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MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF EDUCATION DUONG NGUYEN QUOC EDUCATION QUALITY ACCREDITATION FOR THE UPPER SECONDARY SCHOOLS IN LONG AN PROVINCE Major: Education Management Code: 62.14.01.14 SUMMARY OF EDUCATIONAl SCIENTIFIC DOCTORAL THESIS Ho Chi Minh City– 2022 Research work conducted at Ho Chi Minh City University of Education Supervisors: Doctor Nguyen Duc Danh Professor Doctor Nguyen Loc Steering Committee Member 1: Associate Professor Dr Duong Minh Quang Steering Committee Member 2: Associate Professor Dr Tran Van Dat Steering Committee Member 3: Doctor Tran Xuan Phu Research Paper reported to Referee Committee at:……………………………… Research paper available at: - Vietnam National Library - Library of Ho Chi Minh City University of Education - General Science Library of Ho Chi Minh City INTRODUCTION Background of the research The quality of education and training today has become a national issue Ensuring the quality of general education is regarded as a duty, and one of the important solutions to promote socio-economic development in a certain area as well The following factors are often considered to have an impact on the quality of a particular educational institution: management staffs and their management measures, teaching staffs, students, teaching and studying processes, doing scientific research (in the case of a university or college), facilities; finance; other fields (international cooperation, services, etc.) It is accepted that these eight most important factors (standards) can directly affect the quality of education In reality, the current high school education quality accreditation activities, however, have not placed special emphasis on building and forming an internal quality assurance system of the school Education quality accreditation is one of the quality assurance activities and one of effective instruments to enhance, promote and improve the quality of education of each educational institution In recent period, people's education is gradually shifting from subsidized education to education approaching the socialist-oriented markets economy, under the management of the State This has created a target shift, from the school's academic orientation to the labor markets-oriented education Therefore, the quality of education must constantly be improved, but also to maintain educational quality standards and promote responsiveness to social needs Nevertheless, the awareness of education quality accreditation at management levels is still vague, and it is inevitable for them to get the achievements by dealing rather than building Education quality accreditation to achieve achievement goals, therefore, neither reflects the correct quality nor facilitates the quality improvement management in educational institutions, but distort information for making important decisions of the local authority in the field of education and training As a province in the Mekong Delta, Long An lies next to Ho Chi Minh City, having typical socio-economic conditions and representing the South of Vietnam As a result of its position, Long An's general education tends to minimise the quantity and increase the quality and scale For the high school level, in 2011 there were 48 public schools, by the beginning of the 2018 - 2019 academic year, there were only 43 schools, a decrease of schools due to merger (People's Committee of Long An province, 2019) In the Report on the implementation of the 2018 plan and the 2019 development plan of the People's Committee of Long An province, it is stated that "It is essential to expand investment in facilities and equipment for the education sector, continuing to invest in schools meeting the national standards according to the new criteria; in 2019, ensuring the percentage of schools to meet the national standards according to the new criteria reaching 48%" (People's Committee of Long An province, 2019) Thus, to meet the requirements of education and training development, the authority of Long An province has invested in facilities to improve the quality of education and implement the education quality accreditation This is the problem posed to the quality management of education, in which education quality accreditation becomes a key step to meet the requirements of the goals to improve the quality of general education in Long An From the above reasons, the author has decided the research topic as " Education quality accreditation of high school education, Long An province" for the dotoral thesis of educational science, majoring in Educational Management Aim of the research By establishing the theoretical foundation for the education quality accreditation of general education institutions, surveyed and evaluated the current situation of education quality accreditation in high schools in Long An province, the thesis has proposed measures to manage the education quality accreditation in high schools in Long An province contributing to the improvement of the quality of high school education Objects, research objects 3.1 Objects Quality management of high school 3.2 Research objects Management of education quality accreditation in high schools in Long An province Research hypothesis Education quality accreditation of high schools has been strictly regulated through legal documents of the Ministry of Education and Training However, there may not be an appropriate approach, so the effectiveness of this work has not strongly promoted the quality of educational institutions The thesis applies the standards-based management and accreditation model to evaluate and specify the actual limitations of the management of the process of targeting the standards of education quality accreditation, the current state of management of standards-based goal performance activities, the status of performance evaluation of standards-based objectives, the status of recognition of achievements of standards-based goals If the proposed measures to manage the activities of education quality accreditation according to the quality accreditation standards of high schools in Long An province work well, it will contribute to improving the quality of education quality accreditation of high schools in Long An province Research procedures 5.1 Studying the theoretical basis of education quality accreditation, based on that foundation, it will build a theoretical framework for the management of education quality accreditation in high schools 5.2.Evaluating the current status of management of education quality accreditation in high schools in Long An province 5.3 Proposing the measures to manage education quality accreditation in high schools in Long An province 5.4 Surveying the necessity and feasibility of the proposed measures 5.5 Experimenting a measure in the proposed system of management measures for education quality accreditation in order to evaluate the feasibility of the measure Research scope The research scope of the thesis is determined as follows: 6.1 Limits on research contents: Research on the current status of education quality accreditation, management of education quality accreditation and measures to manage education quality accreditation of high schools in Long An province based on the SBM-R model Management subject: Principals of high schools 6.2 Limits on survey subjects: Collecting the surveyed data on the quality of