality human resources to the
requirements of the society. Higher education institutions maximized opportunities for learners. To
achieve the above objectives, the education carried out programs and measures to improve the scale and
quality of education. In the period 1987–1990, Vietnam higher education had with three action programs
to create the foundation for innovation:
The first one was to reform the structure, systems, goals, and higher education methods. The quality
assurance of this program was to "modernize content, stimulate positive learning through quality
assessment" and to “design multi - stage training programs, build a multi-level school" (Giang et al.,
1995). Therefore, higher training was divided into two phases: (1) the 1st phase (also called general
training) was the whole program, content conducted by the MOET; (2) the 2nd phase was a special
training program designed by universities and assessed by the MOET. Together with these solutions, the
MOET also conducted the renovation of teaching and learning methods, supported modern teaching
equipment, carried out pilot quiz final exam in 1994 and entirely one in 1995.
The aim of the 2nd phase was to promote scientific research and to improve equipment’s in education
institutions. It seeks out ways to develop scientific research for the learning, apply research results into
production and daily life, encourage students to participate in scientific research, and promoting
international cooperation. The aim of the 3rd phase was to reform organization and management for
improving the quality of teaching and management staff, as well as implementing three measures of
standardization for teaching staff and employment policy.
In 1995, having carried out the 4th Party Central Committee (term 7) and the resolution of the 2nd Party
Central Committee (term 8), higher education reformed significantly in response to the demand of human
resource in the national socio-economic conditions in industrialization and modernization. The quality
assurance’s aim was to concentrate on training program. The MOET rearranged university networks,
expanded training scale, renovated lecturers management and conducted universities training two - stage
program (overview and specialty), renovating of teaching methods. These positive policies and measures,
along with the training funding from state budget and students pay tuition made higher education quality
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advanced. However, quality management was not adequately evaluated due to lack of assessment
mechanisms.
3.3. The process of establishing the principle of quality assurance (2000–2017)
In the 20th century, Vietnam has gone through a industrializing and modernizing process
whereby the socio-economy has developed significantly. In this context, higher education has responded
to both students’ learning need and high quality human resources. The 2001–2010 socio-economic
development strategy which was adopted at the 9th National Party Congress confirmed to develop and
improve the quality of graduate and postgraduate education; to concentrate on constructing national
universities whose quality were as good as the quality of regional and international universities. In order
to ensure the quality of tertiary education it was necessary to set up both internal and external quality
assurance systems thereby the MOET established the quality assurance department under the Department
of Higher Education in January 2002. And this department became the Department of Educational
Testing and Accreditation in July 2003.
The Department of Quality Assurance and Accreditation was the highest advisory organization
in establishing quality assurance system and mechanism of the national education. In collaboration with
this central management, many universities also established their quality assurance sectors, keeping
specific criteria in mind, including the aspiration towards renovating higher education training programs
and training approaches, as well as improved curricula for national reality and international integration.
For quality assurance, the directive stated that it was necessary to strengthen the quality management of
education and training activities, to complete the higher education quality assurance accreditation
organization structure (MOET, 2004a).
Subsequently, the MOET issued decision on the provisional the regulation on tertiary
education quality assessment criteria which set out the objectives, procedures for accreditation, and
standards for tertiary education quality assurance, quality assurance boards, internal assessment and
external assessment, accreditation recognition (MOET, 2004b). By this provisional regulation, for the
first time, the Vietnam tertiary education achieved education quality standards with specific criteria such
as missions and objectives, management of training curriculum and activities of Vietnam universities.
Based on this provisional regulation, the MOET advised 20 universities in pilot education
quality assessment in 2006 whereby the standard accredited criteria were improved. The MOET
promulgated a document known as the regulation on tertiary education quality assessment criteria,
affirming that the main task of universities was to respond to the requirement of training human resources
for local and national socio-economic development. The document includes ten criteria, namely
university missions and objectives, organization management, education program, training activities,
lecturers, officials and management staff, learners, academic research, application, development and
transfer of technology, international collaboration, library resources, learning facilities, and financial
management. These ten standards not only cover all aspects of a higher education enterprise but also
responds well to the AUN-QA Standard 2.0 (2000). By this criterion set, Vietnam higher education had
transparent system and mechanism for management (MOET, 2007).
In 2008, pilot education quality assessment was completed at 20 universities. The MOET
constantly improved legal documents and the developing higher education quality accreditation system
and carrying assessment of education institutions and training programs. In May 2008, the MOET issued
alignment enhancing the quality assessment and education accreditation, setting a key task for the
education quality assurance was to enhance the awareness of officials and lecturers on quality
accreditation. The MOET considered school year (2009–2010) as the year of quality education
assessment whereby universities were encouraged to register for international accreditation. By the end of
2009, Vietnam had 77 quality assurance institutions in universities, and 144 schools conducted self-
assessments (77% of universities in Vietnam). By the end of 2009, Vietnam had 77 education quality
assurance institutions in universities and 144 universities (accounted 77% of universities in Vietnam)
practised self-assessed training quality. In addition, universities also paid attention to resources for
training quality assurance. Specially, the MOET conducted universities to standardize and improve the
training process including entrance examination quality, standard of lecturers and management officials,
training program, financial management (MOET, 2009).
