Seameo Organizational Element Model (also known as Organization Element Model)

The training program focuses on the quality management system in the training process, including the objectives and content of the training program. Are they designed to suit the needs of society and does the organization of the training process according to the training program ensure the achievement of the set objectives? Therefore, within the scope of this research topic, we focus on studying the management of training programs in the direction of quality management based on the AUN-QA model approach as a fundamental theory to design a survey form to serve the research purpose of the topic at HVNH.

2 2 3 SEAMEO Organizational Management Model (also known as Organization Element Model)

The Southeast Asian Ministers of Education Organization (SEAMEO) defines educational quality accreditation as an external assessment process, aiming to make a decision to recognize a school or a training program of a school that meets the prescribed standards. This organization has proposed a model of SEAMEO organizational factors based on 05 factors to assess the quality of higher education. Those factors are: (1) Input including students, staff, teachers, facilities, finance, training programs, regulations and training rules; (2) Training process including: training objectives, training content, training methods, training processes, training methods and training quality assessment; (3) Training results including: course completion level, quality of results achieved by students and ability to adapt to the job market of students after graduation; (4) Output: Graduated students, research results and other services to meet the demands of society; (5) Efficiency is the result of higher education and the impact of higher education on the labor market and socio-economics. SEAMEO's model of organizational factors is relatively suitable for higher education quality management. Some Vietnamese universities have applied QM according to this model.

2.2.4. Total Quality Management (TQM)

The total quality management model was initiated by authors WE.Deming, Crosby and Ohno in the 80s of the 20th century and is increasingly widely applied in many countries around the world. Total quality management is built on the foundation of continuously improving the quality of the organization's operations, focusing on changing the value system and organizational culture with clear philosophies. The purpose of total quality management is to improve the quality of products and services provided to customers to meet their needs. Total quality management

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It also aims to ensure that customers are provided with products and services that not only meet current requirements but also meet future customer expectations.

The authors put forward the philosophy of total quality management, in which quality is the overall result of all factors and activities in the product creation process. It can be seen that the nature of total quality management is quality management in all activities and processes of the organization, in which the object creating total quality is all members of the organization. This overarching philosophy becomes the orientation for building principles, content and methods of quality management in the organization in general. TQM requires the participation of all departments and employees of an organization, changing and managing the change of the organization's culture towards customer orientation and continuous improvement to satisfy customers in the context of fierce competition like today.

In the scope of higher education, based on the philosophy of total quality management to continuously improve quality and focus on changing the value system and culture of the organization. This model is suitable for developing organizations, with flexible management mechanisms and leadership and staff who pay great attention to quality culture. The total quality management model does not impose a rigid system on any higher education institution and creates a "Quality Culture" that covers the entire training process.

2.3. Managing training programs according to the AUN-QA training program quality assurance model version 3.0

2 3 1 Reasons for choosing the AUN-QA training program quality assurance model version 3 0

Outcome-based education (OBE) is understood as an approach, building and operating a training program based on the knowledge and skills that students will acquire and demonstrate successfully after graduation. The program-level quality assessment activity has been applied by AUN-QA since 2007 and nearly 200 training programs have been evaluated, bringing many benefits of brand reputation to official member universities and affiliated members of the network. The choice of the AUN-QA version 3.0 training program quality assurance model in this study at HVNH is completely in line with the trend, for the following reasons:

Firstly, the author surveys the current status of the quality of training programs within the scope of the research topic based on the training program quality standards, which will help HVNH have a comprehensive view in a new approach to gradually improve and enhance the quality of training programs to meet AUN-QA standards, taking advantage of all resources to improve quality, increase competitiveness, and the reputation of the school in the region and the world. The way AUN-QA standards are designed according to the PDCA quality management process, equivalent to 4 steps: planning; implementing the plan; checking, monitoring and improving is very suitable for training program management activities at HVNH.

Second, the AUN-QA training program quality assurance model version 3.0 focuses on the quality of training activities in three aspects: Input quality; Training process quality and Output quality. The research results, if using the AUN-QA model, will help the school have a step-by-step roadmap to meet the ASEAN regional training program quality assurance standards from input standards to training process quality, to output quality standards.

Third, the AUN-QA training quality assurance model version 3.0 has been continuously improved, updated, and supplemented to become closer to the requirements of human resource quality in the digital economy. With 11 standards of AUN-QA version 3.0, the school will be able to build a system to monitor and evaluate training quality accurately and effectively, in line with the development strategy of the University of Social Sciences and Humanities until 2025 and the vision to 2030.

