State management of private college and university education sector in Vietnam - 8

media implementation

Shanghai Jiao Tong University (China) Liu NC, Cheng, Y. Academic Ranking of World Universities – Methodologies and Problems. Higher Education in Europe 2005; 30(2), 14.

 Number of alumni who won Nobel and Field Prizes: weight 10%

 Number of professors winning Nobel and Field prizes: weight 20%

 Number of scientific articles cited many times: weight 20%

 Number of scientific articles in Nature and Science journals: weight 20%

 Number of scientific articles in journals in SCIE, SSCI directory: weight 20%

 Achievements of professors and academic staff: weight 10%

US News and World Report Stella A, Woodhouse D. Ranking of Higher Education Institutions (Vol. AUQA Occasional Publications Number 6): Australian Universities Quality Agency 2006.

 Academic excellence through a survey of the principal and dean: weight 25%

 Dropout rate and graduation rate: weight 20%

 Facilities (class size, professor salary, professor qualifications, full-time professor ratio): weight 20%

 Student selection score: weight 15%

 School quota per student: weight 10%

 Percentage of alumni contributing to the school budget: weight 5%

 Graduation rate after adjusting for quota and admission score: weighted at 5% Times Higher Education Supplement (THES) Marginson S. Global university

52

comparisons: the second stage, International Trends in University Rankings and Classifications - Griffith University/ IRU Symposium 2007

 Evaluation of academics from other schools: weight 40%

 Number of graduates working in global companies: weight 10%

 Percentage of foreign professors: weight 5%

 Percentage of students who are foreign: weight 5%

 Student / professor ratio: weight 20%

 Number of citations per professor: weight 20%

 Maclean University Ranking Macleans.ca. (2006, November 2006). Universities by the Number. Macleans.ca.

 Student academic achievements: weight 23%

 Class size and communication between professor and students: weight 17%

 Qualification and reputation of the teaching staff and professors: weight 17%

 Finance: weight 12%

 Library: weight 12%

 Alumni reputation: weight 19%

b) Experience in training program management

A major is a comprehensive programme of study. Meaningful programme design involves developing learning objectives for students, which are based on external inputs from stakeholders such as the job market and societal demands; and developing sub-specialisations that meet these objectives and provide students with the knowledge, skills and attitudes they need.

Most undergraduate programs in the United States are organized in a similar way, with slight variations from school to school. Typically, the first degree combines the university's broad requirements for communications, mathematics, natural sciences, general education, computers, and foreign languages, with the program's requirements for a true major, along with minors if applicable. These minors are also specialized courses but are not as in-depth as the major.

Recently, US universities have expressed concern about the lack of general analysis of the knowledge and skills of graduates, which should be the basis for the formation of specialized training programs at the departmental level. The fundamental difference between the US and European (Bologna) credit-based training systems is that in the European system, credits are considered a measure of the degree to which learning objectives are met (Heinze & Knill, 2008), so assessment of learning is an integral part. Recently, meaningful program design has been implemented in the Bologna system.

53

The US credit system as part of the adoption and application of the European credit system.

The African Conference on Education recommended that “Member States develop curricula that can meet the challenges of the widespread social changes and fundamental challenges that Africa is likely to face in the immediate future.” It also recommended that Member States believe that “investment in education is necessary provided that higher education institutions are oriented to meet the needs of society.”

The Dakar Conference also made a series of recommendations to guide higher education institutions in specific actions in the following areas:

- Integrated programmes need to be designed to seek strategies for creating a culture of peace and to address issues related to sustainable development (such as poverty reduction and environmental protection);

- Research must be linked to the needs of society;

- Training institutions need to affirm their mission, comprehensive orientations linked to national education programs and based on needs analysis;

- The educational program needs to clearly indicate the desired output and not simply be the content conveyed and reproduced or simply the names of the subjects;

- University training programs need to be organized with full participation.

enough of qualified lecturers and scientists working together in

A conducive environment ensures content relevant to Africa's development.

Curriculum development should be interdisciplinary, flexible, but within a coherent system of modules, credits and articulation, work experience recognition and the organisation of the academic year in semesters nationally and internationally. At the same time, this change points to self-managed learning, the role of coaching for lecturers, professional support services, investment in joint training and quality assurance mechanisms.

c) Managing financial activities

This is one of the most prominent issues in building a management mechanism.

