Accordingly, quality accreditation is likened to a "mirror reflecting" that helps schools accurately assess their own position.
While quality assurance was previously viewed as an administrative procedure, it has now become a modern management tool, helping educational institutions to self-assess, adjust, and enhance their reputation within the domestic and international education systems.
In reality, quality accreditation is no longer just a concern for a few universities, but is becoming a universal requirement for all higher education institutions. Being accredited means the institution affirms its management capacity, training quality, faculty, and facilities according to clear and transparent criteria. More importantly, it is the institution's commitment to students and society regarding the quality of education and the continuous innovation of the training facility.
Quality assurance for higher education institutions is like a regular health check-up for people; it's a necessary process that provides schools with a basis and tools for effective and measurable quality improvement.
Through a rigorous, multi-faceted evaluation process, schools have the opportunity to identify strengths to build upon and weaknesses to address. When accreditation results go beyond simply stating "achieved" or "not achieved," and are seen as a "compass" guiding development, this process becomes a lever for the sustainable growth of the school itself.
Particularly in the context of globalization and deep international integration, quality accreditation is also a "passport" that helps Vietnamese higher education move closer to regional and global standards. Currently, many universities have proactively participated in international accreditation organizations, gradually bringing their training programs to meet the standards of AUN-QA, ABET, or FIBAA. This proactive approach not only contributes to enhancing academic prestige but also expands opportunities for international cooperation, faculty and student exchange, and cross-border credit recognition.
A positive sign is the shift in the perception of accreditation among educational institutions. Many schools no longer view it as a routine task, but rather as a regular activity linked to a culture of quality. Accordingly, all teaching, research, and community service activities are conducted within the spirit of self-assessment and continuous improvement. In this context, accreditation becomes a cycle of development: evaluation – adjustment – innovation – enhancement, instead of merely a formal administrative cycle.
However, for quality assurance to truly play a driving role, it is necessary to ensure the independence, objectivity, and transparency of accreditation organizations; and to build a system of standards that are suitable for Vietnamese practice but still close to international standards. State management agencies need to play a constructive and supportive role, rather than just monitoring and inspecting; and schools need to cultivate a culture of quality as a core value, spreading it throughout all activities.
Of course, quality assurance is not the destination, but a long journey requiring commitment, effort, and continuous innovation. When quality is placed at the center, assurance is no longer a "barrier" but becomes a "driving force" for Vietnamese universities to develop sustainably and integrate deeply into the global community. This contributes to affirming the position of the country's education system in the region and the world.
Source: https://giaoducthoidai.vn/kiem-dinh-chat-luong-tam-guong-phan-chieu-post753532.html
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