each group and individual to eliminate bureaucratic and administrative management;
+ Building the School's quality tradition. The School's quality tradition is the continuation and development of the School's unique and distinct quality thoughts, perspectives and behaviors through the stages of development, ensuring consistency with the quality philosophy, quality vision and quality value system.
(3) Monitor the implementation of training DBCL procedures
Leaders and managers at all levels monitor the implementation of training DBCL procedures on a weekly and monthly basis, and require staff to clearly record the level of work completion divided by percentage of completion with levels 1 = 0 - 30%, 2 = 31% - 50%, 3 = 51
– 70% and 4 = 71 – 100%, any problems and suggestions, if any, for leaders to direct timely resolution.
This method will help all members monitor and know clearly about the work progress; at the same time, detect errors at which stage to have measures to overcome and improve.
- Implementation conditions:
+ School leaders must have a deep understanding of quality policy and build a quality culture.
+ School leaders and members of the School are determined to implement synchronously.
+ Have sufficient financial resources to implement.
3.2.2.3. Evaluation of training quality assurance system
- Purpose of the measure: to adjust and perfect the training quality assurance system at the University of Economics.
- Significance of the measure: helps the School Board have a multi-dimensional view of the operation of the training quality assurance system, creating a basis for developing improvement plans and conducting adjustments, improvements, and completion of the system.
- Content of the measure:
Evaluation of the training quality assurance system is conducted periodically through the form of: Self-evaluation and external evaluation. At the same time, system-level evaluation and implementation process evaluation are conducted.
- Units in the School periodically conduct self-assessment reports with supporting documents according to the management areas of the training quality assurance system. The self-assessment report is the basis for the School to invite independent experts from outside the school, students and vocational students, and employers. The external experts will assess the effectiveness of the system and have conclusions in the report sent to the school leaders as a basis for adjusting and perfecting the system/process.
- The training quality assurance system/process is evaluated with the following criteria: 1) Whether or not there is a system/process 2) If there is, is the system/process operational and to what extent? 3) If operational, is the system/process effective? 4) Does the output of the system/process meet the standards as committed by the School?
All evaluation criteria must have specific evidence. In the absence of evidence, the work will not be considered to be implemented.
- Implementation conditions:
+ School leaders must have a deep understanding of self-assessment and external assessment.
+ The self-assessment team has professional competence, honesty and objectivity.
+ Have sufficient financial resources to implement.
3.2.3. Relationship between measures
The proposed measures have a unified and dialectical relationship with each other. In particular, the measures: raising awareness; perfecting the training quality assurance system model; integrating the strategic plan with the operational plan of the training quality assurance system play a fundamental and long-term role. These are the most general measures, related to the entire operation and sustainable operational efficiency of the training quality assurance system of the University of Economics in both the short and long term.
Specific measures such as developing standards and evaluation criteria for training activities; operating the training quality assurance system; evaluating the training quality assurance system; adjusting and perfecting the training quality assurance system are measures specifically related to each aspect of the training quality assurance system at the University of Economics.
General measures and specific measures are organically linked. The implementation of general measures must take into account specific measures. Conversely,
When implementing specific measures, they must be placed in relation to and consistent with the purposes and contents of general measures.
3.3. Testing the urgency and feasibility of measures
3.3.1. Purpose of testing
Conducting a test of the necessity and feasibility of proposed measures aims to learn the opinions of teachers, managers and experts to put the measures into practice.
3.3.2. Test subjects
Conduct a survey to evaluate the necessity and feasibility of the proposed measures for 88 lecturers, managers and specialists of the University of Economics.
3.3.3. Test content
Conduct a survey to evaluate the necessity and feasibility of the following measures: Group of general measures: Raising awareness of training quality assurance; Completing the organizational model and training quality assurance document system; Building and integrating a general strategic plan with the activities of the training quality assurance system; Group of specific measures: building standards and evaluation criteria for training activities; operating the training quality assurance system; evaluating the training quality assurance system are measures specifically related to each aspect of the training quality assurance system at the University of Economics.
3.3.4. Test results
3.3.4.1. Results of the necessity test
The results of testing the necessity of the proposed measures are summarized by the author in the data table below:
Table 3.2. Necessity of measures
TT
Measures | Are not necessary | Jar often | Need design | |
Group of general measures: | ||||
1 | Raising awareness of training quality assurance | - | 14.8% | 85.2% |
2 | Perfecting the organizational model and system training DBCL document system | - | 15.9% | 84.1% |
3 | Measures to integrate strategic planning | - | 13.6% | 86.4% |
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TT
Measures | Are not necessary | Jar often | Need design | |
general outline of the system's operations training DBCL system | ||||
Specific measures: | ||||
4 | Building standards and evaluation criteria for training activities | 2.3% | 9.1% | 88.6% |
5 | Operation of training DBCL system | - | 9.1% | 90.9% |
6 | Evaluation of training quality assurance system; | 1.1% | 17.0% | 81.8% |
The research results summarized in the above data table show that teachers, managers, and specialists all highly appreciate the necessity of the general and specific measures proposed in the thesis. All proposed measures have a rate of opinions that are considered necessary from 81.8% to 90.9%).
In the two proposed groups of measures, measures such as: Building standards and evaluation criteria for training activities; Operating the training quality assurance system; Adjusting and perfecting the training quality assurance system are considered the most necessary, with over 88% of respondents saying they are necessary.
The remaining measures all have a necessity assessment rate of over 81%. According to the assessment of teachers, managers, and specialists, the necessity of the measures is equal. Comparing the assessment rate between the first and fourth ranked measures, the percentage of teachers, managers, and specialists assessing the necessity is not significantly different. Thus, all proposed measures are assessed as necessary.
