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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN DINH HUY JUNIOR HIGH SCHOOL EDUCATIONAL ACCREDTIATION MANAGEMENT IN HAI DUONG PROVINCE Specialty: EDUCATION MANAGEMENT Code:9.14.01.14 EDUCATION SCIENCES PH.D THESIS SUMMARY Hanoi – 2022 The research was finished at: Full name of scientific instructor: Assoc.Prof Ph.D NGO HIEU Ph.D NGUYEN THI HIEN Judge 1: Assoc.Prof Ph.D Pham Van Thuan University of Education, Vietnam National University, Hanoi Judge 2: Assoc.Prof Ph.D Tran Thi Minh Hang National Academy of Education Management (NAEM) Judge 3: Assoc.Prof Ph.D Duong Giang Thien Huong Hanoi National University of Education The thesis will be defended before the Thesis Assessment Council at Institute level at Hanoi National University of Education at , date , month , year Be able to search the thesis at: National Library, Hanoi or Librart of National University of Education LIST OF PUBLISHED WORKS OF THE AUTHOR RELATED TO THE THESIS TOPIC Nguyễn Đình Huy, (co-authored with Trần Trung) (2014), “Management of online exams of the Department of Education and Training” Education Magazine, June 2014 special issue, p 18-19 Nguyễn Đình Huy (2014), “Management and assessment of student learning outcomes in high schools” Education Magazine, June 2014 special issue, p 20-21 Nguyễn Đình Huy (2014), "A number of measures to improve the effectiveness of quality inspection in Hai Duong province" Education Magazine, June 2014 special issue, p 50-52 Nguyễn Đình Huy (2014), “Solutions to ensure quality in professional junior high schools in Hai Duong province” Journal of Educational Science, issue 105 June 2014, p 47-50 Nguyễn Đình Huy (2014), “Quality assurance of scientific research and experiential initiatives in high schools according to the approach of total quality management” Education Magazine, volume 13, issue 337, period 1-July 2014, p 10- 11 Nguyễn Đình Huy (2021), “Trends affecting educational quality accreditation and the development of assessment standards for junior high schools” Journal of Educational Management, volume 13, September 9, 2021, p 31- 36 Nguyễn Đình Huy (2021), “Developing an accreditation policy for junior high school education in Vietnam” Journal of Educational Equipment, No 248, first term, September 2021, p 28-30 INTRODUCTION Rationale of the topic Since 1993, the Party has identified education and training as the top national policy; investment in education is investment in development; Education is the cause of the whole Party, the State and the whole people, the goal of education is to raise people's intellectual level, train human resources, foster talents, develop education in association with the needs of economic development - society and strengthening national defense - security In the development of education in general, the quality of education (quality of education) is the content that the Party really cares about, determined to "Create a radical and strong change in the quality and effectiveness of education and training; better meet the construction and defense of the country and the learning needs of the people” In order to improve the quality of education, many measures and solutions have been implemented, notably the construction and implementation of the education quality accreditation system at all levels, including general education general and secondary schools in particular Accreditation of education quality is essentially an evaluation activity to consider and recognize that an educational institution (educational institution) or training program (training program) meets educational quality standards within a certain period of time The results of the education quality accreditation serve as a basis for the educational institution to explain to the competent state management agencies and the society about the status of education quality, be made public, and serve as a reference basis for learners to choose educational institutions and employers manpower selection Although, educational accreditation does not directly create educational quality, but the process of striving to be recognized as meeting quality standards has required educational institutions to constantly improve and improve input standards, training processes and standards output, thus creating quality at all relevant stages in each educational institution With the first institutionalization Education Law in the 2005: “Education quality accreditation is the main measure to determine the level of implementation of educational objectives, programs and contents for schools and institutions other educational institutions The education quality accreditation is carried out periodically throughout the country and for each educational institution The results of education quality accreditation are publicly announced for the society to know and supervise” and continues to be identified by the Party as one of the tasks and solutions to contribute to the fundamental and comprehensive reform of education “Improving the education quality accreditation system Periodically inspect the quality of education and training institutions and training programs, publicizing the results of the accreditation"shows the necessity, significance and important role of the accreditation of education for the goal of creating fundamental and strong changes in education quality in general and in education quality in secondary schools in particular, especially in the field of education Vietnam is in the process of accelerating industrialization, modernization and international integration Implementing the viewpoints, guidelines and policies of the Party and State, as well as being aware of the role and meaning of the educational quality accreditation, in the past time, the Hai Duong province's education sector has actively promoted the activities of the accreditation of general education, In particular, the local secondary schools in particular, initially achieved certain results, but there are still some limitations and difficulties such as: (1) Perception of a part of the administrators and teachers of the lower secondary school about the role, meaning and importance of education quality accreditation for the requirements of improving education quality is incomplete, so it has not paid due attention; (2) A part of administrators and teachers in secondary schools but not fully grasp the SA process and techniques, so the implementation of this activity has not met the requirements; (3) The storage of records, documents and documents of secondary schools is incomplete and unscientific, causing obstacles and taking a long time to collect evidence The use, arrangement and arrangement of evidencing information of the SA report is not consistent with the requirements of the