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Thực trạng và hướng phát triển của hệ thống bảo đảm chất lượng bên trong tại các trường đại học Việt Nam

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Bài viết nhằm giúp cho các trường đại học đã và đang xây dựng hoặc hoàn thiện hệ thống bảo đảm chất lượng bên trong tham khảo hoặc lựa chọn cho phù hợp. Mặt khác, Chính phủ và Bộ Giáo dục và Đào tạo cũng sẽ tiếp tục có các hướng dẫn cụ thể và hỗ trợ các cơ sở giáo dục trong việc thiết lập và vận hành hiệu quả các hệ thống bảo đảm chất lượng bên trong vì mục tiêu cải tiến liên tục và nâng cao chất lượng.

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Nội dung Text: Thực trạng và hướng phát triển của hệ thống bảo đảm chất lượng bên trong tại các trường đại học Việt Nam

  1. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 01(37), THÁNG 3 – 2023 THE CURRENT SITUATION AND DEVELOPMENT TREND OF THE INTERNAL QUALITY ASSURANCE SYSTEM IN VIETNAMESE HIGHER EDUCATION INSTITUTIONS THỰC TRẠNG VÀ HƯỚNG PHÁT TRIỂN CỦA HỆ THỐNG BẢO ĐẢM CHẤT LƯỢNG BÊN TRONG TẠI CÁC TRƯỜNG ĐẠI HỌC VIỆT NAM TRAN HOAI BAO(*), CAO THI CHAU THUY(**), LE VAN HAO(***) (*)(***) Eastern International University, Doctoral student of The University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, bao.tran@eiu.edu.vn (**) The University of Social Sciences and Humanities, Viet Nam National University Ho Chi Minh City, chauthuy@hcmussh.edu.vn THÔNG TIN TÓM TẮT Ngày nhận: 04/02/2023 Bảo đảm chất lượng bên trong gồm hai nội dung cơ bản là: Xây Ngày nhận lại: 05/02/2023 dựng hệ thống bảo đảm chất lượng và triển khai có hiệu quả Duyệt đăng: 23/3/2023 các hoạt động bảo đảm chất lượng. Các trường đại học dựa vào Mã số: T09S1-2023-02 các nguồn lực của mình để thiết lập một hệ thống nhằm quản lý ISSN: 2354 – 0788 các hoạt động cốt lõi liên quan đến chất lượng và đảm bảo chất lượng được cải tiến một cách liên tục. Những năm gần đây, Chính phủ và Bộ Giáo dục và Đào tạo đã rất nỗ lực trong việc ban hành các chính sách, hệ thống pháp lý về bảo đảm và kiểm định chất lượng giáo dục đại học được xây dựng khá đầy đủ. Việc vận dụng vào các cơ sở giáo dục lại không hoàn toàn giống nhau do mỗi trường đều có những định hướng riêng và điều kiện thực tế khác nhau. Hệ thống bảo đảm chất lượng bên trong của các trường đại học đã được xây dựng và vận hành theo cách riêng của mỗi trường. Một số xu hướng phát triển hệ thống bảo đảm chất lượng bên trong tại các trường đại học Việt Nam ngày càng thể hiện rõ, điều này sẽ giúp cho các trường đại học đã và đang xây dựng hoặc hoàn thiện hệ thống bảo đảm chất lượng bên trong tham khảo hoặc lựa chọn cho phù hợp. Mặt khác, Chính phủ và Bộ Giáo dục và Đào tạo cũng sẽ tiếp tục có các hướng dẫn cụ thể và hỗ trợ các cơ sở giáo dục trong việc thiết lập và vận hành hiệu quả các hệ thống bảo đảm chất lượng bên trong vì mục tiêu cải tiến liên tục và nâng cao chất lượng. Từ khóa: ABSTRACT Bảo đảm chất lượng, Bảo đảm Internal quality assurance (IQA) includes two basic contents: chất lượng bên trong, hệ thống , xu building a quality assurance system and effectively hướng phát triển. implementing quality assurance activities. Universities rely on 28
  2. TRAN HOAI BAO – CAO THI CHAU THUY – LE VAN HAO Key words: their resources to establish a system to manage core activities Quality assurance, internal related to quality and to ensure that quality is continuously quality assurance, system, improved. In recent years, the Vietnamese Government and the development trend . Ministry of Education and Training have made great efforts in promulgating policies and the legal system for assurance and accreditation of higher education quality that has been built quite well. The application to educational institutions is not in the same way because each university has its orientation and different operational conditions in reality. The university's quality assurance system has been built and operated in its way. Some trends in the development of the quality assurance system at Vietnamese universities are increasingly evident, which will help universities that have been building or perfecting the quality assurance system to refer or choose accordingly. On the other hand, the Government and the Ministry of Education and Training will also continue to provide specific guidelines and support educational institutions in the establishment and effective operation of IQA systems for continuous improvement and quality enhancement. 1. INTRODUCTION To do so, the quality of training products Education quality assurance is part of the (students) of universities must be ensured or in education quality manager, the basis for other words, universities need to implement implementing the goals and educational quality assurance in a comprehensive and programs of each university as well as each effective manner. In the current context, it is not country. In order to manage educational quality difficult for us to realize that universities must in accordance with educational goals, it is have a clear policy on quality and quality necessary to synchronously implement the law assurance, which is a vital factor to affirm their on quality management inside each university prestige, position and integration into the global from the defined standard output, manage the education system of higher education for a student recruitment, manage the educational university. But to ensure the quality of implementation process and adjust the education, one of the important requirements is educational environment