ENHANCING ACCREDITATION PRACTICES TO DEVELOP VIETNAM EDUCATION IN THE 21 ST CENTURY

1. ENHANCING ACCREDITATION PRACTICES TO DEVELOP VIETNAM EDUCATION IN THE 21ST CENTURY Dinh Tuan Dung National Economics University June 06, 2012 Ho Chi Minh City

2. The 21st Context(2) • Flat world: • More opportunities and challenges • Vietnam is the member of WTO • Harder competition  quality-based competition • Quality in higher education  human resource quality  national status

3. II. EDUCATION REFORMS SINCE THE 21st • Starting point: “Congress” by Vietnamese Communist Party in 1987 • (i) Curriculum, teaching and learning methodologies • (ii) Teaching faculty • (iii) Facilities • Testing reforms by employing followed “3 common policy”

4. Major Findings(4) Quality Quantity Về chất lượng: • Increase the No. of Universities and Colleges • Increase four times in 10 years (1998-2008) • Currently have more than 400 Universities and Colleges • Some Universities are highly ranked in the world ( Vietnam National University, Ha Noi – ranked No.743) • The rest have not meet the needs of social development. •  Vietnamese higher education lies in “low level” area.

5. PRACTICES FROM OVER THE WORLD(5) • Developed countries have developed education system. • Accreditation system are available • Having good accreditation standards: AACSB, ABET, AUN-QA • Highly qualified colleges/universities: Accreditation process is well applied

6. ACCREDITATION SITUATION OF VIETNAMESE HIGHER EDUCATION(6) Assessment Methods: • Focus on achievements • Don’t have any appropriate standards for development • Lots of reports  unclear about causes of shortcomings, weakness  shortcomings repeated.

7. REAL ACCREDITATION SITUATION OF VIETNAMESE UNIVERSITY(6) Ref: Direction for developments • Some institutions cannot identify their mission. • Develop as “a tendency”: focusing on “hot” program without paying attention to their vision, mission … • Most of institutions offer economic courses, business administration, banking, finance, accounting • Example: In 2011, there are 248 out of 416 Colleges/Universities has one of four above programs.

8. ACCREDITATION SITUATION OF VIETNAMESE UNIVERSITY(6) • Lack of long-term strategy • Lack of vision • Mismatch of the socioeconomic development target of local provinces and the nation • Relationship between institutions and businesses.  Leading to the decrease in quality, unable to meet the need of socioeconomic development

9. Results • Declining competetiveness due to low-quality human resouces. • Leading to the waste in society due to institution closure. • Inclined trust on national education. • Recently, MOET has decided to close some of traning programs, colleges and university.

10. CAUSES(10) • There are many causes: investment, weak management, mass development of universities ... • In term of accreditation:  Most of universities or training programs are closed because of not being accredited.  Lack of accreditation  obviously lead to low quality

11. Developmental Pathway(11) Public administration: • Accreditation must be considered as the key tool to control training quality and clearly define requirements for accreditation in higher education as well as other legal documents.  institutionalization accreditation. 2. Making acreditation regulations available to public

12. State Management Agencies Public administration : 3. The establishment of independent arreditation agencies 4. Enhancing and improving quality of arreditation personnel 5. Issuing accreditation criteria for training programs 6. Establishing Vietnamese Higher Education Accreditation Association

13. Institutions 1.Each institution should actively implement quality control, approach global accreditation standards 2. Need to reform annual assessment crtiteria of actitivies 3. Allocate appropriate funding for accreditation activities

14. THANK YOU FOR YOUR ATTENTION !