indicator; (4) The quality of SA reports of some secondary schools has not met the requirements, not reflecting the school's quality and practice; (5) There is no dedicated assessment team, all assessors carry out the assessment according to the instructions of the Department of Education and Training as part-time work, so they are passive in terms of time and capacity when performing the work ; (6) The organization and implementation of the school's quality improvement plan after SA and SA has not been checked and monitored regularly, so the effectiveness of the education quality accreditation is not really clear; (7) Besides, the development of a plan to implement the quality accreditation of secondary school education is not really scientific; the organization, direction, inspection and examination of the implementation of the quality accreditation of secondary school education has not been regular and there is no consensus, … etc Stemming from the above facts and in response to the requirements of educational innovation and development in the period of accelerating industrialization and modernization of the country, the strong development of the Fourth Industrial Revolution and the increasing international integration extensive research, there should be an in-depth study, with theoretical and practical basis to propose solutions to improve the management of quality control of secondary schools in Hai Duong province Therefore, the author chooses the topic "Accreditation management of secondary school education in Hai Duong province" for research Research objectives The thesis clarifies the theoretical issues of management quality accreditation of secondary school education and practical management of educational quality accreditation of secondary schools in Hai Duong province, in order to offer solutions to further improve the management of quality accreditation of secondary school education of the Department of Education and Training of Hai Duong province Object and research subjects Research object: Junior high school educational quality accreditation activities Research object: Junior high school educational quality accreditation management in Hai Duong province Research scope Scope of research: Scope of content, junior high school educational quality accreditation management by Department of Education and Training of Hai Duong province, including: management of self-assessment, management of EA, junior high school educational quality accreditation management and topics recognition of national standard junior high schools Spatial scope, research limitations in Hai Duong province Time range, usage data is collected from the 2014-2015 school year to the ongoing 2020-2021 school year Scientific hypothesis Management quality quality education of secondary schools in Hai Duong province has achieved certain results, contributing to improving the general education quality of the locality However, this activity of Hai Duong province's Department of Education and Training also revealed a number of limitations, especially in planning, organizing, directing and inspecting and evaluating implementation Research, develop and apply feasible management solutions, suitable with scientific and practical basis, will contribute to further improve the management of quality accreditation of secondary schools in Hai Duong province Research mission Including: (1) Systematizing the theoretical basis for the educational quality accreditation and the junior high school educational quality accreditation management; (2) General assessment of the current status of the junior high school educational quality accreditation and specific assessment of the current status of junior high school educational quality accreditation management of the Department of Education and Training of Hai Duong province; (3) Proposing solutions to junior high school educational quality accreditation management in Hai Duong province; (4) Testing the proposed solution, assessing the necessity and feasibility of the solutions to junior high school educational quality accreditation management in Hai Duong province Research methodology and methodology 7.1 Research methodology: using a combination of methodologies such as: quality management approach; functional access; system access; practical approach; historical, logical approach; and approach the theory of management hierarchy 7.2 Specific research methods: Similarly, the research methods used include: theoretical research and practical research (including: investigation, survey; observation; statistics, synthesis and analysis; evaluation; mathematical statistics; and experimental and experimental methods) Defending arguments (1) Quality accreditation of education has an important role in improving the quality of education of schools in general and secondary schools in particular Quality accreditation helps the school to orient and determine the quality standards for each activity, and at the same time, it allows the school to review the whole operation systematically, thereby adjusting the activities according to a certain standard Accreditation of education quality is also a sure affirmation to stakeholders about the current status of the school's quality, as well as contributing to creating a foundation for building a quality culture (2) Management of the quality accreditation of secondary school education is an important factor that governs other factors and strongly determines the results of educational quality accreditation Management helps to orient and lead; organize, exploit and effectively use resources; executive coordination, encouragement and inspiration; and inspect and supervise activities so that the educational quality accreditation achieves the set goals (3) Develop the SA process in accordance with reality; supplement the process of appraising the assessment results; strengthen training and capacity building on educational accreditation for managers and teachers participating in accreditation; development of management software quality accreditation; develop a set of criteria for evaluating secondary schools in accordance with local realities; and replicating advanced examples in the implementation of educational quality management are considered as basic solutions to further improve the management of educational quality standards in secondary schools Thesis contributions 9.1 Theoretically: An overview of the theory of the junior high school educational quality accreditation and the junior high school educational quality accreditation management, clarifying the concepts, definitions, and basic content of the junior high school educational quality accreditation management In particular, the Department of Education and Training has built a management framework for junior high