in accordance with the that the university must build and develop an standards of the educational program and the internal quality assurance system [6]. context as well as conditions of each university The studies of Freeman (1994), Peters [9, pp.27-33]. (1977) show that the only determinant of quality In the context of education integration, the in a university is from the inside of an trend of linking, exchanging students and institution. According to Vroeijenstijin (1995), lecturers and recognizing each other's credits to ensure quality, universities need to establish between universities, requires Vietnam and an internal quality assurance system that meets other countries in the region as well as all over the basic requirements of quality monitoring, the world to strive for excellence and achieve the evaluation and improvement. At a minimum, the common standards of higher education quality. internal quality assurance system must contain 29
  3. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 01(37), THÁNG 3 – 2023 elements of the Deming circle, which are: Plan, assurance tools inside schools are generally very Do, Check, Act (P-D-C-A). On the basis of the limited [2, pp.103-109]. P-D-C-A circle, Vroeijenstijin (1995) argues The construction of a quality assurance that an internal quality assurance system should system for universities is very important and have the following elements: Organizational should be prioritized in the current context objectives; monitoring tools; assessment tools; because this is the basis for forming and quality improvement. managing education quality, maintaining An internal quality assurance (IQA) system standards, improving the quality and is especially important to maintain and improve effectiveness of training in accordance with the quality in higher education [13, pp.98-105]. The existing conditions of the school, and ensuring importance of building and developing an that graduates will meet the requirements of the internal quality assurance system (IQA) is labor market. However, in order for the quality increasingly evident, the 2018 Amended and assurance’s work to become an autonomous Supplemented Law on Higher Education, in activity for each unit and towards the formation Clause 1, Article 27, emphasizes the of a quality culture in higher education responsibility of higher education institutions in institutions, coordination and sharing ensuring the quality of higher education is information among the higher education “Building and developing an education quality institutions are required for members in assurance system inside the higher education specialized units throughout the school. institution in accordance with its mission, According to Pham Thi Huong (2019), over objectives and actual conditions of higher the past 15 years, Vietnam has developed a education institutions”. It can be affirmed that quality assurance system as part of its efforts to the internal quality assurance plays an important reform higher education. Quality assurance is role in determining the quality of a university still a new concept in the country, which seems because a university demonstrates quality in all to have promoted a policy-driven consistent key areas such as: training, scientific research approach that mandates rather than a system that and community service. However, for encourages innovation, engagement of scholars Vietnamese higher education, the construction in continuous improvement [10]. and development of the IQA system is still a new Resolution No. 29-NQ/TW on fundamental issue, the models of quality assurance in higher and comprehensive reform of education and education are not really a clearly described training, meeting the needs of industrialization system [6]. and modernization in the context of a socialist- Recent studies of Vietnamese education oriented market economy and international show that the internal quality assurance system integration, emphasizes quality assurance is not within universities and colleges has barely the role of only universities but also the whole formed even though most universities have national education system. In particular, the established a department/unit in charge of issue of quality assurance in universities has quality assurance. The main task of these units become more and more important in the face of is to fulfill the quality assurance requirements of the impact of the 4.0 revolution, the increasingly the Ministry of Education and Training, in fierce competition among universities for fresh accordance with performing other tasks such as students. Therefore, quality assurance, Testing and/or Inspection, which often make up especially internal quality assurance, is the majority of tasks within the unit. Quality indispensable to train qualified human resources 30
