The number of preschools in Thai Nguyen City, Thai Nguyen Province has many opportunities and challenges. All levels and sectors are increasingly paying more attention and investing in preschool education. This creates trust for parents, builds a brand for the school, and creates competition in enrollment, especially for public schools. Build and train a team of teachers and staff; accompany schools to train preschool teachers to meet the requirements of standards of skills, attitudes, and knowledge close to practical requirements.
The above issues arise from the reality of implementing self-assessment of schools, especially the management of self-assessment activities according to the quality accreditation standards of preschools in Thai Nguyen city, Thai Nguyen province. I have chosen the topic "Managing self-assessment activities according to quality accreditation standards in some preschools in Thai Nguyen city, Thai Nguyen province".
2. Research purpose
Based on theoretical research and the current status of quality assessment activities according to quality accreditation standards in some preschools in Thai Nguyen city, Thai Nguyen province, the topic proposes some measures to manage quality assessment activities according to quality accreditation standards in some preschools in Thai Nguyen city, Thai Nguyen province.
3. Research object and subject
Maybe you are interested!
-
Theoretical Basis of Customer Satisfaction and Proposed Research Model -
Research on theoretical and practical basis of developing high-quality human resources to form a knowledge-based economy in Vietnam - 27 -
The Research Topic Has Contributed to Systematizing the Theoretical and Practical Basis of Organizational Forms of Tea Production Territory in the Direction of Development -
Theoretical and Practical Basis of the Research Problem -
Theoretical Basis and Research Overview
3.1. Research object
Quality assurance activities according to the quality assurance standards of Thai Nguyen City Kindergarten, Thai Nguyen Province.
3.2. Research subjects
Measures to manage self-assessment activities of preschools according to quality assessment standards in some preschools in Thai Nguyen city, Thai Nguyen province.
4. Scientific hypothesis
Managing assessment activities in preschools is an important and indispensable task of the Department of Education and Training. If measures are proposed to manage assessment activities scientifically and in accordance with the reality of preschools, assessment activities will be implemented effectively, contributing to improving the quality of education in preschools in Thai Nguyen city, Thai Nguyen province.
5. Research tasks
5.1 . Research on theoretical basis of assessment activities and management of assessment activities according to the standards of quality assurance of preschool education.
5.2. Survey and evaluate the current status of quality assurance activities and management of quality assurance activities according to quality assessment standards in some preschools in Thai Nguyen city, Thai Nguyen province.
5.3 . Proposing some measures to manage quality assurance activities according to the quality assurance standards in some preschools in Thai Nguyen city, Thai Nguyen province.
6. Scope of research
6.1. Limitations of research content
The topic analyzes and studies the current status of management of TDG activities, from which it initially proposes and tests the necessity and feasibility of those measures.
6.2. Limitations on survey area
The research topic was implemented within the scope of 06 kindergartens in Thai Nguyen city, Thai Nguyen province including: Tich Luong kindergarten, Quan Trieu kindergarten, Tan Cuong kindergarten, Hospital General Hospital kindergarten, Son Cam kindergarten, and Hoa Huong Duong private kindergarten.
6.3. Limitations on the subject of investigation
The author conducted a survey of 99 people, including:
- Specialists from the Department of Education and Training, specialists from the Department of Education and Training of Thai Nguyen City: 09 people.
- Management staff of 06 kindergartens in Thai Nguyen city: 18 people.
- Teachers and staff of 06 kindergartens in Thai Nguyen city: 72 people.
7. Research methods
To carry out the purpose and tasks of the topic, I use the following groups of methods:
7.1. Theoretical research methods group
Conduct analysis, synthesis, generalization, and systematization of documents and texts related to the issue of managing educational activities according to the standards of preschool education quality assurance. On that basis, conduct analysis, synthesis, and systematization of documents to build a theoretical framework as the foundation for the research process.
7.2. Group of practical research methods
7.2.1. Observation method
Observe the ways to conduct assessment activities and manage assessment activities according to the standards of quality assurance in preschool education.
7.2.2. Survey method
We used survey forms for leaders, officers, and specialists of the Department of Education and Training, the Department of Education and Training of Thai Nguyen City; managers and teachers at 06 preschools in Thai Nguyen City to learn about the current situation of planning management, program goals, staff, and facilities management... to serve the assessment activities and manage assessment activities according to the standards of preschool education quality assessment.
7.2.3. Product research methods
Study the assessment reports and assessment records of schools. From there, draw initial conclusions on assessment activities and management of assessment activities of preschools.