school educational quality accreditation according to the basic function of management 9.2 Practically: Surveying, synthesizing, detecting and evaluating the current situation of junior high school education development and the actual situation of junior high school educational quality accreditation in Hai Duong province Focusing on assessing the current status of junior high school educational quality accreditation management by the Department of Education and Training of Hai Duong province, pointing out the limitations and inadequacies that need to be overcome, on that basis, proposing solutions to improve the junior high school educational quality accreditation management for the Hai Duong Department of Education and Training 9.3 Proposed solutions: The proposed measures are necessary and feasible to help the Hai Duong Department of Education and Training as well as other management levels related to the junior high school educational quality accreditation management in Hai Duong province 10 Thesis structure In addition to the introduction, conclusions and recommendations, the table of contents, the list of abbreviations, the list of tables, the list of figures, the appendices and the list of references, the structure of the thesis consists of chapters: Chapter Theoretical basis for junior high school educational quality accreditation management Chapter Actual situation of junior high school educational quality accreditation management in Hai Duong province Chapter Solutions for junior high school educational quality accreditation management in Hai Duong province CHAPTER THEORETIAL BASIS FOR JUNIOR HIGH SCHOOL EDUCATIONAL QUALITY ACCREDITATION MANAGEMENT 1.1 Research overview The research overview focuses on 03 main issues, namely educational quality management, educational quality accreditation theory and educational quality accreditation management Whether approaching from a theoretical or practical perspective, the studies have mentioned and reflected many different perspectives on the above three issues, leaving valuable references that can be inherited such as: (1) The basic contents of education quality, educational quality management and educational quality management goals; a number of approaches to education quality management, especially modern approaches; some popular educational quality management models in the world, as well as a set of standards to ensure educational quality are the basis for reference and management of educational quality (2) Basis related to educational quality accreditation (such as: concept, content and scope; origin, history of formation and development; role, meaning and implementation objectives; factors affecting accreditation of education quality; principles and procedures of implementation steps; ) (3) Actual basis for implementation, management of educational quality accreditation and recognition of educational quality achievement (such as: methods of developing standard frameworks and criteria for both educational institutions and training programs; the process of steps and operations for the implementation of self-assessment and write reports, organize EA and recognize the level of education quality accreditation in particular (4) Identify some models of management quality accreditation in the world at many levels and the similarities and differences with the current management model of educational quality accreditation of Vietnam However, there are still “gaps” that can be exploited for further research and clarification such as: (i) Theoretical research on the junior high school educational quality accreditation; (ii) Theoretical research on junior high school educational quality accreditation management; and (iii) Although the number of research works on the accreditation of educational quality is quite large, it mainly focuses on aspects of the accreditation of higher education institutions and colleges, with little mention of the quality accreditation of junior high schools Especially in Vietnam, up to now, the author has not approached any systematic and comprehensive research on the junior high school educational quality accreditation management in Hai Duong province 1.2 Theoretical basis for accreditation of junior high school education quality 1.2.1 Junior high school quality accreditation definition: The thesis chooses to use the explanation: “Accreditation of educational quality at a general education institution, a continuing education institution is an assessment activity (including self-assessment and EA) to determine the extent to which an educational institution is general education institutions, continuing education institutions that meet educational quality assessment standards and the recognition of general education institutions and continuing education institutions meeting educational quality standards by the state management agency" This explanation has more clearly indicated the content of the quality assessment of general education institutions, that is, the self-assessment and EA of schools on the basis of quality assessment standards, from which there are grounds to recognize whether a general education institution meets the quality standards or not 1.2.2 The role, purpose and principles of junior high school educational accreditation 1.2.2.1 Role: For secondary schools, the educational quality accreditation plays four roles: (1) Helping junior high schools to orient and determine quality standards for each activity (2) Help junior high schools to systematically review their entire activities so that they can adjust their activities according to a certain standard (3) Is a firm statement to stakeholders about the current state of the school's quality (4) Contributing to creating a foundation for building a quality culture for junior high schools As for the educational management agencies, the education quality accreditation helps to give an overview of the current state of educational quality (strengths and weaknesses) of the junior high schools in the area in charge, so that the whole activities of junior high schools can be reviewed in a systematic way, from which to make plans to overcome and improve weaknesses in the direction of supporting junior high schools to meet the criteria/standards, and promote strengths 1.2.3.2 Objectives and principles of accreditation of junior high school education: The general purpose of the junior high school educational quality accreditation is to contribute to ensuring and improving the quality of junior high school education in Vietnam, contributing to the development of Vietnamese human resources Specifically, the junior high school educational quality accreditation has the following objectives: (1) Determining the level of junior high schools to meet educational goals in each period; make quality improvement plans, maintain and improve the quality of school activities; publicly notify state and social management agencies about the quality status of the school; for the state management agency to evaluate, recognize or not recognize the school to achieve the educational quality accreditation; (2) Recognition of national achievement is to encourage investment and mobilize resources for education, contributing to creating favorable conditions for the school to continuously improve the quality and effectiveness of education To achieve the general purpose, the objectives need to ensure independence, objectivity and legality; at the same time, it is necessary to be honest, open and transparent 1.2.3 The process of accrediting the quality of junior high school education: The process of implementing the junior high school educational quality accreditation consists of three main stages: school takes self-assessment, the local education management agency conducts the EA and the local education management agency (or the Provincial People's Committee) recognizes the school as having achieved the educational quality accreditation or achieved the national standard In which: (1) Self-assessment is the process by which the junior high school self- assesses and evaluates the current status of the quality of educational activities, facilities, and other related issues in order to adjust resources and the implementation process In order to meet the evaluation criteria, there are steps as follows: Establishing the SA Council; Planning SA; Collect, process and analyze evidence; Evaluate the achieved levels according to each criterion; Write the SA report; Publication of the SA report; Implement activities after completing the SA report (2) EA is the process of surveying and evaluating by state management agencies (establishing the assessment team) for junior high schools to determine the level of achievement of assessment standards, including steps: Studying assessment records ; Preliminary survey at junior high school; Formal survey at junior high schools; Draft EIA report; Get feedback from the junior high school on the draft report on the assessment of poverty reduction; Finalize the EIA report (3) Accreditation of schools that have passed the educational quality accreditation and achieved the national standards: After completing the assessment, if one of the assessment levels is achieved, the junior high school will be recognized as having achieved the educational quality accreditation or recognized both the educational quality accreditation and the national standards (if the school has a proposal) 1.2.4 Standards and criteria for accrediting the quality of junior school education: Junior school assessment standards are the requirements for junior high schools to ensure the quality of activities Each standard corresponds to a field of operation of the junior high school; in each standard there are criteria The Junior high school assessment standard has levels (Level to Level 4) with increasing requirements In which, the latter includes all the requirements of the previous level and adds advanced requirements Junior high school evaluation criteria are requirements for junior high schools in a specific content of each standard Each criterion has indicators, which are requirements for junior high schools in a specific content of each criterion 1.2.5 The nature of general education quality accreditation in Vietnam: The quality accreditation of general education has its own specific characteristics associated with the characteristics of the discipline and level of study: The accreditation of general education for the training program is not clear; evaluation criteria by level due to the difference in many aspects of activities between educational institutions in different locations; implementing the quality accreditation of general education (equalization and recognition of educational quality standards) is the state management agency in education 1.3 Theoretical basis for junior high school educational quality accreditation management 1.3.1 Definition and function of management: Starting from different research angles, each scholar gives different explanations about management But regardless of the approach, the essence of management activities is the normative way of influencing (organizing, controlling, checking) the managing subject on the management object in an organization in order to make the organization operate to achieve the desired efficiency and achieve the set goals Or, management is the process of planning, organizing, leading and controlling the work of members of the organization to achieve the goals of the organization Accordingly, the management concept used in the thesis is "Management is the process of planning, organizing, directing and controlling the work of members of the organization to achieve the goals of the organization” Similar to the concept of management, there are also many different views on the function of management In Vietnam, many scholars share the same opinion that there are four basic functions of management: Forecasting, Planning; Implementation organization; Producer; and Check and Evaluate performance management function is: planning, organizing implementation, directing the implementation and inspecting and evaluating the work implementation of quality accreditation of education); and (3) Proposing solutions to improve the management of quality control of secondary schools in Hai Duong province (on the basis of functions of management) About the content of in-depth interviews: (i) Current policy of quality accreditation of secondary school education in Vietnam; (ii) The set of standards for education quality accreditation issued together with Circular No 18/2018/TT-BGD&DT (focusing on the content that needs and prioritizes adjustment and supplementation); (iii) Assessment of management quality accreditation of secondary school education by Department of Education and Training of Hai Duong province; (iv) Suggesting and proposing solutions to improve the quality management of secondary schools in Hai Duong province 2.2.3 Survey method: a combination of methods: sending survey questionnaires to teachers in secondary schools (who have undergone assessment) and members of the Youth Union; in-depth interviews with experts and managers; review and review the SA and SA records of secondary schools 2.2.4 Survey subjects: teachers in lower secondary schools (having done the assessment), members of the Youth Union; education experts and administrators; SA and SA records of secondary schools 2.2.5 Method of conducting the survey: Regarding sending survey forms: a total of 698 survey questionnaires were sent, of which 658 questionnaires were sent to 94 secondary schools that have completed the assessment (each school sent votes to SA Council members, have a list of secondary schools), and 40 votes to managers and experts working in the education sector (including those who have been and are members of the PRE delegations, or have been granted a certificate to carry out the assessment) About in-depth interviews with experts and education managers: Conducted interviews with 15 experts on educational management, experienced in quality accreditation work at the Ministry of Education and Training, research institutes, and in a number of agencies and departments of Hai Duong province; At the same time, the author also exchanged and summarized the experience of colleagues working at the Departments of Education and Training in Ha Nam, Nam Dinh, Thai Binh, Hung Yen, Bac Giang, Bac Ninh and Hai Phong provinces on the accreditation of education quality Regarding the review and review of the SA and the SA dossiers: conducting research, reviewing a total of 94/252 sets of SA dossiers (reaching 37.3% of the dossiers) and 94/94 sets of SA dossiers made from when Circular 18/2018/TTBGDDT takes effect (reaching 100% of the application for the assessment) 2.2.6 Data handling conventions: Survey sheet statistics are converted to percentages (%) and average scores, along with ratings 2.3 Actual situation of junior high school educational quality accreditation in Hai Duong 2.3.1 Overview of the results of the implementation of educational quality accreditation, recognition of national standards for junior high schools in Hai Duong: Junior high school educational quality accreditation in Hai Duong, although implemented from the 2010-2011 school year (according to Decision 83/2008/QD- BGDĐT and Circular No 12/2009/TT-BGDĐT), but faced many difficulties making the results limited; From the 2014-2015 school year, the junior high school education quality accreditation (according to Circular No 42/2012/TT-BGDDT) has improved significantly, in the 2017-2018 school year, the rate of schools completing the cumulative SA reached 98%, the rate the cumulative percentage of schools receiving EA is 67.03%, exceeding the set plan - 64.1%, the rate of schools being recognized as achieving national standards (according to Circular No 47/2012/ TT- BGDDT dated December 7, 2012) 68.50% have not met the plan 69.9% of junior high 10 schools From the school year 2018-2019 to present (specifically from October 10, 2018, the junior high school educational quality accreditation is implemented in accordance with Circular 18/2018/TT-BGDDT with many new points), the junior high school educational quality accreditation in Hai Duong Province continuously showing improvement, by the time the 2020-2021 school year is underway, the rate of junior high schools completing the SA is 100%, the SA rate is 79.76% and the national recognition rate is 77.78% (lower 80.0% compared to the plan) 2.3.2 Actual situation of self-assessment activities of junior high schools in Hai Duong 2.3.2.1 Status of SA implementation: evaluated based on survey results and actual observations on 12 SA contents with rating levels (Easy, Normal, Difficult, and Very Difficult) Accordingly, no job is "very difficult" to do, only 01 job is considered "difficult" The sequential results from Easy to Very difficult (according to the average score) are as follows: Establishment of the SA Council (1.03 points); Publication of the SA report (1.04 points); Collect evidence (1.32 points); SA plan (1.39 points); Description of the quality improvement plan (1.53 points); Describe the school's strengths and weaknesses (1.91 points); Develop and complete the SA report (2.10 points); Ability to implement the quality improvement plan (2.11 points; Process and analyze evidence (2.27 points); and Make a decision of “Pass” for each criterion (2.56 points) 2.3.2.2 Regarding the SA report of the junior high school: most of the reports' structure has been made according to the guideline form, ensuring the form and basically meeting the content, showing the efforts of schools in improving the quality of education at schools However, some SA reports still have certain limitations in terms of data presented; collect, process and analyze evidence; content of the SA report; the results of the evaluation criteria; presentation, writing 2.3.3 Actual situation of EA and recognition of junior high schools achieving educational quality accreditation 2.3.3.1 The current situation of human resource of EA unions: Hai Duong has basically formed a "framework" of the junior high school EA team, especially led by a leader of the Department in charge of the junior high school, creating a certain stability in the groups Besides the advantages, the new formation of "a framework" is also a "barrier" in speeding up the progress of junior high school educational quality accreditation, because since Circular 18 takes effect, Hai Duong province has just implemented EA in about 31 junior high schools/school year, this is a modest number compared to the total number of 252 junior high schools at present It is estimated that each school year in Hai Duong province, it is necessary to conduct at least 50 schools, so that after a 5-year cycle, it is possible to external assess all junior high schools 2.3.3.2 Actual situation of implementing the external reduction process: Hai Duong Department of Education and Training has fully and correctly implemented the contents of the EA process The survey results show that the most activities in the junior high school assessment process are rated as "easy" by the survey respondents (under 1.5) with 3/7 activities, including: profile (reaching 1.1 points); Collect feedback from the junior high school on the draft report on the EA (reaching 1.25 points) and the Preliminary Survey at the junior high school (1.35 points); There are 02 activities assessed at the level of performance "Normal" (from 1.6-2.5) or "Difficulty" to perform (average score from 2.6-3.5), while no activities that are rated as “very difficult” to perform Therefore, the fact that Hai Duong province has not been able to organize many EA teams in junior high schools is not due to the difficult or easy process of implementing EA, but because of other reasons 11 2.3.3.3 Assessing the working capacity of the EA team (according to levels: Poor, Normal, Good and Very Good): there were quite similar and relatively good feelings about the working capacity of the EA team, when the average score was Average for each criterion corresponds to Good and Very Good, none of the criteria have average score of Poor or Normal, specifically: (i) Average spectrum for the criteria that the SA Council members have Perception is from 2.97 to 3.71 points, showing that the evaluation opinions are relatively concentrated and unified As for the members of the SA team, managers and specialists working in the Education sector have a spectrum of assessment scores ranging from 2.83 to 3.91 points, wider than those of the SA Council members on both upper and lower bounds, showing the diversity of opinions of this group (ii) According to the assessment of the SA Council members, only 2/11 criteria achieved Very Good level and 9/11 criteria achieved Good level; while the members of the EA team, managers, and experts working in the Education sector self-assessed 4/11 criteria at Very Good level and 7/11 criteria at Good level It can be seen the objectivity when self-assessing the capacity of the EA team, most clearly shown that the lowest point in this group's score spectrum is even lower than the lowest point in the spectrum assessed by SA members (2.83 points versus 2.97 points) 2.3.3.4 Actual situation of EA of junior high schools: from the effective date of Circular 18 until the time of the study, Hai Duong province has only carried out 94 junior high schools, of which: In term of the level of achieving educational quality accreditation, the majority of 94 junior high school has been assessed to achieve the educational quality accreditation level with 52 schools (accounting for 55.32%), followed by schools reaching level and 1, respectively, there are 38 schools (accounting for 40.42%) and schools (accounting for 4.26%), and there is no school reached level About the year of accreditation, the year that the work of EA was implemented more skillfully, methodically and scientifically (but was affected by Covid-19); The year with the second highest number of junior high schools being assessed and recognized to have achieved the educational quality accreditation was 2019 with 41 schools (accounting for 43.62%), in 2018 and 2021, there were only and junior high schools respectively In terms of administrative boundaries, two districts, Thanh Ha and Cam Giang, have the highest number of junior high schools get external assessed, together with 11 schools being external assessed, accounting for 11.70% of schools; followed by Kinh Mon and Nam Sach districts with schools (accounting for 9.57%), Thanh Mien district and cities Hai Duong and Chi Linh with schools (accounting for 8.51), every remaining district has schools external assessed: Binh Giang, Gia Loc, Kim Thanh, Ninh Giang and Tu Ky (accounting for 6.36%) Regarding the type of junior high schools external assessed, all 94 schools are public junior high schools, accounting for 100% 2.3.3.5 Actual situation of the recognition of junior high schools achieving the educational quality accreditation: Accumulation up to the time of the thesis research (the school year 2020-2021 is ongoing) Hai Duong Department of Education and Training has granted the school certificate of educational quality accreditation or the certificate of educational quality (valid) for 201/252 junior high schools, reaching 79.76% (of which 94/252 junior high schools were certified to achieve the educational quality accreditation according to Circular No 18, still lower than the plan set out at the end of the 2019-2020 school year (reaching 80.04%) and much lower than the plan at the end of the 2020-2021 school year (92.4%) 2.3.4 Actual situation of the recognition of junior high schools meeting national standards: basically followed the instructions of the Ministry of Education and Training and there is not much difference compared to the implementation of Circular No 47/2012/TTBGDĐT However, the cumulative number of junior schools recognized by Hai Duong 12 province as achieving national standards since the implementation of Circular No 18/2018/TT-BGDĐT tends to decrease in absolute numbers, but increase in relative numbers By the time the school year 2020-2021 is taking place, Hai Duong province has recognized 196/252 junior high schools to achieve the national standard (in which: the number of schools meeting the level standard is 119/252 schools, and the schools achieving level are 79/252 schools), reaching 77.78% of schools, lower than the set plan of 80.0% of schools If only schools are recognized according to Circular 18/2018/TT-BGDĐT, there are only 71/252 junior high schools, of which: 31/71 schools meeting the standard level and the number of schools reaching level is 40/71 schools Through actual observation, as well as studying relevant reports of Hai Duong Department of Education and Training, it seems that Hai Duong province does not face any difficulty in implementing the process of accrediting junior high schools meeting national standards, because in essence, the recognition of junior high schools meeting national standards is only the result of the process of carrying out the accreditation of educational quality, based on the results of educational quality accreditation that the province (specifically the Department of Education and Training) has done before on the basis of the aspirations of the junior high schools, the difficulties may only come from external assessing activities 2.4 The current situation of junior high school educational quality accreditation management in Hai Duong province 2.4.1 Planning for junior high school educational quality accreditation: The survey results show that: The content of planning for junior high school education quality accreditation of Hai Duong Department of Education and Training is basically "Pass", because: up to ¾ of the specific tasks in this content are assessed The "Pass" price includes: "Mobilizing resources for implementation" (2.46 points), "Feasibility of development targets" (2.45 points), and "Roadmap, implementation time" ( 2.43 points); Only “The purpose of quality accreditation of junior high school education” achieved the rating of “Very good” (3.61 points) This result partly reflects that the content of the planning for junior high school educational quality accreditation in Hai Duong province has a lot of room for improvement, from the rating of "Pass" to "Good" or "Very Good", which requires the Department of Education and Training , in particular, the direct consulting unit needs more investment and attention in the planning of educational quality accreditation 2.4.2 The organization implementing accreditation of junior high school educational quality: received a relatively high rating, higher than the content "Planning the quality accreditation of junior high school education": 7/8 specific jobs were assessed at "" Good"; and only 1/8 of specific jobs are rated at "Pass" as "Organizing a network of collaborators to carry out educational quality accreditation" (2.15 points) The positions of specific activities are rated Good (from high to low), respectively: Establishment of a EA team (3.49 