  4. TRAN HOAI BAO – CAO THI CHAU THUY – LE VAN HAO to serve the process of industrialization, mechanisms implemented in a university or modernization and international integration [7, training program to ensure that it is fulfilled its pp.16-21]. own purposes and meets its objectives. meet the 2. RESEARCH METHODS standards applicable to higher education in The authors used document analysis on general or to professional standards”. This higher education, policies on quality concept emphasizes that a university must accreditation, quality assurance, quality implement quality policies and mechanisms to assurance; International and domestic published meet quality standards applicable in higher articles on proposals and recommendations for education or as required by professional system operation and implementation of IQA standards. According to AUN (2007), internal activities of universities. Using the analysis of quality assurance is the totality of systems, the content of published articles is appropriate to resources and information devoted to research a central issue that requires inquiry and establishing, maintaining and improving the understanding [3]. Therefore, this document quality of teaching, learning, research and analysis review aims to review the research service standards. for community. From the situation on the world and Vietnamese definitions of the above concepts, the authors university system of IQA. have searched, analyzed and synthesized Document search was performed by using documents. Based on the IQA system publicly keywords such as QA, IQA and the system to posted on the university's website, the policies find relevant articles in electronic databases and of the State/Ministry of Education and Training, Google Scholar. In addition, the author's team the authors identify the current status of the IQA has searched for the quality assurance systems system of Vietnamese universities, the of Vietnamese universities, which are publicly development direction and then propose some posted on documents and websites for reference solutions, so that the educational institutions can as well as comparison. The main research select, build and develop the system of quality approach for this report is to analyze the assurance according to the model of literature on international and national research international quality assurance in accordance related to IQA. This approach allows with their goals. researchers to review or evaluate the printed and The current situation and development electronic documents from multiple sources to trend of the internal quality assurance system in provide evidence for research [1, pp.27-40]. Vietnamese higher education institutions 3. RESULTS The current situation of the internal quality “Quality assurance of higher education is assurance system in Vietnamese higher defined as systems, policies, procedures, education institutions: The internal quality processes, actions and regimes that are defined assurance system at Vietnamese universities is before it is achieved. target, maintain, monitor now very diverse. Accordingly, the internal and fix the quality of education at a certain quality assurance system (QA) of Ho Chi Minh allowable level and seek solutions to City University of Food Industry is designed, continuously improve the quality of built and developed in order to continuously education; ensure the school fulfills its evaluate, measure, control, maintain and mission” [5, pp.64-68]. improve the quality of all major school activities According to Martin and Stella (2007), such as learning, teaching, research, and service internal quality assurance is “the policies and delivery. The quality assurance system aims to 31
  5. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 01(37), THÁNG 3 – 2023 meet the mission, vision, and strategic goals of assurance system of Ho Chi Minh City the university and meet the requirements of University of Food Industry consists of 7 relevant stakeholders. There are two main goals components: 1) Core values, 2) Organizational to design and operate an internal quality structure and personnel, 3) Culture of assurance assurance system: Firstly, to evaluate, measure Quality Assurance, 4) Institutions and and control the quality of the school Regulations The University's quality assurance comprehensively and on that basis to ensure and document system currently includes 137 improve the quality of the school. Secondly, to processes that are drafted, operated, evaluated be ready to meet the requirements, standards and and improved according to ISO 9001:2015), 5) regulations of external quality accreditation Quality Assurance Information System, 6) organizations and agencies (domestic and Annual Quality Conference, 7) Quality foreign) such as the Ministry of Education and Assurance Information Disclosure. Training, AUN-QA. The internal quality (Source: University of Education, the University of Danang) According to the internal quality assurance quality assurance system and the internal quality system of the University of Education, the assurance model according to AUN-QA, and University of Danang, they integrate process compares it with domestic universities. management, using the AUN-QA model and Accordingly, the internal quality assurance Vietnam's university quality assurance model. model including monitoring tools, evaluation The quality assurance model of Lac Hong tools, quality assurance processes and quality University is built based on the university's assurance tools are detailed as follows: 32