54

Universities and colleges, in order to have the conditions to invest in expanding the scale and improving the quality of training, must build a transparent financial system, operate effectively , the current situation of countries in the world, the level of contribution of learners is increasing (Greater User-Pay). The increase in the number of learners and the actual cost per learner has forced most countries to come up with a solution to increase the level of contribution of learners through tuition fees. In addition to this increase, many countries have established a mechanism to allow learners to borrow and then pay it back gradually after graduation.

In addition, due to the increasingly large scale of State investment in universities,

with quality

(Growing Popularity of Performance Funding),

in many countries

Government investment in universities is no longer based on average or on the number of students entering the university, but is based primarily on the achievement of real indicators.

performance indicators show the ability of each

In the UK, for example, university funding is allocated based on results.

Audits of universities conducted by the Quality Assurance Agency for Education

Higher Education (QAA – Quality Assurance Agency for Higher Education).

In the UK there is a higher education system that enjoys institutional autonomy.

regime

very spacious, the state only

Managing schools through the allocation of resources

main. Universities and colleges have full rights to use the allocated funds without interference or inspection from the state. Students here are required to live in dormitories, forming a living and learning community under the management of the school. However, the limitation of education in the UK compared to other countries, the average cost of 15,000 USD per year for a student is too high, only well-off families can afford this huge amount.

The issue of studying the financial management of universities according to which model is reasonable, scientific, and suitable to the situation and characteristics of each country will bring positive effects to education and training. Currently, investment in higher education in the US is very focused, accordingly, the investment budget for education in the US is very high: in 1985 it was about 300 billion USD, in 1989 it was 353 billion USD, by 1999 it reached 653 billion USD, followed by an increase in the absolute amount of budget expenditure for higher education. Currently, the investment rate for education in the US accounts for about 7% of GDP, the total annual expenditure on education and training is approximately 1,000 billion USD, of which higher education accounts for more than 700 billion USD.

In China, the state budget is the main component of funding sources for higher education in China. Since 1994, the “three growth” requirement has been implemented, meaning that “the increase in the state budget for education must be higher than the increase in regular budget revenue to gradually increase the average education expenditure per student, ensure the increase in teachers’ salaries and increase the cost of using

55

Since then, China's education budget has been increasing continuously. However, the pressure of the need to expand the scale and improve the quality of higher education, combined with the need to invest in other areas, has forced the Chinese government to reduce the proportion of state budget investment in higher education and only increase the absolute amount of investment. Currently, China's education spending accounts for about 3.28% of GDP.

Mobilizing financial resources outside the state budget to invest in higher education is a common measure in countries around the world, from developed countries to underdeveloped countries, to help reduce the burden on the state budget and solve the problem of the need to expand the scale and improve the quality of higher education in the current period. Korea, Japan, and the US are countries with a higher rate of private contribution than the state budget contribution to higher education.

d) Management of enrollment work

Admissions to universities and colleges vary greatly from country to country in terms of procedures and priorities. In some countries, competition is based on simple entrance exams. In others, it is more complex, taking into account test scores, academic performance, aspirations, and even a prospective student's work outside of school. Some countries are particularly

also distinguishes the difference between public and private schools. Types

Current university and college admissions are in the following forms:

 Type 1: Selection through high school graduation exam

Candidates for university and college must achieve a benchmark score in one or more final exams. These exams are usually conducted by country or region and are organized or oriented by the Government. Candidates can choose subjects to take either according to the general program or according to the university-college orientation program. The benchmark score for candidates can be based solely on exam scores or in some places, it can be combined with other factors such as high school grade point average. The organization of the exam can be by the government or other agencies. Universities can also organize this process according to their own selection criteria. Representative of the type 1 admission model are the education systems of Ireland and Tanzania.

Ireland: Before entering university, students need to take a national exam to

get certificate

high school graduate

Leaving Certificate is organized

by the Association

State Commission. Each university or college determines the number of students it will enroll in each program, but the admissions process is centrally coordinated by the Central Admissions Office. This is an agency independent of the schools. Candidates submit their applications to the Commission and

56

The computer automatically transfers the list of candidates to schools along with their wishes and exam scores.

Tanzania: Examinations and examinations for both public and private universities are coordinated by the Tanzania Commission on Universities and its member universities. Applicants apply directly to the universities of their choice (up to three). They must also submit their application to the Commission. The Commission will consider additional factors relevant to the applicant such as: gender, geographical location (remote areas), labor market requirements and other requirements of the national socio-economic situation.