7.2.4. Interview method
Using the interview method, talking with experts from the Department of Education and Training, the Department of Education and Training, the Principals and teachers to collect information, clarify the information collected through the investigation method. Thereby, learning more about the measures to implement the assessment activities and manage the assessment activities according to the standards of quality assurance of preschool education. This information is valuable as a basis for commenting and confirming more accurately the current situation of the measures to implement the assessment activities of preschools. In addition, it is possible to learn more about the factors affecting that situation as well as their recommendations. This information also helps the researcher have more basis to affirm the honesty and reliability of the research results.
7.2.5. Method of obtaining expert opinions
Consult with experts from the Department of Education and Training, the Department of Education and Training, managers, teachers, staff (teachers, employees)... to get more reliable information to ensure the objectivity of the research results. And ask for comments and suggestions for measures to effectively manage the management of assessment activities in preschools.
7.2.6. Method of summarizing experience
Through the results of the assessment and management of assessment activities of preschools in the area, exchanging experiences with managers implementing assessment work... drawing conclusions and measures to manage assessment activities according to the standards of quality assessment of preschool education.
7.2.7. Testing method
Through practical research, we examine the necessity and feasibility of measures to improve the quality of assessment activities and management of assessment activities in preschools.
7.3. Data processing method using mathematical statistics
Used to process data collected during the investigation of the current status of management measures for environmental protection activities and management of environmental protection activities in the form of data tables, charts... to help make research results more accurate and ensure reliability.
8. Structure of the thesis
Chapter 1: Theoretical basis for self-assessment and management of self-assessment activities according to the standards of quality assurance of preschool education.
Chapter 2: Current status of quality assurance activities and management of quality assurance activities according to quality assurance standards in some preschools in Thai Nguyen city, Thai Nguyen province.
Chapter 3: Measures for "Managing quality assessment activities according to quality assessment standards in some preschools in Thai Nguyen city, Thai Nguyen province".
In addition, the thesis also includes: Introduction; conclusion, list of references, appendix.
Chapter 1
THEORETICAL BASIS FOR MANAGING SELF-ASSESSMENT ACTIVITIES ACCORDING TO QUALITY ASSESSMENT STANDARDS OF PRESCHOOL EDUCATION
1.1. History of research on self-assessment activities according to the standards for quality assessment of preschool education
1.1.1. History of research in the world
The activity of educational accreditation has been established and has a long history. It originated in America, specifically in North America and the United States. However, this activity only developed in the 90s of the 20th century, when the world's higher education was gradually shifting from state-oriented education to market-oriented education. In 1885, in New England in the Northeast of the United States, a non-governmental organization called the Association of Schools and Colleges of New England (NE) was established. It was the first regional accrediting organization in several states whose purpose was to “further the cause of education by promoting the common good of both colleges and preparatory schools.” It changed its name to the New England Association of Colleges and Secondary Schools in 1957. “Regional accreditation is a comprehensive, comprehensive, and comprehensive accrediting organization that attempts to maintain standards for all activities of the institution without attesting to the quality of any one part of the institution.”
In Asia, countries such as Korea and Japan have also built a quality assurance system with a 7-year assessment cycle. Thailand has issued a national policy on ensuring the quality of university education since 1996 and has been testing external assessment since 1997. For Singapore, the external assessment system of National Universities is assessed by experts from prestigious universities in the world every 2 years. The Philippines has implemented 9 basic education reform measures to improve the standards of university education quality nationwide. China has issued temporary regulations on the assessment of higher education and training institutions. India has introduced a scoring coefficient to clearly demonstrate important assessment criteria. For Australia, the issue
Quality assurance has been emphasized since the 1980s and some schools have had initial success in organizing and periodically evaluating schools. Up to now, the quality assurance mechanism in Australia has been formed with many agencies, such as the Australian Universities Quality Agency (AUQA)... The issue of quality assurance in Malaysian higher education follows the New Zealand model with internal and external quality assurance mechanisms. For a training school to be allowed to organize courses, those courses must be assessed by two basic standards called minimum standards and accreditation standards. According to the LAN Act 1996, accreditation means the official recognition in practice that certificates, undergraduate and postgraduate degrees issued by higher education and training institutions are in accordance with the requirements of the LAN organization.
In Southeast Asia, in 1995, the ASEAN University Network (AUN) was established, including 17 leading universities in ASEAN member countries. One of the main activities of AUN is to build a quality assurance system. One of the main activities of AUN is to build a quality assurance system with the following 5-point policy:
- AUN member universities will continuously strive to strengthen the implementation of quality assurance systems.
- AUN member universities will conduct exchanges of quality assurance and training programs within the framework of the agreement between the directors of quality assurance agencies of member universities.
- Directors of quality assurance agencies of AUN member universities will plan to establish and develop their own quality assurance systems and have them recognized by AUN.