points); Recognition of achieving educational quality accreditation (3.41 points); Dissemination of guidelines and policies on educational quality accreditation (2.97 points); Promulgating documents guiding the implementation of the education quality accreditation plan (2.97 points); Professional training, professional accreditation of education quality (2.80 points); Coordinating with junior high schools to implement the assessment (2.7 points); and Coordinate and support junior high schools to implement SA (2.57 points) 2.4.3 Directing the implementation of the education quality accreditation and implementing the education quality improvement plan 2.4.3.1 Directing the implementation of the educational quality accreditation: Hai Duong province has always been in the top group of the country in terms of the results of the implementation of the educational quality accreditation, which partly reflects the effectiveness in directing the implementation of the Department in recent years However, for 13 each specific activity content, only 1/5 of activities are rated at "Good", while up to 4/5 activities are only at "Pass" Specifically as follows: Standing, promptly giving opinions to the junior high school (2.92 points); Closely follow up and urge junior high schools to follow the directions and plans (2.48 points); Recognizing and promptly rewarding individuals and collectives for excellent performance (2.46 points); Replicating excellent performance examples (2.42 points); Proposing a regime to encourage junior high schools to participate (2.15 points) 2.4.3.2 Directing the implementation of the plan to improve the quality of education: not appreciated This result reflects the fact that, after completing the accreditation for junior high schools to achieve educational quality accreditation or meet national standards, Hai Duong Department of Education and Training does not seem to have any further requirements or directions, especially directing schools in improving the weaknesses and promoting the strengths in the coming time This is a situation worth paying attention to and thinking about, because with a 5-year cycle of implementing accreditation of education quality once, it may be too long for the Department, as well as junior high schools to "let loose" or temporarily put aside the work of educational accreditation and wait for the new cycle A detailed analysis of the evaluation results of each specific task in the work of "Directing the implementation of the education quality improvement plan" of the Department will show more clarity Specifically: Support and guide junior high schools to improve education quality as planned (2.28 points); Closely monitoring and urging junior high schools to improve the quality of education as planned (1.97 points); Permanently and promptly giving opinions to junior high schools that have not seriously implemented educational quality improvement (1.90 points) Whether the quality of junior high school education in Hai Duong province can be maintained and continued to be improved depends greatly on whether the schools implement plans to improve the quality of education or not Meanwhile, it is a fact that when it does not receive the attention or close supervision and direction of the superior agency, the implementation is easy to "loose", and this is also true for the implementing the plan to improve the quality of education in junior high schools in Hai Duong province 2.4.4 Examination and evaluation of the implementation of educational quality accreditation: is one of the important contents in the management of educational quality accreditation of junior high schools of management agencies in the education sector in general, as well as of the Hai Duong Department of Education and Training in particular However, compared with other works, the work of "Testing and evaluating the implementation of educational quality accreditation" of Hai Duong Department of Education and Training in recent years has not been highly appreciated Specifically: Developing requirements for evaluating SA activities (2.59 points); Adjusting and supplementing the education quality accreditation plan (2.39 points); Develop requirements for assessment of poverty reduction activities (2.33 points); and Search and improve activities of educational quality accreditation (2.06 points) 2.5 General assessment of the actual situation of junior high school educational quality accreditation management in Hai Duong province 2.5.1 Achievements on educational quality accreditation management: Hai Duong Department of Education and Training has not only fully implemented the contents of educational accreditation management as in the framework developed in Chapter I, but most of the contents is also rated at “Good”, only a few contents are rated at “Pass”, while no content is rated at “Failed” Specifically, it is shown as follows: (i) Planning to implement the quality accreditation of junior high school education in Hai Duong province is carried out according to the school year, starting from the 2009-2010 school year The Department 14 determines that the establishment and implementation of the Junior High School Education Quality Accreditation Plan is an important annual task (ii) Hai Duong Department of Education and Training has made efforts to overcome difficulties in order to organize the implementation of junior high school educational quality accreditation on a large scale in a convenient, simple and fastest way possible and in fact achieve certain results, because so this content is recognized at the highest level in the content of junior high school educational quality accreditation management of the Department (iii) The content of directing the implementation of the quality accreditation of junior high school education is also well appreciated, most notably the fact that the Department always promptly gives comments for the attention of junior high schools, determining that the implementation of educational quality accreditation is a task to be performed to improving the quality of education, this has made an important contribution to the results of the junior high school educational quality accreditation of the Department of Education and Training of Hai Duong province 2.5.2 Some limitations on education quality accreditation management: The junior high school educational quality accreditation management by the Department of Education and Training of Hai Duong province still has certain limitations that need to be further improved and resolved: in contents on junior high school educational quality accreditation, although there is no content rated as "Unsatisfactory", but at the same time, there is no content rated as "Very Good"; and although most of the contents of management quality