In 2012, Vietnam government promulgated Higher Education Law, institutionalizing education
policies. For the first time, the tertiary education quality assurance was institutionalized by a legal
document whereby tertiary education institutions were ranked to assess the prestige and quality of
education, and to manage and invest by the state budget (Vietnam National Assembly, 2012). In this
process, universities were encouraged to implement self-assessment including planning, collecting
evidences, analyzing obtained information and evidence, writing self-assessment reports, and follow-up
activities.
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In 2013, the MOET established four Education Accreditation Centers, namely The Center for
Education Accreditation, based at Viet Nam National University, Hanoi (VNU-CEA), The Center for
Education Accreditation, based at Viet Nam National University in Ho Chi Minh City (CEA-HCM),
Center for Education Accreditation, based at The University of Da Nang (CEA-UD), and The Center for
Education Accreditation, based at Association of Vietnam Universities and Colleges (CEA-AVU&C).
The establishment of these centers speaks volumes about the national commitment for better quality
improvement in higher education.
In 2016, the MOET issued a circular on the higher education’s training program quality
assessment criteria. In most universities, this circular serves not only as the main legal document of
training program quality self-assessment activities but also as the tool for assessment of training program
quality (MOET, 2016).
In 2017, the MOET promulgated the circular on quality accreditation of tertiary education
institutions including quality assurance of the system, functions, the process of education quality
accreditation, internal-assessment, external assessment, assessment result recognition. The universities
based on this quality assessment criteria to assess their activities to constantly improve education quality.
In addition, this circular also provided universities a reference framework for explaining the education
quality to stakeholders (MOET, 2017). With efforts to implement more effective policies and guidelines
on education quality assurance, the accreditation of educational institutions and training programs
advanced significantly during 2016–2017. According to a report by the MOET, in October 2017, in
Vietnam, 214 universities completed self-assessment reports; of which 93 were accredited by the
Overseas Assessment Center, 57 were accredited with quality standards (MOET, 2017a). According to
statistics from the MOET, in 2017, in Vietnam, five higher education institutions accredited by the
international accreditation organization (MOET, 2017b).
TABLE 2. Education Institutions were accredited by the international accreditation
organization
Name of education
institution
Accreditation
organization
Date Result
Certificate
Date
Valuable
date
The Ho Chi Minh
City University of
Technology
HCERES March 2017 R June 12th2017 June 2022
AUN-QA January 2017 R
October
10th2017
October 2022
Da Nang University
of Technology
HCERES March 2017 R June 12th2017 June 2022
Hanoi University of
Technology
HCERES March 2017 R June 12th2017 June 2022
College Building HCERES March 2017 R June 12th2017 June 2022
Hanoi University of
natural sciences
AUN-QA
September
2017
R
February
20th2017
February
2022
In late 2017, 20 Vietnamese education institutions with 92 programs completed assessment that based on
regional and international standards; Seven domestic standards assessment programs. The international
quality accreditation organizations include the ASEAN University Quality Assurance Network, the
French Engineering Qualification Committee, the U.S.A Technical and Technology Assessment Council,
The International Business Management Program Accreditation Council, the Association of MBAs, the
International Business Education College Association, and the European Technology Training
Accreditation Network.
4. CONCLUSION
The point-view of Vietnam higher education quality assurance has experienced major
modifications over the three phases. Before 1986, the higher education quality was characterized by its
rigorous top-down control whereby high-stake examinations involved highly competitive pressure.
During the reform period, many universities expanded their training scale and paid more attention to
institutional needs than nation-wide competition. They realized that to improve training quality assurance,
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there was the need to increase funding (mainly through tuition fees and state funding), magnify training
scale, providing more learning opportunities for learners, renovating training programs, as well as raising
the leadership and management capacities. In the third phase, Vietnam integrated in the international
higher education quality assurance through applying the international education quality accreditation
criteria to assess Vietnam higher education quality. This transformation marked a big step forward in
Vietnam higher education quality management and Vietnam universities’ integration into the world
education.
Despite all the above efforts, higher education quality assurance system has not been fully
developed, the Vietnam government launched new mechanisms for the education development, for
example, establishing the national quality assurance organizations, quality assurance systems from the
MOET to universities, launching regulations on higher education training program accreditation. The
MOET also paid attention to train professional accreditation staff. In particular, Vietnam has joined the
regional and international higher education quality assurance network.
Alongside many achievements, the Vietnam higher education quality has more to be desired
before it can rank as world-class quality. Until now, Vietnam has no National Council for education
quality accreditation. The quality assurance is not internal demand for the purpose of self-improvement of
universities it is reaction for requirement of the MOET. Arguably, the quality assurance system remains
lacking in high-caliber professional facilitators.
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