3.3.4.2. Feasibility test results
The results of the feasibility test of the proposed measures are summarized by the author in the data table below:
Table 3.3. Necessity of measures
TT
Measures | Not feasible | Normal | Possible | |
Group of general measures: | ||||
1 | Raising awareness of training quality assurance | 3.4% | 9.1% | 87.5% |
2 | Perfecting the organizational model and system Training DBCL text | - | 6.8% | 93.2% |
3 | Measures to integrate strategic planning | 2.3% | 9.1% | 88.6% |
TT
Measures | Not feasible | Normal | Possible | |
in conjunction with the operation of the DBCL system train | ||||
Specific measures: | ||||
4 | Building standards and evaluation criteria for training activities | - | 8.0% | 92.0% |
5 | Operation of training DBCL system | 5.7% | 5.7% | 88.6% |
6 | Evaluation of training quality assurance system; | 1.1% | 5.7% | 93.2% |
The research results summarized in the above table show that teachers, managers, and experts highly appreciate the feasibility of the measures proposed in the thesis. All proposed measures have a rate of evaluation opinions from teachers, managers, and experts as feasible (from 87% to 93%).
Chapter 3 Summary
The fundamental principles for the process of applying measures to improve the training quality assurance system in the University of Economics include 5 key bases: Complying with current regulations; Emphasizing the role of managers; Mobilizing participation; Approaching the process, ensuring systematicity and suitability with the practical conditions of university education. When building a training quality assurance system in the University of Economics, it is necessary to comply with the principles of concentration and unity, ensuring feasibility, ensuring adaptability to change, and ensuring systematicity.
Based on the principles, the thesis proposes 2 groups of measures to improve the training quality assurance system at the University of Economics, which are:
+ Group of general measures: Raising awareness of training quality assurance; Completing the organizational model and training quality assurance document system; building and integrating a general strategic plan with the activities of the training quality assurance system;
+ Specific measures: Organizing the development of standards and evaluation criteria for training activities; operating the training quality assurance system; evaluating the training quality assurance system.
CONCLUSION AND RECOMMENDATIONS
1. Conclusion
Building a training quality assurance system at the training institution is of great significance in maintaining standards and continuously improving the quality of higher education. With the research hypotheses set forth, the thesis "Improving the training quality assurance system at the University of Economics - VNU" has achieved the following main research results:
1. Contribute to supplementing and developing the theoretical basis of the issue of training quality assurance and the training quality assurance system such as building a system of conceptual tools, especially the concept of training quality assurance; the role of training quality assurance for educational institutions; factors that strongly influence the current training quality assurance system. At the same time, the training quality assurance system at the University of Economics proposed by the author includes 3 steps: Establishing standards and procedures; organizing implementation; evaluating the level of implementation.
2. Regarding the current status of the training quality assurance system, the University of Economics has established implementation processes, criteria and benchmarks for training associated with the training quality assurance system, in accordance with the regulations of the Ministry of Education and Training, VNU and the goals set by the University. However, the training quality assurance system of the University of Economics in the past still encountered many shortcomings and limitations that need to be overcome, namely: Awareness, consensus in implementation and investment of financial resources for training quality assurance activities of the leaders and members of the University are still low; human resources for implementing quality assurance activities are still lacking in quantity and limited in capacity; Culture and quality have not become a key factor in the training quality assurance activities of the University; ...
3. To overcome the limitations and promote the advantages, the thesis proposes 2 groups of measures to perfect the training quality assurance system at the University of Economics, which are: 1) Group of general measures: Raising awareness of training quality assurance; Perfecting the organizational model of the training quality assurance document system; Measures to integrate the general strategic plan with the operation of the training quality assurance system. 2) Group of specific measures: building standards and evaluation criteria for training activities; operating the training quality assurance system; evaluating the training quality assurance system. The results of the survey of staff and lecturers of the University of Economics show that the steps to build and operate the training quality assurance system proposed by the thesis are reasonable and at the same time affirm the urgency and feasibility of applying the training quality assurance system.
created in the current conditions of the School. In order for the above measures to be implemented synchronously, the School Board must be determined, resolute and closely direct; all members of the School must work together to achieve the goal of improving the training quality of the University of Economics.
2. Recommendations
2.1. For the Ministry of Education and Training and VNU
- Continue to supplement and improve the system of documents on training quality assurance.
- Develop capacity for experts and key personnel of the training DBCL system.
- Strengthen international cooperation activities, participate in regional and international DBCL networks.
- For VNU, the author proposes to establish an Education Quality Assurance Board to replace the Education Quality Assurance Institute, and at member schools to establish an Education Quality Assurance Office to replace the Education Quality Assurance Center to further affirm the role and importance of quality assurance work.
2.2 For University of Economics
- Increase financial investment in training quality assurance activities and improve training quality.
- Deploy DBCL system inside training programs.
- Promote VHCL in Schools.
- Supplementing policies and regimes to create motivation and conditions for teachers, managers and specialists working in training quality assurance to promote their roles in training quality assurance activities as well as activities to improve and enhance training quality.
2.3 For teachers, managers and students of University of Economics
- Teachers and managers need to regularly improve their professional qualifications and teaching methods; improve their management capacity, raise awareness of the school's training quality assurance work; increase their dedication and contribute initiatives and ideas to the school to improve teaching and learning activities and other activities.
- Students need to regularly raise awareness of the importance of student exchange activities and other activities of the School; strictly, correctly and fully implement the regulations set forth by the School.