 Type 2: Selection through university entrance exam

Like type 1, entrance exams are usually organized by local authorities or the Government throughout the country. However, in some countries, entrance exams are organized by schools. They determine their own benchmarks and other standards. Like high school graduation exams, university entrance exams generally assess candidates' knowledge in high school subjects or can also be combined with some other factors. Representatives of this type 2 model are China and Serbia.

China: Candidates who want to enter university must take an entrance exam in one or two fields of engineering or social sciences. This is a national exam and is centrally administered by the Central Government. The government also determines the content.

Exam questions and admission quotas for each major and for each school. Candidates submit

wishes to the Examination Council. The examination results along with the candidates' wishes will be sent by the Government to the universities. Admissions are selected by the universities according to the wishes and on the basis of the candidates' exam scores.

Secbium: Number

amount of thread

Admission criteria for each school are determined by

National government. The government also determines the scholarship quotas. However, schools are free to organize and supervise their own exams in their own way. Schools also consider the average of the four years of high school along with the entrance exam scores.

 Type 3: Selection through aptitude and cognitive testing

Aptitude tests are designed to measure a candidate's general cognitive ability rather than specific achievement. In the admissions process, schools often combine a variety of factors to measure the required knowledge. Representative of the third type of admissions model are Sweden and the United States.

Sweden: University applicants must take the Swedish Scholastic Aptitude Test. This test is administered by a

Government agency is the National Agency for Higher Education

57

Education). The admission process can be based on test scores or on high school grades. At least 1/3 of students are admitted based on test scores and at least 1/3 of students are admitted based on high school grades.

United States: Admission requirements and content at universities in the United States are different. Most schools consider the candidate's achievements through test scores such as SAT or ACT. SAT (standardized aptitude test), was formed in 1900 by the Eastern United States University Group to help candidates avoid having to take university entrance exams at many schools. The initial test method was essay, mainly assessing English and Math skills. The maximum score for 2 subjects is 800, the average score is

500. After 1926 the test was mainly multiple choice and changed to SAT

(Scholastic Achievement Test). Since 1994, the SAT has also increased the choice for candidates with the SAT II for students who want to choose the additional essay section. The ACT (American College Testing Program) is the second option for US candidates, organized in 1959 by schools in the Western United States and popularized throughout the United States since 1960. This is also a multiple-choice test, assessing 4 abilities of English, Mathematics, Reading and Science. The maximum score is 36, the average is

20. In addition, ACT also provides a set of questions to assess the candidate's aptitude and strengths, thereby advising the candidate on which school and major is suitable. After graduating from high school, students send applications to 5-6 universities, along with their transcripts and SAT or ACT test results. Based on these results, the schools can make selections. Some universities, especially elite schools such as (Havard, Yall) also require a few other procedures such as essays, recommendation letters, interviews and in some cases, also consider aptitude.

 Type 4: Selection through organizing many exams

In this area, the primary consideration is the results of the high school graduation exam or the university entrance exam. In addition, one or more additional exams are organized. These exams can be organized by the government, universities or other independent organizations. Representatives of this group 4 are the educational models of Israel and India.

Israel: The government determines the minimum score on the Secondary School Leaving Examinations for admission to university. In addition, applicants are required to take a Psychometric Entrance Test and a Standardized Aptitude Exam, administered by the National Institute for Testing and Evaluation, a non-governmental, non-profit agency.

India: Candidates are admitted to Indian universities on the basis of their scores in the secondary school leaving and university entrance examinations. These examinations are conducted by

58

many muscles

various agencies including the Government

Central

Central, Provincial Government,

Universities and groups of universities. Each university sets its own requirements for the exams that candidates take, for example, although they all take the same foreign language exam, each university (or each major) has different weights and benchmarks.

 Type 5: Selection but no exam

There are countries in the world that do not organize university entrance exams. They only consider the candidates' achievements in high school. Procedures that do not require exams when entering university have begun to appear in private schools in many different countries, especially the United States. Typical examples of this type 5 include Norway and some American universities.

Norway: The admission process at Norwegian universities is centrally coordinated by the

Government agency: Norwegian Universities and

Colleges Admission Service). Applicants may register up to 10 choices. They are selected based on their high school qualifications, plus bonus points for specific fields of study, geographic region, or military service experience.

Some US Universities: Since the mid-1980s, some US universities have adopted a “SAT optional” policy. This means that in actual admissions, in some cases, to ensure fairness, equality, reasonableness and many other values, the consideration of the SAT test results of applicants can be flexible, not rigidly following the standards.

For more details we can refer to the following table: