Quality control - 'a mirror'

Accordingly, quality assessment is likened to a "mirror", helping schools to see their true position.

If in the past, quality assessment was seen as an administrative procedure, it has now become a modern management tool, helping educational institutions self-reflect, adjust and enhance their reputation in the domestic and international education system.

In reality, quality accreditation is no longer the story of a few schools, but is becoming a universal requirement for all higher education institutions. Being recognized as meeting accreditation standards means that the school affirms its management capacity, training quality, staff and facilities according to clear and transparent criteria. More importantly, it is the school's commitment to learners and society about the quality of training as well as the continuous innovation of the training institution.

Quality assessment of higher education institutions is like regular health check-ups for people, it is necessary, helping schools have the basis and tools to improve quality effectively and measurably.

Through a rigorous, multi-dimensional assessment process, schools have the opportunity to recognize strengths to promote and weaknesses to overcome. When the assessment results do not stop at “pass” or “fail”, but are likened to a “compass” for development orientation, this process becomes a lever to promote the sustainable growth of the school itself.

In particular, in the context of globalization and deep international integration, quality accreditation is also a "passport" to help Vietnamese higher education get closer to regional and world standards. Currently, many universities have proactively participated in international accreditation organizations, gradually bringing their training programs to meet AUN-QA, ABET or FIBAA standards. This initiative and movement not only contributes to enhancing academic prestige but also expands opportunities for international cooperation, exchange of lecturers and students and cross-border credit recognition.

A good sign is that the awareness of educational and training institutions about accreditation has changed positively. Many schools no longer consider this a “scheduled” task, but a regular activity associated with a culture of quality. Accordingly, all teaching, research and community service activities are placed in the spirit of self-assessment and continuous improvement. At that time, accreditation becomes a development circle: assessment - adjustment - innovation - improvement, instead of just a formal administrative cycle.

However, in order for quality assessment to truly play its role as a driving force, it is necessary to ensure the independence, objectivity and transparency of assessment organizations; at the same time, build a system of standards that are suitable for Vietnamese practice but still approaching international standards. State management agencies need to play a constructive and supportive role, instead of just monitoring and inspecting; and schools need to foster a culture of quality as a core value, spreading in all activities.

Of course, quality accreditation is not a destination, but a long-term journey, requiring commitment, effort and continuous innovation. When quality is placed at the center, accreditation is no longer a "barrier" but becomes a "driving force" for Vietnamese universities to develop sustainably and integrate deeply. Thereby, contributing to affirming the position of the country's education in the region and in the world.

Source: https://giaoducthoidai.vn/kiem-dinh-chat-luong-tam-guong-phan-chieu-post753532.html