- AUN member universities welcome the conduct of mutual external audits based on agreements and the use of internationally recognized common auditing tools and standards of member universities.
- The quality criteria of policy activities of AUN member universities (teaching-learning, research and services) will be reflected in the audit tools drafted by AUN, including a system of 6 quality assurance criteria (Each criterion has 2 levels).
This shows that the activities of educational quality assurance as well as standards, regulations, cycles, and implementation processes have appeared and developed for a long time. With its practical significance, educational quality assurance evaluates the current status of educational institutions according to the set standards, finds the strengths and weaknesses of educational institutions, thereby promoting strengths, overcoming weaknesses to develop and improve the educational quality of educational institutions.
1.1.2. History of domestic research
Although it has been around for more than 100 years in the world, it was not until 2002 that the Ministry of Education and Training in Vietnam was able to apply this assessment method, marked by the establishment of the Training Quality Assessment Department in the University Department of the Ministry of Education and Training. After the Department of Testing and Education Quality Assessment was established under Decree No. 85/2003/ND-CP dated July 18, 2003 of the Government of the Socialist Republic of Vietnam. The Ministry of Education and Training chose Quality Assessment as an official measure to improve the quality of education. This work has been legally confirmed through the 2005 Education Law and Decree No. 75/2006/ND-CP dated August 1, 2006 of the Government. The Ministry of Education and Training stipulates: “School education quality assessment is an activity to assess the level of compliance with the education quality assessment standards prescribed by the Ministry of Education and Training for schools at each training level” (Decision No. 76/2007/QD-BGDDT dated December 14, 2007 of the Minister of Education and Training). On December 31, 2008, the Ministry of Education and Training issued Decision No. 83/2008/QD-BGDDT Promulgating the Regulations on the process and cycle of quality assessment of general education institutions. On September 8, 2009, the Ministry of Education and Training issued Official Letter No. 7880/BGDĐT-KTKĐCLGD on guidelines for self-assessment of general education institutions to raise awareness among cadres and teachers about the work of assessing and certifying quality of education, understanding the process and content of criteria under the standards used as tools for schools to self-assess, self-review the current status and effectiveness of educational activities, pointing out strengths and weaknesses according to each criterion. On November 23, 2012, the Ministry of Education and Training issued Circular No. 42/2012/TTBGDĐT promulgating Regulations on standards for assessing educational quality and the process and cycle of assessing the quality of education of general education institutions and continuing education institutions. These are important bases for developing quality improvement plans and implementation measures to meet the quality standards issued by the Ministry of Education and Training in order to continuously improve the quality of education of the school, and to register for quality assessment as a condition to affirm the reputation and brand of the school in the career of education and training development.
From here, many scientists have studied and evaluated the
Applying the work of quality assurance in education into practice such as: Nguyen Duc Chinh (2002) in the work "Quality assurance in education" has presented very clearly the concepts related to the term quality assurance in education. This study has gone into detail about the methods, techniques, processes, mechanisms, and policies of quality assurance in education in European countries, the United States, and Asia Pacific.
In November 2005, the Institute of Strategy and Education Program organized a scientific seminar on “Basic criteria and indicators of education quality” within the framework of the Ministry-level educational scientific research project “Theoretical and practical basis of education quality and education quality assessment”. The seminar presented a specific report on “Specific criteria and indicators of education quality at the system level” which specifically stated 19 basic criteria and 63 quality indicators of the early childhood education system.
Regulations and instructions are increasingly improved when Circular 25/2014/TT-BGDDT dated August 7, 2014 of the Ministry of Education and Training promulgated Regulations on standards for assessing educational quality, procedures and cycles for assessing the quality of preschool education (replacing Circular 07/2011/TT-BGDDT) was issued along with a system of specific and detailed guidance documents attached.
In June 2015, after Circular 25/2014/TT-BGDDT dated August 7, 2014 of the Ministry of Education and Training issued Regulations on standards for assessing quality of education, procedures and cycles for assessing the quality of preschool education (replacing Circular 07), author Le Truong Son, specialist of the Department of Education and Training of Bac Giang province, had a research topic on measures to improve the quality of self-assessment of quality assessment of preschools in Bac Giang province in the period 2015-2020. However, the topic is still general and general, not much practical issues have been brought up. On August 22, 2018, Circular No. 19/2018/TT-BGDDT of the Ministry of Education and Training issued Regulations on educational quality assessment and recognition of national standards for preschools (replacing Circular 25) and Official Dispatch No. 5942/BGDDT-QLCL dated December 28, 2018 on guidance on self-assessment and external assessment of preschools, helping the work of educational quality assessment to have new developments.
Thus, with the emergence of a system of legal documents and research works