school education based on the criteria standards of education quality accreditation for the subjects who are managers, part-time staff of education quality accreditation, and teachers of 13 schools High school (selected sample in 2.2.3- Chapter 2) is 500 people Collecting surveyed data on the management of education quality accreditation in high schools, including administrators, teachers, and staff participating in the accreditation of 13 schools (from the sample selected in the next section, 156 people) 6.3 Limits on research area: Conducting survey at 13 high schools in Tan An city and districts of Long An province 6.4 Limits on experimenting: schools, including: Duc Hue High School, Ha Long Secondry & High School Approaches and research methods 7.1 Approaches 7.1.1 Standards-based management and accreditation (SBM-R) approach This is the main approach of the thesis used to conduct research on activity of education quality accreditation The Standards-based management and accreditation model consists of four process steps: concretizing the evaluation criteria into the standards of the quality management objectives, implementing and evaluating the standards, and measuring progress and objectives benchmarking standards with criteria for evaluation, recognition of results, and rewards 7.1.2 Practical approach The problem of studying the education quality accreditation of high school mentioned in this thesis has its roots in practice The development strategy of education and training to meet the industrialization - modernization and international integration has set a requirement to improve the quality of education School administrators and teachers need to raise awareness of education quality accreditation as a quality assurance activity in line with current development trends 7.2 Research Methods 7.2.1 Theoretical research methods The thesis uses theoretical research methods to: - Collect, analyze, synthesize and systematize relevant theoretical issues, explore the core of the research problem to realize the dialectical relationships between education quality assurance and education quality accreditation - Analyze and clarify the core concepts, the theoretical issues related to education quality accreditation - Clarify the nature and specific problems of management of education quality accreditation in high schools in Long An province 7.2.2 Practical research methods Quality assurance management of high schools in Long An province was surveyed through the combination of research methods such as: Questionnaire survey method, product research method, deep interview method and data processing method - Questionnaire survey method: Based on theoretical issues on education quality accreditation, develop the questionnaires to investigate the current status of education quality and management of education quality accreditation in high schools in Long An province; the necessity and feasibility of management measures to overcome the limitations of this situation - Interview method: Interviewing administrators, teachers about a number of issues that need to be verified the truthfulness and objectivity of the survey results by using questionnaires - Product research method: Used to review the education quality accreditation records compared with practice and investigation results 7.2.3 Data processing method + Utilizing escriptive method to analyze the current situation of education quality and management education quality accreditation in high schools in Long An province + Utilizing statistical method to process data and evaluate the obtained results + Utilizing SPSS software to enter and process the obtained data to analyze and draw the conclusions from the obtained results Arguments to be defended 8.1 Education quality assurance is understood as a management mechanism with an aim to maintain the standards and continuously improve and increase the quality of education Education quality accreditation in high schools is an activity of quality management Theoretical issues will clarify this argument 8.2 The current education quality accreditation in high schools in Long An province is based on the evaluation standards of the Regulation on educational quality accreditation and recognition of national standards for secondary schools, high schools, and high schools with many levels of education promulgated together with Circular 18/2018/TTBGDĐT of the Ministry of Education and Training To make this activity effective, the thesis additionally adjusts the standards and criteria for assessing the quality of high school education with standards and 30 criteria 8.3.The management measures of education quality accreditation based on the SBM-R model of high schools are built based on the combination of the theoretical basis and the problems raised from the actual situation It must be verified by testing and experimental methods New contributions of the thesis 9.1 In theory On the basis of the theory of education quality accreditation, the thesis builds a theoretical basis for the management of education quality accreditation of high schools according to the standards-based management and recognition model (SBM-R) 9.2 In practice - Survey, analyze and evaluate the current status of education quality and management of education quality accreditation in high schools and the factors affecting the management of education quality accreditation in high schools in Long An province - Propose some measures to manage the education quality accreditation in high schools to contribute to improving the quality of high school education in Long An province - Experiment measure to assess the feasibility of the management of education quality accreditation activities in high schools at present 10 Organization of the report In addition to the introduction, conclusions and recommendations, references, the thesis consists of chapters Chapter Theoretical basis of education quality accreditation management of high schools Chapter Current status of education quality accreditation management in high schools in Long An province Chapter Management measures of education quality accreditation in high schools in Long An province Chapter THEORETICAL BASIS ON EDUCATION QUALITY ACCREDITATION MANAGEMENT IN HIGH SCHOOL 1.1 Research overview 1.1.1 Abroad The debate about the standards for assessing the quality of education in Western countries has also come to a halt when the issues have been clarified, the quality assurance of education and the education quality accreditation exist mutually as a dialectical relationship between the contents and the quality of education both internal and external force in each educational institution Many issues of quality assurance and education quality accreditation have been published in academic works and scientific articles published in specialized journals In the last decades of the twentieth century, the trend of internationalization of education posed many challenges to the education quality accreditation, especially in university institutions From research issues to quality and quality approach, studies on educational management apply to expand the scope of research for education quality accreditation At the beginning of the twenty-first century, in the trend of globalization of educational quality, along with the expansion of educational services and the transnational movement of learners, the education quality accreditation