  6. TRAN HOAI BAO – CAO THI CHAU THUY – LE VAN HAO (Source: Lac Hong University) Thu Dau Mot University also uses AUN- of prestigious universities in other countries QA's internal Quality Assurance model and around the world, in order to evaluate the adheres to the University's vision, mission, internal quality more and more effectively, core values and quality policy, ensuring which makes contribution to improve the PDCA principles. position and prestige of Vietnam's universities to The International University is applying the reach the regional level and increasingly affirm "Internal Quality Management System" their strong position in the world in terms of standardized under two models: the Total quality education. Quality Management model (TQM) and the In summary, for universities in Vietnam, internal Quality Assurance System model the construction of an internal quality assurance (Internal Quality Assurance - IQA) of AUN. system is only at an early stage of development Nguyen Thi Hien (2020) believes that the when education quality accreditation activities currently quality assurance system in are interested and promoted. In recent years, universities is relatively comprehensive higher education institutions have paid more concerned, although it is based on the general attention to developing a quality assurance direction of the Ministry of Education and model suitable to the specific conditions of Training, but the way in which it is organized Vietnamese higher education, universities and and implemented is still very difficult. The external requirements. The models are aimed at activities of centers and examination units still meeting the requirements of the stakeholders have limitations in accrediting, assessing and inside and outside the school in training. analyzing the quality of education [7, pp.16-21]. However, the model of quality assurance in Therefore, these centers and departments need to higher education is not really a clearly described be invested more strongly, especially in system, even for schools that always emphasize improving the quality of human resources, quality in training activities, scientific research developing and expanding cooperation and and provision of services. services to the relationships with the accrediting departments community [8, pp.40-44]. 33
  7. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 01(37), THÁNG 3 – 2023 (Source: Thu Dau Mot University) The development trend of the internal assurance system, which is to build an integrated quality assurance system in Vietnamese higher internal quality assurance system in which there education institutions is an integration of the internal quality assurance Over the years, Vietnamese higher system combination of three basic components: education institutions have built an internal 1) Strategic planning system; 2) Information quality assurance system with the core unit system; 3) Quality management system. To be being the Quality Assurance Center/Department able to operate this system effectively, to perform the function of supporting the school universities need to have a systematic approach to implement the school's work meets the from planning the whole school's operational standards of external accrediting organizations, goals as well as the quality goals in each period especially the educational quality accreditation in line with the mission, vision and mission of standards of the Ministry of Education and the university. After setting the school-level Training. However, according to researches on quality goals, the Faculty/Functional higher education, especially studies on internal Departments, the units under the quality assurance systems, an internal quality Faculty/Functional Departments as well as the assurance system is effectively operated when it officials in each unit will set the goals of each achieves two basic objectives: 1) meeting the respective level and develop a plan to achieve standards of external quality accreditation these goals. bodies (EQA); 2) accomplishing the mission, The functional faculties/departments will vision, and goals of the institution. With this supervise the implementation of this plan by the approach, the authors have proposed a new affiliated units as well as officers in the unit and the approach in building an internal quality faculties/departments will report the 34
  8. TRAN HOAI BAO – CAO THI CHAU THUY – LE VAN HAO implementation of the quality objectives to the recognized to meet standards under this unit. The quality of the university and this unit will circular. The journal has analyzed the current directly report to the Board of Directors on the situation of building quality assurance systems implementation of this work at the school [4]. in universities through the process of self- The topic "Research and propose an assessment and external assessment. The effective internal quality assurance model for external evaluation results show that there is a universities in Ho Chi Minh City to improve the discrepancy in the internal quality assurance quality of education" was chaired by the system between higher education institutions Institute of Education Research - Ho Chi Minh and the quality assurance system; there are City University of Education. It is now some limitations that need to overcome such as necessary to learn about the challenges and building strategic plans or reviewing the barriers that higher education institutions in process improvement of making plans, the HCMC have been facing in the process of process of building performance indicators and building and developing the internal quality striving targets. assurance system. The task was to build and According to the latest data on MoET propose an internal quality assurance model for website (updated to July 31, 2022), Vietnam has universities in Ho Chi Minh City along with a 174 higher education institutions, 11 set of guidelines for building an internal quality pedagogical colleges that are recognized to meet assurance system, suggesting changes in how to educational quality standards according to build a quality assurance system at the domestic standards and 7 higher education