Weaknesses of universities

That is the assessment of the Department of Quality Management, Ministry of Education and Training. Results of quality assessment ofeducational institutions and training programs in recent times.

Associate Professor, Dr. Huynh Van Chuong, Director of the Department of Quality Management, informed that up to now, 183/241 higher education institutions (excluding 35 public security and military education institutions and 13 pedagogical colleges) have conducted accreditation, accounting for 76% of the total number of higher education institutions.

A program with good output standards will help students meet the needs of businesses.

"Although all facilities have passed the required inspection, the score is low, fluctuating around 4/7. There are still some schools that have not met some criteria," Associate Professor, Dr. Nguyen Van Chuong said.

Specifically, 38 schools (38.31%) have 5-10 criteria that do not reach the score of 4 (the minimum required score). 49 schools (49.40%) have 11-21 criteria that do not reach the score of 4 and 26 schools (26.21%) have 22-56 criteria that do not reach the score of 4.

Thus, no educational institution has all criteria achieving a score of 4. The number of criteria that have not achieved a score of 4 accounts for an average of 20% according to the standard.

Regarding training programs, statistics from the Department of Quality Management have shown that in the group of standards on training program development, most schools have not met the minimum requirements (4 points). On average, 8/11 criteria of this standard in schools have reached a level below 4. In the output standard criteria, 368/899 training programs were assessed as not meeting the requirements of level 4.

Mr. Chuong added: "The results of the scores between self-assessment and external assessment of the schools still have a very large difference, showing that the self-assessment capacity according to the standards is not really accurate. Besides, the construction of training programs that meet output standards is still a stage with many limitations and problems of universities, although in reality, training accounts for a large proportion of the functional activities of the schools."

From there, Mr. Chuong assessed that the construction of a quality assurance system within Vietnamese higher education institutions is still weak and inconsistent, so there needs to be a policy to encourage schools to soon complete and develop an internal quality assurance system.

Specifically, the internal assurance system should be linked to university activities as a step to monitor, criticize and accurately consult with university leaders before making decisions for activities. The quality assurance team also needs to be regularly improved and meet standards.

To do so, according to Associate Professor, Dr. Huynh Van Chuong, schools must build a framework to ensure educational quality, assess impacts to ensure consistency in policy development, and implement a policy matrix to detect errors in the operation process.

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