Fourth, the AUN-QA program-level quality assurance model version 3.0 will help schools be more flexible in improving training quality, training students with adequate knowledge, skills and attitudes suitable for work and labor market requirements in the context of the development of the 4.0 Industrial Revolution. Obviously, in order for students to graduate in line with the domestic and regional labor market, with degrees accepted by countries in the region and around the world, schools must choose the regional quality assurance model for training programs.

Fifth, training quality management according to the AUN-QA model and if it meets the accreditation standards according to this model will bring the school many opportunities, as an affirmation to society about training quality, graduates will have more opportunities to access suitable jobs and in the right major; In the near future, participating in accreditation according to AUN-QA standards will also

create conditions for students to transfer academic credits between AUN member universities, creating advantages for student and teacher exchange activities between universities.

Sixth, in the coming time, universities must focus strongly on quality assurance of training programs. Clause 5, Article 33 of the Law amending and supplementing a number of articles of the Law on Higher Education clearly states: Before the first class graduates, the training program must be assessed for quality; immediately after the first class graduates, the training program must be accredited according to the provisions of this Law. In case of failure to conduct assessment and accreditation or the assessment and accreditation results do not meet the requirements, higher education institutions must be responsible for improving and enhancing the training quality, ensuring the output standards of the training program, ensuring the rights of learners, and not continuing to enroll in that training program until the quality assurance standards are met. Therefore, the author's use of the AUN-QA model in this study is completely consistent with the requirements of the Ministry of Education and Training as well as consistent with the trend of promoting quality assurance of university training programs in response to new requirements.

2 3 2 Training program management content according to AUN-QA quality assurance model version 3 0

As presented in Section 2.2.2, with 11 standards in the AUN-QA training quality assurance model version 3.0; Based on the inheritance from previous studies; Based on the results of expert interviews; Based on the research scope of the thesis topic, the author has grouped them into the following 5 main contents:

2.3.2.1. Building the structure and content of the training program

It can be said that the process of creating a school's brand includes many factors, including the important role of building the structure and content of the school's training program. The training program structure is designed so that the courses are combined and reinforced with each other. The training program must demonstrate the breadth, depth, rigor and organization of the courses. In addition, the training program must be both relatively stable and flexible, always consolidating, perfecting, innovating and developing to meet social requirements. The training program structure includes: Basic courses, basic courses of majors, majors, and essays or graduation thesis/projects.

Regarding the structure of a training program, Tyler (1949) stated that a training program must include four basic elements, which are: (i) training objectives; (ii) training content; (iii) training methods and processes; (iv) methods of evaluating training results. It can be said that the above authors' conception of training programs clearly includes their views on the process of building the structure and content of training programs. According to AUN-QA's viewpoint, training programs and teaching methods, along with testing activities,

Assessment of students must be compatible with each other to ensure the achievement of expected learning outcomes. Therefore, the training program is designed to ensure that the level of contribution of each subject to the achievement of expected learning outcomes is clearly defined. Subjects must be built with a reasonable structure, sequence and cohesion with each other because the structure of the training program clearly shows the relationship and teaching process of basic, fundamental and specialized subjects. In addition, the training program needs to have a flexible structure, allowing students to both study a specialized subject in depth and update changes.

Thus, it can be said that the connotation of the term "Training Program" clearly shows the training perspective of each school, in accordance with the development strategy of that organization. In the scope of this study, the author based on the perspective on the quality assessment standards of AUN-QA training programs considers the management of the structure and content of training programs in universities in the following aspects:

- Expected learning outcomes reflect the school's vision and mission;

- Training content is always compatible with labor market requirements;

- The subjects are structured in a reasonable proportion, ensuring coherence and continuity between basic and specialized subjects;

- The relationship between basic, fundamental and specialized subjects in the compulsory and elective subject groups is built reasonably and logically;

- The training program is designed based on the principle of ensuring “oriented compatibility” with expected learning outcomes;

- The description of the training program is publicly announced to relevant parties, including information: objectives, output standards; content, methods and training activities; material and technical facilities; organizational structure, functions, tasks and academic activities.

- The course description is provided to relevant parties, including information: Course name; Requirements such as conditions for registration, number of credits; Results

expected learning of the subject in terms of knowledge, skills and attitudes; Teaching and learning methods, testing and assessment of students; Course outline; Date of issue or revision of the course description.

- The training program ensures updates, promotes diversity and initiative of students.

2.3.2.2. Lecturer quality management

R. Roysingh, an education expert of Unesco, affirmed: "The revival of the nation's future lies in education, the revival of the future of education lies in the teacher". Reality shows that doing a good job of managing and developing the teaching staff in universities is the key to ensuring the quality of higher education of the school.

The development of the teaching staff is carried out according to a strict process, from the recruitment stage with clear criteria, a scientific, transparent and objective recruitment process, to assessing the current status of the staff in terms of quantity, quality, structure and improving the self-study and training awareness of the teaching staff. On that basis, the school determines the quantity, quality and structure of the teaching staff for each development stage in the school's strategy, considers, supplements and adjusts the planning of teachers for key positions with clear standards of expertise, knowledge, skills, ethics and personality. In addition, the school needs to develop a mechanism and remuneration policy to attract and effectively use high-quality human resources in the direction of creating a professional and friendly working environment, respecting talents. Ensuring the income level of teachers corresponds to their scientific research capacity, teaching effectiveness, management and operation capacity to meet the requirements of education in the new era.

From the above analysis, based on the AUN-QA's perspective on training program quality assessment, the author considers teacher management in the direction of quality assurance in universities in the following aspects:

- Have short-term and long-term plans to develop and self-improve professional capacity, skills, and teaching methods to meet learners' requirements.

- Assigned to teach subjects appropriate to training major, suitable to teaching capacity and experience

- Ability to design and implement teaching and learning programs consistently and appropriately for learners.

- Ability to use a variety of teaching and learning methods, and promote support resources in teaching

- Know how to monitor the quality of teaching and learning of students.

- Have appropriate, scientific, effective and correct methods of testing and evaluating learners according to the training program's procedures.

- Promote scientific research capacity and apply research results in teaching

- Arrange time to go on field trips to organizations and businesses to support teaching activities.

- The criteria for evaluating the performance of lecturers always motivate them to strive.

2.3.2.3. Student quality management

Student quality management in universities must be implemented as a closed process from student input results to assessment, monitoring of student progress during their studies at the school and output results reflected through the rate of graduates with jobs in their majors. Through these processes, the Examination Inspection and Quality Assurance Department will be the direct focal point, annually collecting opinions from students, graduates and relevant parties to measure training quality and identify areas that need adjustment, improve the overall quality of school training, provide quality human resources, and meet the needs of society. Finally, is the actual training quality of the school measured by the number of graduates who have sufficient capacity, skills and are recruited by the organization, meet job requirements and are working in the right profession or not?

The quality of student input affects the training results of the school and the quality of human resources provided to society. The quality of input reflects the level of input of learners that meets the criteria and goals set by the school and the regulations of the Ministry of Education and Training. The policies and targets for annual student recruitment must be widely and transparently announced with the enrollment plan in accordance with the regulations of the Ministry of Education and Training as well as the human resource training strategy of each school. The quality of student input is considered under the following factors:

- The program's admission policies and criteria are clearly defined, promulgated, widely disseminated and updated;

- Admission methods and criteria are clearly defined and evaluated to ensure the recruitment of sufficient numbers of quality students;

- The school's enrollment plan aims to recruit students with the academic ability to meet the school's training criteria for excellent academic performance.

Student quality management in the training process depends on many different factors, including the role of teachers in transmitting knowledge, skills, study plans, organizing tests, evaluating students as well as the system of documents and learning materials to support students during the learning process. In addition, the system of monitoring students' learning progress and learning results reflects the quality of the school's training process. In the process of managing student quality, there is a significant responsibility from the learners themselves. The educational environment of the school is good, the lecturers meet the requirements of the training program well, have in-depth knowledge, good practice and teaching methods, the school's facilities and support activities are compatible with the training requirements but the students themselves do not have a clear learning plan and goals, are not really proactive in seeking and exploiting new knowledge to serve the training major, even the thinking of a large number of students about career orientation after graduation is unclear... will have a great impact on the school's student training quality. In this study, the management of student learning quality during the training process is considered, under the following perspectives:

- Students clearly know the expected learning outcomes, tasks, processes, and learning objectives through the statements in the output standards of each course.

- Students have a study plan, proactively acquire knowledge, commit to the program and orient their career after graduation.

- Students proactively connect with organizations and businesses to implement effective learning activities.

- The quality and quantity of scientific research works of students are increasingly improved.

- Students strive to participate in Clubs to improve skills, knowledge, and increase opportunities to interact with practitioners.