universities. The task also gives institutions are recognized to meet educational recommendations to the Ministry of Education quality standards according to foreign standards. and Training to issue a circular to guide higher Regarding the training program, the number that education institutions to implement an effective is assessed according to domestic standards and internal quality assurance system. Education recognized as meeting educational quality institutions need to focus on perfecting the standards is 480; the number of programs internal quality assurance system with the evaluated and recognized according to foreign following core contents: Develop regulations to standards is 343 programs, of which 280 successfully implement the internal quality programs are evaluated according to AUN-QA. assurance system; model of internal quality In general, in order to implement the control system; develop and improve the activities of quality assurance, Vietnamese effectiveness of quality assurance tools to universities have adopted diverse approaches improve the quality of education; information and models. Some universities have adopted a system of QA. tailor-made quality approach, rooted in The Ministry of Education and Training university goals and university culture, to meet issued Circular No. 12/2017/TT-BGDDT the internal and external requirements. This promulgating the quality assessment of approach is mainly driven by accreditation universities, which consists of a new set of requirements, therefore, the IQA system is built standards for evaluating the quality of higher based on the Deming PDCA cycle with four education institutions with 25 standards and basic elements of university objectives, 111 criteria. Until October 31, 2020, 33 higher monitoring tools, technology assessment and education institutions were assessed externally quality improvement tools (For example, the and 30 higher education institutions were universities mentioned above such as: Lac Hong 35
  9. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 01(37), THÁNG 3 – 2023 University, Thu Dau Mot University, etc.). The Most recently, the Prime Minister issued second approach of the IQA is to use the ISO Decision No. 78/QD-TTg dated January 14, model to organize and manage their document 2022 approving the Program "Development of system more effectively (Ho Chi Minh City an education quality assurance and accreditation University of Food Industry). The third system for higher education and higher approach is to include the standards of the education". College of Education in the period Ministry of Education and Training in their of 2022 - 2030", with one of the key solutions quality management guidelines (the University being "Improving the capacity of the quality of Education, the University of Danang) [11]. assurance system inside training institutions", Clauses 1, 2, 3, Article 50 of Law No. 34 including [12]: 1) Build and perfect the quality (the Amended and Supplemented Law on assurance system inside the training institution Higher Education) also stipulate the to effectively implement the mission and responsibilities of higher education institutions objectives of the training institution; 2) Build in ensuring quality, including: building and and develop internal and external information developing internal quality assurance system in and communication systems, quality assurance accordance with the mission, goals, and actual database and quality management processes, conditions of the educational institution, perform accountability and disclose information development of quality assurance policies and according to regulations; 3) Foster and improve plans, and self-assessment of operational quality the capacity of the contingent of cadres, public results, registered for quality control. employees and lecturers engaged in quality Accordingly, the first thing is to build an internal assurance work in training institutions and quality assurance system, including a quality training programs; adopt policies to encourage assurance framework on the basis of quality education quality assurance and accreditation standards issued by the Ministry of Education staff of training institutions to participate in and Training, policies and plans of the quality external assessment missions of regional and assurance. international accrediting organizations. The next step is to organize the operation of The components of the internal quality the system, implement the quality policies and assurance system can be divided into four plans, and the last step is to self-assess the groups: objectives, policy, quality plan; Quality effectiveness of the quality assurance activities assurance processes based on quality standards; and register for quality inspection as a measure. Quality assurance information system; and other External quality assurance's goals include resources. The specific goals and development supporting internal quality assurance system indicators IQA set for educational institutions in improvement and approving or rejecting quality Decision 78 represent a step forward and standards. Second, a cycle is followed when determination in developing an internal quality performing quality assurance tasks: Internal assurance system, which is a key stage of quality quality assurance, self-evaluation, external assurance. At the same time, it is necessary to quality assurance (quality inspection), continue to strengthen and develop the external enhancement of the inner quality of the quality assurance mechanism, synchronize with assurance system, etc. In this manner, after each the internal quality assurance mechanism, and accreditation period, the quality of higher work in harmony to not only establish and education is established, maintained, sustained, maintain quality in a sustainable way but also to and continually improved. 36