is not only mentioned by the internal structure quality but rather how to approach it and the emergence of more and more quality assurance and management models that govern the approach to education quality accreditation in each country In the literature review of this thesis, we focus on 02 issues: The trend of approaching education quality accreditation and models of education quality accreditation 1.1.2 In Viet Nam In the context of globalization and international integration, the issue of quality assurance and education quality accreditation has had an impact on the development policy of our country's education and training in recent decades However, the standards for evaluating the quality of education in Vietnam, especially for higher education are not suitable, many problems are inadequate and heavy in form, achievement disease, and lack of feasibility (Vo Sy Manh, 2013; Le Duc Ngoc & Sai Cong Hong, 2013) In the seminar on Standards for Quality Assurance of Higher Education in Vietnam: Issues and Solutions for Implementation (held in Hanoi, December 2013), Nguyen Duc Chinh gave his views on developing a set of assessment standards Quality assessment of higher education ensures a moderate globality with characteristics of Vietnam's socio-economic and cultural conditions (Nguyen Duc Chinh 2013) The doctoral theses majoring in Educational Management and research articles aimed at the management of quality assurance of education in high schools have made certain contributions to school management according to the objectives of education quality accreditation like Nguyen Manh Hung (2010), Pham Thanh Nghi (2000), Nguyen Quang Toan (2014), Do Thi Thuy Hang (2014)… Because the issue of quality assurance management is quite new to Vietnam, many authors still remain the concept of education quality accreditation management is an activity separate from the quality management of education quality in schools, considering the education quality accreditation management in high schools as the management of self-assessment process (Le Thanh Tra, 2019; Dang Thi Thuy) Linh, 2015;…) One of the research trends on education quality accreditation in Vietnam is the approach based on foreign experiences (Pham Thi Huong, 2019; Pham Thi Tuyet Nhung, 2018; ) 1.1.3 General assessment From the above review issues, the following issues can be drawn: - The viewpoint: education quality accreditation is closely linked to institutional improvement and educational management system and is an element of the quality assurance process - The management method: In order to education quality accreditation and its results, the educational institution must implement the management method according to the quality objectives - The research objects and space: There have not been studies on activities that create quality education in high schools, the foundation to ensure the education quality accreditation is implemented - The research space: So far, there has not been any study on the management of education quality accreditation in high schools in Long An province 1.2 Some basic concepts 1.2.1 Education quality accreditation of high school 1.2.1.1 Quality Quality is a concept that has penetrated in all areas of life including education Quality is a much more complicated term to define than it appears because many different viewpoints such as the customer's viewpoint and the specification-based perspective need to be considered A modern definition of quality as "meeting or exceeding customer expectations" has been derived from the 1951 Juran definition of quality as "fitness for purpose" (Juran et al Godfrey, 1999) 1.2.1.2 Education quality The term education quality is approached in terms of education quality accreditation, then “The quality of high school education is the fulfillment of the goals of the schools, ensuring the requirements of the educational objectives of the Education Law, and being suitable with the socio-economic development of the area and the whole country” (Article of Circular 18/2018/TT-BGDĐT) 1.2.1.3 Quality management Quality management takes place according to the processes: quality control (QC), quality assurance (Quality Assurance), quality improvement (Quality Improvement) 1.2.1.4 Quality assurance Despite the differences, these definitions imply that quality assurance is the policies, procedures, and activities that aim to evaluate, identify, validate, facilitate, promote and assist educational institutions to achieve , maintain and improve educational standards 1.2.1.5.Quality accreditation Quality accreditation (product) is the testing, accreditating and certificating of that product's quality The quality can be given by the manufacturer or a standard or a regulation 1.2.1.6 Education quality accreditation Education quality accreditation is a phrase indicating management activities, and is also a term of quality assurance in the field of education and training Therefore, the Encyclopedia (open) defines: Education quality accreditation is the quality assurance process in which the services and activities of educational institutions or programs are evaluated and validated by an external department to determine whether the applicable and recognized standards are met If the criteria are met, accredited status will be granted by the appropriate department 1.2.1.7 Education quality accreditation in high schools Education quality accreditation in high schools aims to perfect the educational quality of the school according to the standards along with the evaluation and recognition criteria of the whole country Thereby, publicizing the school's educational quality assurance results to the community (showing accountability to society); at the same time, helping the school develop a plan to "constantly improve the quality of education" in order to better serve students' learning and meet social needs, according to the quality commitment of the subjects in the high school 1.2.2 Education quality accreditation management in high schools 1.2.2.1 Management Management is the influence of the subject of management by organizing and controlling the managed object in order to mobilize, promote, combine, use, adjust and coordinate resources inside and outside the organization through management functions to achieve organizational goals 1.2.2.2 Education quality accreditation management in high schools Education quality accreditation management in high schools is the management process in which the management subject affects the managed object to ensure that the school's activities operate according to quality standards in order to achieve the objectives of education quality accreditation 1.2.3 Standards-based upper secondary education accreditation management 1.2.3.1 Standards A standard is a document established by agreement and approved by a recognized organization that provides rules, guidelines or characteristics for the activities, or results of activities for general use and iteratively to achieve an optimal order in a given scene 1.2.3.2 Standardization Standardization is the process of encoding the standards and quality assessment criteria into goals, targets, and tasks that are suitable for the context, resources and conditions of a given organization 11 (a) Determine the level of achievement (b) Quantification of achievements (c) Commendation (d) Summarize and prepare to set new standards for the next phase 1.5 Basic factors affecting education quality accreditation management in high schools 1.5.1 Subjective factors - Awareness - Deviation in objectiveness in school management - Local authority’s concern - The unprofessional, policy regime for this activity is not satisfactory, so the efficiency cannot be high - The school website system does not have enough contents to ensure publicity and supervision from many sides 1.5.2 Objective factors - The socio-economic conditions and cultural environment of the locality - The system of guiding documents and guidelines on quality assessment in the national education system is not consistent - The mechanism of quality assurance of education is not clear, it is still administrative procedure - The local socio-economic development strategy does not have important policies on quality assurance of education Sub-Conclusion Chapter Research on education quality accreditation in developed countries has existed for a long time and is affecting many other countries globally Studies abroad are focused on quality assurance of education, especially in higher education In Vietnam, research on the education quality accreditation began in 2002, also started at the university level, then gradually expanded to preschool, general education and vocational education levels Researches in Vietnam have not penetrated into the expertise and specialization of education quality accreditation The theoretical issues in Chapter are the basis for approaching the standards-based assessment and management method (SBM-R) to establish a theoretical framework to help assess the current status of C management in high schools and to propose measures for this activity 12 Chapter THE SITUATION OF EDUCATION QUALITY ACCREDITATION MANAGEMENT IN HIGH SCHOOLS IN LONG AN PROVINCE 2.1 An overview of economy, society, education and education quality accreditation activities in high schools in Long An province 2.1.1 Some aspects of economy, society and education in Long An province 2.1.2 System of high schools in Long An province The system of high schools in Long An province has 49 schools, an increase of schools compared to 2016 In which, there are 33 high schools; The school has many levels: 16 schools Among the schools with many levels of education, there are 14 schools with two levels of education (middle and high school); There are schools with levels of education (elementary school - middle school - high school) 2.1.3.Administratorss, teachers, staffs and students According to the statistics of the Department of Education and Training of Long An, the situation of administrators and teachers in high schools in Long An province is basically guaranteed in number, but in terms of subject structure, there is still a shortage of teachers Regarding the situation of students, the majority of students in high schools in Long An province are of the right age according to regulations However, in some schools there are still students who are not of the right age 2.1.4 Facility In general, the facilities of the high schools in Long An province are quite complete 2.1.5 Organization and unions According to statistics, the high schools in Long An province have all the organizations and unions as prescribed 2.1.6 Quality of education According to statistics, the quality of education of high schools in Long An province is relatively high 2.1.7 Education quality accreditation in high schools in Long An province through stages - The period from 2008 to 2013 - The period from 2014 to 2018 - The period from 2020 to present 2.1.8 General comments on the socio-economic situation and high school education in Long An province 2.1.8.1 Positives High school education in Long An province has had a system of schools distributed fairly evenly across areas, from urban to rural, remote areas bordering with many different types of schools Regarding the education quality accreditation, high school education in Long An province has had many educational institutions participating in the education quality accreditation quite early and has maintained until present This activity has also contributed to improving the quality of education for high schools in Long An province 2.1.8.2 Some limitations 13 The development of high school education in Long An province has not been commensurate with the province's geo-economic position 2.2 Organize a situation survey 2.2.1 Survey purposes 2.2.2 Survey contents 2.2.3 Survey methods 2.3 The situation of education quality in high schools in Long An province 2.3.1 The organization and management of the school Most public high schools now pay little attention to building school development strategies and they think that the school year plan has shown that As for the education development strategy in general, it must be at a higher management level because they are not qualified to implement it if they want With the majority of opinions evaluating the criteria of the standard "Organization and management of the schools” (80%), which did not meet the standards of the education quality accreditation 2.3.2 The administrators, teachers, staffs The observed variables show criteria of the administrators and teachers all at Level 2, it means that the school meets the national standard of Level Standards on policy regime and education for students implementation is difficult because this standard is influenced by many different factors and conditions Compared with the survey results, out of the criteria, the 4th criterion as mentioned has the lowest results 2.3.3 The facilities High schools have been given priority to invest in facilities to serve teaching activities Between the criterion of teaching equipment and the criterion of the efficiency of using teaching equipment, the average value is relatively close It proves that teachers often use teaching equipment, which means the innovation of teaching methods from one element in its process; that is the relationship between contents - methods - means in the teaching process to achieve educational goals 2.3.4 The school, family and society coordination Parents' representative boards in high schools have been established, but their activities are not effective In addition, the consultation with the Party committee and the authority to create conditions for the implementation of the school development strategy and the coordination with other organizations and unions to organize highly educational activities has not been done very effectively so it did not receive many teachers' approval 2.3.5 The educational activities and educational outcomes The results of this measurement of the current situation of educational activities show that the high schools in Long An province have properly implemented the educational program and have many educational activities for students The superiority of the average ratio of the criteria compared with the average ratio of the criteria of the remaining standards proves that the high school education in Long An province has made many progresses in terms of quality 2.3.6 Summary and assessment of the current situation of education quality in high schools in Long An province 14 The quality of the high schools in Long An province is below average, that is, the average value is only at Level (𝑋̅ = 1.692) The effectiveness of the education quality accreditation in recent years has not really strongly promoted the quality of high schools in Long An province Among the achieved standards, standard “Administrators, teachers and staff” and standard “Educational activities and educational outcomes” are the highest 2.4 The situation of management of education quality accreditation activities in high schools in Long An province 2.4.1 The situation of management of the process of targeting the standards of education quality accreditation The goals for school development are often stated by principals in their school year plan The determination of goals usually comes from three factors: the department's guiding document, the document guiding the implementation of the school year's tasks of the Department of Education and Training, and the school's educational achievements from the previous school year However, the establishment of school development goals based on the evaluation criteria of the education quality accreditation has been implemented by few people 2.4.2 The situation of management of standards-based goal realization activities This shows that the high schools in Long An province properly perform the management function, only the standard approach to education quality accreditation for school management has not been implemented or is carried out spontaneously and randomly, so it only achieves the average value 2.4.3 The situation of evaluating the results of the achievement of goals based on standards The results of this management activity reflect the progress in performing the management function in high schools in Long An province This is the condition for effective management of performance evaluation activities to achieve internal goals Management activities to evaluate the performance of goals in this group of activities are at the "average" level and the difference in mean values is not much, which proves that these activities are not regular but focused mainly on the schools that have been accredited for quality education and are striving to achieve a higher level 2.4.4 The situation of recognition of achievement of standards-based goals The results show that: the majority of administrators and teachers of all schools rate "the activity of standardizing the results of educational quality accreditation for the annual emulation and commendation" as the most effective The lowest performing activity is “Setting a new standard for the next phase” Thereby, it shows that the results of the survey method by questionnaire and interview method are similar 2.4.5 Summary and assessment of the current situation of education quality accreditation management in high schools in Long An province From this viewpoint, the assessment of the current situation of the management of the internal education quality accreditation in high schools in Long An province is to evaluate 15 the process of organizing and implementing the goals based on the education quality accreditation standards Summarizing the evaluation comments in each standard shows that these management standards have no similarities Regarding the standard "Evaluating the performance of standards-based goals" received the most agreement, followed by the standard "Targets of the school's education quality accreditation standards" Opinions on these two standards are superior because in some management activities, there are overlapping contents with school management such as the study of legal documents of the Party and State on education and training; or organize for the collective to evaluate achievements in emulation and commendation work, and report on annual experience Summarizing from the results of the analysis of survey data, determining the level of implementation of management activities on the education quality accreditation in high schools education based on the objective can be determined that the quality of education quality accreditation management in high schools in Long An province is only reached at an average level 2.5 The situation of factors affecting the management of education quality accreditation in high schools in Long An province 2.5.1 The situation of objective factors All four objective factors are assessed by administrators and teachers in high schools in Long An province as affecting the management of education quality accreditation, in which the factor of the attention of local authorities and educational management levels is assessed the tallest 2.5.2 The situation of subjective factors There are two factors that are assessed to have a very strong impact on the quality of education of the school according to the standards of educational accreditation, namely "The misperception of the goal of the management of education quality accreditation (𝑋̅ = 4.2821) and " Lack of experience in management educational quality accreditation management” (𝑋̅ = 4.3077) These two factors are related to each other from a management perspective and belong to the subject of management 2.6 General assessment 2.6.1 Strengths The socio-economic context has had certain impacts on the development of high school education in particular in Long An province This shows that the high schools of Long An province will have the opportunity to improve the quality of education according to the standards of the education quality accreditation Some high schools in Long An province have been accredited early, so they have experiences in standard school quality management 2.6.2 Limitations Regarding the educational situation of high schools in Long An province through quality assurance factors, it shows that most of the criteria in each standard have met the 16 education quality accreditation, but there are still some standards that have not met the criteria Sub-Conclusion Chapter The situation of the education quality accreditation in high schools in Long An province is reflected in this chapter in the following contents: The situation of education quality and education quality accreditation in high schools in Long An province through documents The situation of education quality of Long An province's high schools is based on education quality accreditation standards By the method of sociological investigation, based on the evaluation criteria of current high school education quality accreditation to build a questionnaire with 30 questions to fully evaluate criteria for all subjects: administrators, teachers, and staff in the schools were selected according to the sampling method to assess the quality of the high schools in Long An province at four levels Through analyzing the survey results and summarizing the above-mentioned levels, it shows that the high schools in Long An province have average quality Through the situation of education quality accreditation management in high schools in Long An province The thesis applies the SBM-R model to determine the process of education quality accreditation management in high schools through factors: objective assimilation of education quality accreditation management standards; organize for collectives and individuals to achieve goals; organize the evaluation of the results of the implementation of the goals; recognize achievement of goals and prepare for new goals To assess the current status of education quality accreditation management in high schools in Long An province, the thesis builds a survey with standards, each standard has criteria corresponding to each activity of education quality accreditation management in high schools Selecting 156 participants to answer the questionnaire to ensure the suitability of subjects including administrators, professional team leaders, staff in charge of facilities and libraries using questionnaires General assessment of the current situation education quality accreditation management in high school in Long An province is only average To improve the quality of high school education in Long An province, first of all, it is necessary to increase awareness for administrators, teachers,staffs about the nature, characteristics and requirements of the education quality accreditation; at the same time, applying the SBM-R model to the education quality accreditation management in high schools in Long An province This is not only the orientation and goal but also the management measures for the education quality accreditation in high schools in Long An province that the thesis continues to deploy in the next chapter 17 Chapter MEASURES FOR EDUCATION QUALITY ACCREDITATION MANAGEMENT IN HIGH SCHOOLS IN LONG AN PROVINCE 3.1 Principles of proposing measures 3.1.1 Principles of goal assurance 3.1.2 Principles to ensure feasibility and effectiveness 3.1.3 Principles of ensuring practicality 3.1.4 Principles of ensuring systematic 3.1.5 Principles of ensuring scientific 3.2 Standards-based measures for education quality accreditation management in high schools in Long An province 3.2.1 Measure 1: Organize awareness raising activities about education quality accreditation for administratorss - teachers – staffs in the school 3.2.1.1 The goals of the measure 3.2.1.2 Contents of the measure Organize research and propaganda on education quality, education quality accreditation, requirements for innovation, basic and comprehensive education and training for improving the quality of education at present 3.2.1.3.The ways to take the measure Step 1, make a policy and create a consensus on the education quality accreditation in the school Step 2, direct organizations, unions to disseminate and propagate the school's policy Step 3, organize the dissemination and propaganda of the policy of education quality accreditation in many different forms Step 4, check - evaluate the awareness and consensus of administrators - teachers staffs with the policy of education quality accreditation in school 3.2.1.4 Conditions for taking measures 3.2.2 Measure 2: Concretize the school's goal of ensuring the quality of education 3.2.2.1 The goals of the measure 3.2.2.2 Contents of the measure Define the school's goals based on standards 3.2.2.3 The ways to take the measure Step 1, establish a standing council of education quality accreditation Step 2, direct departments in the school to develop standards-based operational goals Step 3, organize the implementation of activities to achieve the goals Step 4, check - evaluate the operation goals of organizations, unions, and individuals throughout the school 3.2.2.4 Conditions for taking measures 3.2.3 Measure 3: Plan school activities according to education quality assurance standards 3.2.3.1 The goals of the measure 18 3.2.3.2 Contents of the measure Organize for the entire education quality accreditation system to develop a plan based on the objectives identified in Measure 3.2.3.3 The ways to take the measure Step 1, give directions for planning Step 2, direct organizations, unions and departments in the school to develop a plan to achieve the goal Step 3, implement the bottom-up planning process Step 4, check - evaluate the results of building the education quality accreditation management plan in school 3.2.3.4 Conditions for taking measures 3.2.4 Measure 4: Organize the implementation of the school's action plan according to the goal of ensuring the quality of education 3.2.4.1 The goals of the measure 3.2.4.2 Contents of the measure Check the implementation of the plan of the collectives and individuals in the school, evaluate the level against the goals and progress against the plan 3.2.4.3 The ways to take the measure Step 1, disseminate the schedule to check the implementation progress of the plan to each department in the school Step 2, direct organizations and unions in the school to carry out the implementation of the goal-based plan Step 3, organize the control and urge the implementation of the plans of the departments Step 4, check – evaluate the results of the implementation of the plan 3.2.4.4 Conditions for taking measures 3.2.5 Measure 5: Organize the school's self-assessment according to education quality assurance standards 3.2.5.1 The goals of the measure 3.2.5.2 Contents of the measure The measure helps all members of the school understand the process, techniques, and requires a self-assessment report to meet the improvement and improvement of education quality for the whole school 3.2.5.3 The ways to take the measure Step 1, train the team directly doing the education quality accreditation system in the school Step 2, direct organizations, unions and individuals in the school to participate in the process Step 3, organize cross-check between departments on the results achieved according to the standards Step 4, test - evaluate the overall quality of school education based on standards 3.2.5.4 Conditions for taking measures 19 3.2.6 Measure 6: Coordinate self-assessment with external assessment to enhance the effectiveness of school education quality assurance 3.2.6.1 The goals of the measure 3.2.6.2 Contents of the measure The School's Standing Council of education quality accreditation supports and helps the External Evaluation Council of the Department of Education and Training to complete its tasks 3.2.6.3 The ways to take the measure Step 1, disseminate the plan and schedule of activities of the external accreditation agency to all administrators - teachers - staffs so that they are ready to participate in coordination Step 2, direct relevant organizations and individuals to participate in coordination with external assessment agencies in the process of education quality accreditation Step 3, organize the coordination of external and internal education quality accreditation to improve the quality of education Step 4, check - evaluate the results of the coordination process of education quality accreditation 3.2.6.4 Conditions for taking measures 3.2.7 Measure 7: Recognition of achievement and promotion of education quality in school 3.2.7.1 The goals of the measure 3.2.7.2 Contents of the measure Measures are taken according to the process: publicizing achievements, recognizing achievements of organizations and individuals in the school; commendation based on achievements for organizations and individuals within the school; organize conferences to announce achievements and set guidelines for setting new standards 3.2.7.3 The ways to take the measure Step 1, Determine the level of achievement achieved by the school and the standards achieved by organizations and individuals Step 2, direct organizations, unions and the Emulation - Commendation Council to evaluate the achievements of organizations and individuals based on recognized standards Step 3, the organization recognizes and rewards organizations and individuals with outstanding achievements Step 4, check - evaluate the results of recognition of achievements after the education quality accreditation 3.2.7.4 Conditions for taking measures 3.3 The relationship between the management measures for education quality accreditation in high