accreditation are rated as "Good", there are still some contents that are only rated at "Pass" In addition, there are also the following limitations: (i) While the content of Directing the implementation of the junior high school educational quality accreditation of the Hai Duong Department of Education and Training is highly appreciated, the content of Directing the implementation of the plan to improve the educational quality of junior high schools in the past time not appreciated (ii) Content Checking and evaluating the implementation of educational quality accreditation is also not highly appreciated (iii) Organizing the implementation of educational quality accreditation is the most appreciated content in the management of educational quality accreditation of Hai Duong Department of Education and Training However, a detailed analysis of each specific issue in the content shows that there are issues that need to be further discussed to find a solution (iv) In the management of educational quality accreditation in junior high schools, there are still many specific tasks of supporting nature but the role has not yet been shown, especially the problem of statistics and data management of educational quality accreditation 2.5.3 The cause of the limitations 2.5.3.1 Regarding objective reasons: a) The group of causes is due to mechanisms and policies on: (1) the quality assurance of junior high school education lacks stability and consistency, or changes; (2) The implementation of the educational quality accreditation and recognition of the national public schools has not had clear instructions, so the Hai Duong Department of Education and Training is still developing a plan to implement the educational quality accreditation, and at the same time, advises on the formulation of the National School Project for the period 2021-2025 as follows: have worked for the previous period; (3) Implement Project No 03-DA/TU dated April 28, 2017 of Hai Duong Provincial Party Committee on reorganization of apparatus in association with downsizing staff in public units in the province in the period 2016 - 2021 The organization of the annual preliminary and final review of the educational quality accreditation and the organization of professional and professional training on the accreditation of educational quality is not carried out by the Department of Education and Training of Hai Duong province on a large scale and regularly b) Another group of objective causes, the most significant over the past year, is the Covid-19 epidemic; In addition, many junior high schools in Hai Duong province have many different 15 schools due to the implementation of the policy of consolidating the junior high school system, which has also affected the educational quality accreditation management, especially for the content of the organization and implementation of educational quality accreditation 2.5.3.2 Subjective reasons: (1) The staffing staff to monitor and help manage the implementation of educational quality accreditation is quite thin (in the past time, there were only 3-4 people on average, including the author of the thesis); (2) In the situation of small human resources, but the main tasks of the Department of Examination and Accreditation of Education to be performed every year are quite large; (3) The physical facilities and equipment that the Hai Duong Department of Education and Training has for the educational quality accreditation management is still limited, there is no synchronous investment, and the support to promote junior high school educational quality accreditation management is not guaranteed for breakthrough improvement can be achieved (4) The assignment of work in the leadership of Hai Duong Department of Education and Training is currently a combination of assignment by education level, assignment according to work tasks and assignment according to departmental responsibility (5) Hai Duong Department of Education and Training has not been creative in developing the process and set of standards for assessing the quality of junior high school education in accordance with local actual conditions, seems to only try to implement and ensure compliance with regulations program and set of standards for educational quality accreditation in Circular 18 Conclusion of chapter 2: : Research results on the current situation of management quality accreditation of lower secondary schools in Hai Duong province have mentioned and clarified the following basic contents: (1) Selection of the research sample is 94 secondary schools in Hai Duong province completed the assessment in the period from the effective date of Circular 18 to the time of conducting the survey, with the survey subjects including teachers in secondary schools (who have been assessed), members of the Youth Union Assessors, experts, managers at institutes, schools, the Ministry of Education and Training and departments (2) On the basis of analysis and assessment of the current situation: lower secondary education in Hai Duong province (in terms of size, classes and students; teachers, staff and administrators; facilities; facilities) schools and on the educational results of secondary school students in the province); Accreditation of education quality of secondary schools in Hai Duong province (on results of accreditation of education quality, recognition of schools achieving national standards; SA activities; assessment activities; recognition of schools achieving national standards); and especially the current situation of management quality accreditation of secondary schools in Hai Duong province (about planning for implementation, organizing implementation, directing the implementation and checking and evaluating the implementation of educational quality accreditation), the author of the thesis has given make a general assessment of the results achieved, limitations and causes of the situation (3) Along with the results of theoretical research in chapter 1, the results of the research and assessment of the current situation in chapter are the basis for proposing solutions to improve the management of quality accreditation of secondary schools in Hai Duong province CHAPTER SOLUTIONS FOR JUNIOR HIGH SCHOOL EDUCATIONAL QUALITY ACCREDITATION MANAGEMENT IN HAI DUONG PROVINCE 3.1 Orientation to improve educational quality and educational quality accreditation in Vietnam in the new period: 3.1.1 Orientation to improve the quality of education: First of all, at the XIII Congress, the Party's attention and importance to the cause of education and training 16 ... PUBLISHED WORKS OF THE AUTHOR RELATED TO THE THESIS TOPIC Nguyễn Đình Huy, (co-authored with Trần Trung) (2014), “Management of online exams of the Department of Education and Training” Education