  10. TRAN HOAI BAO – CAO THI CHAU THUY – LE VAN HAO continuously improve and improve the quality with the established process to ensure that the of higher education. results or "products" meet quality standards. 4. CONCLUSION Report on implementation results and Through studying the current situation and propose improvements: annually and in each development trends of the internal quality implementation period, units and individuals assurance system at Vietnamese universities, the report on the results of implementation of the authors have some recommendations for higher management of internal quality assurance education institutions as follows: activities. The report should clearly state the Build the internal quality assurance system difficulties, limitations and shortcomings that to achieve the vision, mission and goals of the the University is facing and propose solutions to educational institution itself. overcome these shortcomings. Consult, apply flexibly or integrate with Organization of improvement: Based on regional and international quality control system specific proposals of functional units and models (AUN-QA) and internationally implementing individuals, educational appropriately. institutions review and adjust, supplement and Clearly define the responsibilities of each complete the implementation plan for the unit and individual in the internal quality management of assurance activities of the inner assurance structure of the University. quality more effective. Develop process for performing each job: In addition, the Vietnamese Government The school develops a process to perform each and the Ministry of Education and Training job, has instructions and forms, and creates continue to provide specific, detailed favorable conditions and consistency in the instructions and persistent support for higher process of performing tasks for each job in all education institutions and their members to units and individuals. complete the system and then operate the Implementation of the work: In the process insurance system for the internal quality of implementing the work in the school, the units assurance to establish and maintain the quality and individuals need to base on the work of its establishment. Next is the organization for processes that have been developed and issued establishments to self-assess and register for to carry out the work. During the external assessment, quality assurance to implementation process, there must be improve the system, how to operate the system inspection and supervision to ensure that all to improve quality. aspects of work are carried out in accordance TÀI LIỆU THAM KHẢO [1] Bowen, G. A. (2009), Document Analysis as a Qualitative Research Method, Qualitative Research Journal, 9. https://doi.org/10.3316/QRJ0902027. [2] Bui, V.A.H. (2016), Building a system of quality assurance and accreditation in higher education in Vietnam. Development and Integration Journal, No. 26(36). [3] Creswell, J. W. (2014), Research design: Qualitative, quantitative, and mixed methods approaches (4th Ed.). Thousand Oaks, CA: Sage. [4] Nguyen, T.A., Nguyen, T.D & Doan, N.A. (2019), Integrated Internal Quality Assurnace (iIQA) – A new accessory in building the internal quality assurance system of Vietnamese institutions, 37
  11. TẠP CHÍ KHOA HỌC QUẢN LÝ GIÁO DỤC SỐ 01(37), THÁNG 3 – 2023 Journal of International Economics and Management, No. 115. [5] Nguyen, Q.G. (2010), Quality assurance in higher education, The University of Danang - Journal of Science and Technology, No. 4(39). [6] Nguyen, T.D., Nguyen, T.T & Nguyen M.T. (2014), Developing and operating the quality assurance system inside the university - practice at the University of Economics and Law. [7] Nguyen, T.H. (2020), Some orientations for the development of internal quality assurance systems at Vietnamese universities, Journal of Education, No. 474. [8] Nguyen, T.M.P. (2017), Human resources – The core factor to form the internal quality assurance system of universities, Journal of Educational Science, No.137. [9] Pham, M.M. (2017), Some solutions to ensure the quality of education in the current period, Journal of Education Management, Vol. 9, No.10. [10] Pham, T.H. (2019), Limited legitimacy among academics of centrally driven approaches to internal quality assurance in Vietnam, Journal of Higher Education Policy and Management, 41:2, 172-185, DOI: 10.1080/1360080X.2019.1565298 [11] Pham, T.T.N, Nguyen, T.T.B. (2021), Internal Quality Assurance of Institutional Learning Outcomes: U.S. Case Study and Implications for Vietnam Higher Education, Vietnam Journal of Education, Volume 5, issue 2, 1-9. https://doi.org/10.52296/vje.2021.xx. [12] Prime Minister. (2022), Decision No. 78/QD-TTg dated January 14, 2022 of TTCP approving the Program Development of an education quality assurance and accreditation system for higher education and pedagogical colleges in the period of 2022 - 2030. [13] Vo, S.M., Nguyen, T.A. (2015), Some proposals to establish a quality assurance system inside a higher education institution, Journal of Foreign Economic Relations, No. 77. 38
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