schools 3.3.1 Serial relationship 3.3.2 Structure-function relationship 3.4 Survey on the necessity and feasibility of educational quality accreditation management measures in high schools in Long An province 20 3.4.1 Survey purposes 3.4.2 Survey objects 3.4.3 Survey contents 3.4.4 Survey methods 3.4.5 Results of the survey on the necessity and feasibility of the measures 3.4.5.1 The necessity of measures There are no more superior assessment measures, showing that the views on the necessity of the measures are not much different and there are many opinions that are not appreciated; because it is not enough to measure the need for qualitative measures, but to measure quantitatively This poses a requirement that the measures of education quality accreditation management in high schools in Long An province need to be tested 3.4.5.2 The feasibility of measures These management measures are highly feasible, because quality assurance is a common task of all administrators - teachers - staff in the whole school, but the administrators are responsible for the management activity Although there are some differences in evaluation but in general, the measures to manage education quality accreditation activities in high schools in Long An province are evaluated at the "necessary" and "feasible" levels 3.5 Experimental organization of measures to plan school's activities according to educational quality assurance standards 3.5.1 Experimental purposes 3.5.2 Experimental objects 3.5.3 Experimental contents 3.5.4 Experimental methods 3.5.5 Experimental hypothesis 3.5.6 Experimental processes 3.5.7 Data processing methods 3.5.8 Experimental results 3.5.8.1 Results of measuring the feasibility of the measure before the experiment The measures that will be tested are all at the "feasible" level (indicators in the observed variables are within the range from 3.56 to 4.06) This shows that the experimental contents here have met the requirements; none of the empirical measures were evaluated at levels below “Feasibility” 3.5.8.2 Results of measuring the feasibility of the measure after the experiment The management tasks of the experimental measures are at the level of “feasible” and “very feasible” There are observed variables (4) and (5) whose values are at the level of “feasible” (𝑋̅ = 4.06) (𝑋̅ = 4.19); the remaining variables are all at the level of “very feasible” 3.5.8.3 Feasibility of education quality accreditation management measures through pre- and post-experiment surveys The management work of the experimental measures achieved higher value than the survey results on the content of management measures before the experiment In which, 21 the observed variable "Checking - assessing the quality and feasibility of the plan of each department" has similar values before and after the experiment (𝑋̅ = 4.06) 3.5.8.4 Feasibility of education quality accreditation management measures through the quality of experimental products The quality assessment standards of the quality assurance plan of Long An high schools mostly (9/10) are at a good level, of which standards are very good, that is TC1, TC3 with high value respectively 𝑋̅ = 4.26; 𝑋̅ = 4.27 Thus, the experimental results have solved the problem that the research hypothesis poses; It means that the experimental results have proved that the problem posed by the school planning management in the direction of ensuring the quality of meeting the education quality accreditation objectives is consistent with the requirements of the practice and the aspirations of the administrators, teachers and staffs in the school At the same time, it has demonstrated the practicality of the theoretical problems posed in Chapter and the actual problems posed in Chapter The experimental results have shown that the management measures to develop plans according to the standards The education quality accreditation standards are in line with the requirements of school development in the current context Sub-Conclusion Chapter Measures to manage education quality accreditation in high schools in Long An province comply with scientific and practical principles, specifically measures must derive from the objective nature of education quality accreditation, must ensure feasibility and effectiveness when applied in practice, must be suitable to the circumstances of each school, must be in a system and presented according to the scientific method Since then, the research results on the management of education quality accreditation activities in high schools in Long An province are given measures These measures are presented according to the structure - function of management activities The objective approach to research on the management of education quality accreditation activities in high schools has dominated the relationship of these measures: it is a continuation relationship (good implementation of this measure is a condition for implementing this measure: take the next measure); and structure-function relationship (each measure is a component of a structure and performs a specific function in the system) Measures to manage education quality accreditation activities in high schools in Long An province have been verified by organizing the research object which is the high schools in Long An province to evaluate its necessity and feasibility by survey method Simultaneously, 01 measure was introduced experimentally in representative high schools in Long An province Experimental results are measured by comparison with the results before and after the experiment The survey and experimental results have proved the scientific and practicality of the measures to manage the education quality accreditation in high schools in Long An province 22 CONCLUSIONS AND RECOMMENDATIONS Conclusions The review of documents is the basis for establishing the theoretical issues of the education quality accreditation management in high schools The main purpose of education quality accreditation is to ensure quality assurance in an educational institution through the use of rigorous standards and evaluation criteria External assessment can also see this activity as an incentive for educational institutions to seek some action to ensure the educational quality of each institution This is the task of management in educational institutions in general and high schools in particular The theories and experiences of education researchers around the world on educational accreditation have changed the thinking about accrediting and evaluating an educational institution The purpose of the management quality accreditation of high schools is not "how to get recognized?" but “how to achieve quality and recognition” Therefore, in order to achieve the goals, it is necessary to use a "constructive" method instead of "to deal with" to overcome the chronic achievement disease in education in Vietnam To assess the current situation of education quality accreditation management in high schools in Long An province, the thesis builds a toolkit based on the criteria of applying the SBM-R model with standards corresponding to each management function: digest quality management standards; organize for collectives and individuals to achieve goals; organize the evaluation of the results of the implementation of the goals; recognize achievement of goals and prepare for new goals Each standard has criteria corresponding to each education quality accreditation management activity in high schools Based on the results of the analysis of the survey data, it can be seen that the schools that have not been accredited by the education quality accreditation have not yet implemented or rarely implemented the school quality management based on the educational accreditation standards Schools that have been accredited by education quality accreditation and have been recognized as meeting national standards, some schools have had some school management activities based on educational accreditation standards, and some schools have done it from time to time The overall assessment of the management quality accreditation of the high schools in Long An province is only average The main cause of the situation is the separation of quality assurance management of education from quality assurance management From the problems of the education quality accreditation management in high schools and the current situation of management of education quality accreditation in high schools in Long An province, the research thesis proposes measures for this work, including: (1) Raising awareness about education quality accreditation for all administrators - teachers staff of the school; (2) Standardize the school's educational quality assurance objectives; (3) Planning the school's activities according to educational quality assurance standards; (4) Organize the implementation of the school's action plan according to the educational quality assurance objectives; (5) Organize the school's self-assessment according to educational quality assurance standards; (6) Coordinating self-assessment with external assessment to enhance the effectiveness of quality assurance in school education; (7) 23 Recognition of achievement and promotion of quality school education These measures are presented according to the structure - function of management activities The targeted approach to research on the management of quality accreditation of high school education has dominated the relationship of these measures: it is a continuation relationship (good implementation of this measure is a condition for implementing the next measure follow); and structure-function relationship (each measure is a component of a structure and performs a specific function in the system) From the above research results, it is possible to draw a conclusion that it is time to realize that the long-standing expectation of a quality education to replace the education of the whole population is being met Quality education must be quality assurance, which originates from the market education, governed by the market economy Products created from GD must be quality products in competition, not only within each country but also globally Therefore, education quality accreditation to education institutions must reveal what they have to bear in the process of organization and administration by management measures derived from experience The thesis has proved the scientific hypothesis, applied the Standards-Based Management and Recognition (SBM-R) model to assess the current situation and propose measures to manage the educationa quality accreditation in high schools according to standards are completely suitable to improve the quality of education quality accreditation in general and education quality in particular The thesis has met the set objectives and accomplished the tasks of the thesis Through experimentation and survey of measures, the scientific hypothesis of the thesis has been proved Recommendations 2.1 To the Ministry of Education and Training - Complete the system of guiding documents on the construction, development and evaluation of schools in general and high schools in particular according to the goal of education quality assurance - Complete the set of education quality accreditation standards in the direction of balancing and balancing the quality standards in the direction of transitioning from the quality of education from the school side to the quality of education from the students' side, meeting a variety of learners’ needs and social development goals - Consolidate documents directing school development in association with the responsibility of local authorities for the development of education and training in a specific, transparent and easy-to-apply manner into education quality management within each province 2.2 To the People's Committee of Long An Province - Formulate of the province's socio-economic development strategy must be associated with the specific goals of education and training development, ensuring the budget for education and training to invest in facilities and teaching equipment 24 - Develop mechanisms and policies for education and training to create a competitive environment of fair quality, and at the same time encourage and promote all investment resources for education - Establish an independent education quality accreditation agency directly under the Provincial People's Committee to both carry out objective and fair education quality accreditation while advising and promoting educational institutions in the province to ensure quality education 2.3 To Department of Education and Training of Long An - Organize training sessions, fostering for administrators and teachers in high schools on education quality accreditation in a targeted approach - Create conditions for high school administrators and teachers to improve quality management capacity through organizing seminars, visits, learning experiences in country and abroad - Develop preferential policies for high schools that meet the education quality accreditation standards REFERENCES THE AUTHOR’S PUBLISHED STUDIES AND JOURNALS OF SCIENCE Duong Nguyen Quoc (2013) The role of quality accreditation of education in junior high schools, Ho Chi Minh City University of Education Journal of Science, 48 Duong Nguyen Quoc (2020, September) Self-assessment in quality accreditation of education in junior high schools, Viet Nam Journal of Education, special no Duong Nguyen Quoc (2020, September) Applying of CIPO approach to manage quality accreditation in junior high schools, Viet Nam Journal of Education, special no Duong Nguyen Quoc (2021, August) Self-assessment and quality accreditation in junior high schools in Long An Province, Viet Nam Journal of Teachers, 172(93) Duong Nguyen Quoc (2022, May) Applying managing and recognizing model with SBM-R stadards to control the quality of education in high school institutions, Viet Nam Journal of Education, 22(6) Du Thong Nhat & Duong Nguyen Quoc (2022) The current situation of management of collaboration for moral education between homeroom teachers and students’ parents in junior high schools in Tan An city, Long An province Ho Chi Minh City University of Education Journal of Science, 19(5), 806-816 ... Applying a standards-based management model to quality assurance management in high schools 1.4.1 Standards-based Management Model (SBM-R) The SBM-R (Standards-Based Management and Recognition)... accreditation standards (a) Standard analysis (b) Context analysis (c) Evaluate the capabilities and potentials of resources in the organization (d) Determine the gap of the standard (e) Decide and disclose... the high schools in Long An province are quite complete 2.1.5 Organization and unions According to statistics, the high schools in Long An province have all the organizations and unions as prescribed