Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.Quản lý chất lượng dạy học các trường trung học phổ thông công lập Thành phố Hà Nội theo tiếp cận bảo đảm chất lượng.
MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES PHAM QUOC TOAN MANAGING THE QUALITY OF TEACHING AND LEARNING OF PUBLIC UPPER-SECONDARY SCHOOLS IN HANOI CITY ACCORDING TO THE QUALITY ASSURANCE APPROACH MAJOR: Education Management Code: 14 01 14 SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCES HANOI - 2023 Doctoral thesis has been completed at THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES Supervisors: Assoc.Prof & PhD Nguyen Tien Hung Assoc.Prof &PhD Nguyen Thi Yen Phuong Reviewer 1: Reviewer 2: Reviewer 3: This Doctoral thesis will be defended in the university committee at THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES on 2023 The thesis can be read at libraríes of: - THE NATIONAL LIBRARY OF VIETNAM - THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES LIST OF WORKS RELATED TO THE THESIS HAS BEEN PUBLISHED [1] Pham Quoc Toan (2019) Process and management of teaching and learning process of upersecondary schools based on CIPO Journal of Vocational Education and Training, No 73, Oct 2019, pp 48-54, ISSN: 2354-0538 [2] Pham Quoc Toan (2022) Proposing a framework to ensure the quality of teaching and learning in uper-secondary schools, Vietnam Journal of Education, Vol 22(6), pp 41-45, ISSN: 2354-0753 [3] Pham Quoc Toan (2022) Process for improving the "Charing - Coordinating" cycle of centralized and decentralized mechanisms in ensuring the quality of teaching and learning in uper-secondary schools according to "PEAPDCA-EA" Vietnam Journal of Education, Vol 22(7), pp 94-98, ISSN: 2354-0753 INTRODUCTION Reasons for topic selection In recent years, the Ministry of Education and Training (MOET) has determined to renew awareness of the basic, longterm, regular task of managing/ensuring the quality of education/teaching In fact, several remarkable achievements have been obtained in teaching and learning (T&L) management of Hanoi uper-secondary schools1 (U-SSch) yet there remain shortcomings and limitations in U-SSch’S education management, especially teaching and learning (T&L) management and quality assurance (QA), resulting in low quality This is because the quality of T&L in U-SSch has not met requirements, criteria and procedures to ensure appropriate T&L quality have not been developed, administrators at USSch lack capacity, and the connection between the school and the community is not yet strong, etc Currently, many research projects on T&L management and QA of general education institutions/ U-SSch have been carried out in Vietnam and around the globe However, these studies have not mentioned the development of quality criteria and processes to QA T&L for Hanoi U-SSch, helping them to conduct regular self-evaluation and propose solutions to improve quality Therefore, the thesis topic “Managing T&L quality of public U-SSch in Hanoi according to the QA approach” is an urgent issue with both theoretical and practical significance that needs to be studied Research objective: Build a theoretical framework as a premise to study the current situation and propose solutions to T&L quality management in Hanoi U-SSch according to QA approach based on CIPO and the PEAPDC-EA quality improvement cycle (QIC) “Hanoi” implies “Hanoi city” Research subject and object 3.1 Research subject: The T&L process of public U-SSch based on CIPO 3.2 Research object: Quality management of the T&L process of Hanoi public U-SSch according to QA approach based on CIPO and the PEAPDC-EA QIC Scientific hypothesis: Besides the achieved results, the T&L quality of Hanoi U-SSch has revealed many limitations, partly because the QA approach has not been well adopted Therefore, the set of quality standards, criteria, and indicators associated with the T&L quality management process according to QA approach and appropriate, feasible implementation solutions based on the CIPO T&L process and the PEAPDC-EA QIC for Hanoi U-SSch to be proposed shall help to improve the T&L quality, better meet the needs of society, enhance people’s intellectuality and develop human resources to serve the socio-economic development of Hanoi Research tasks and scope 5.1 Research tasks: (1) Build a theoretical basis for T&L quality management in U-SSch according to QA approach; (2) Assess and evaluate the current status of T&L quality management in Hanoi U-SSch according to QA approach; and (3) Propose solutions to manage T&L quality of Hanoi U-SSch acording to QA approach; test the urgency and feasibility of solutions, as well as select Solution for experimenting 5.2 Research scope: Regarding content: Focus on proposing a set of quality standards, criteria and indicators associated with the T&L quality management process according to QA approach of public U-SSch based on CIPO and PEAPDC-EA, and rely on this as a basis for schools to conduct regular self-evaluation, periodic assessment and provide feedback for quality improvement; and Regarding survey subjects: Administrators at all levels; teachers, staff, pupils; parents of pupils, community members, and secondary data from 2019-2022 Methodology and research methods: Used systematic approaches, meeting social needs, CIPO T&L process, QA, strategic human resource management based on competencies, participation, politics, autonomy and social responsibility of U-SSch; mainly includes groups of theoretical research methods; practical methods (survey questionnaires, focus group interviews; summary of practical experience); and other (experts, testing, statistics) Defended arguments: 7.1 The nature of T&L quality management in U-SSch according to the QA approach is to “prevent”/timely correct “errors” during implementation Therefore, CIPO should be relied on to develop a T&L quality management process according to the QA approach is to “prevent”/timely correct “errors” during implementation associated with a system/set of quality standards, criteria and indicators for measuring/evaluating quality, helping schools regularly conduct self-inspection, self-monitoring and periodically measure/evaluate quality improvement feedback; 7.2 As the success of quality management of the T&L process according to the QA approach in U-SSch is influenced by many factors, the above system/set of quality standards, criteria and indicators for measuring/assessment must be developed based on these factors; and 7.3 Based on CIPO, the nature of quality management of the T&L process includes: T&L quality management by ensuring the quality of input, classroom T&L process and educational activities, output as well as outcome (grade promotion results, graduation and context management2 within the framework of relevant regulations and instructions of Hanoi Department of Education In this thesis, the context or factors influencing T&L QA of U-SSch are presented and analyzed together with other elements and Training (DOET) leaders) New contributions of the thesis: 8.1 Systematize and develop the theory of quality management of the T&L process according to the QA approach based on CIPO and the PEAPDCEA cycle to apply in developing the main contents of the theoretical framework In particular, build a framework of quality standards, criteria, indicators and manage the quality of the T&L process according to the QA approach, associated with a selfassessment process to improve quality; 8.2 Provide an overview of the current situation and evaluate strengths, limitations and causes of the current state of the research problem; opportunities, challenges/threats (SWOT) following the quality standards, criteria, and indicators of the theoretical framework, associated with the self-assessment and quality improvement process of Hanoi U-SSch; 8.3 Propose a quality set of 03 standards, 12 criteria, 61 indicators, associated with the PEAPDC-EA self-assessment and quality improvement process based on theoretical research and current practice/status; then propose appropriate and feasible solutions to take advantage of opportunities and bring strengths into full play to promptly prevent and/or overcome the limitations and causes, as well as minimize potential risks, contributing to improving the quality of education/T&L of Hanoi public U-SSch Place of conducting research: The Vietnam National Institute of Educational Sciences 10 Detailed layout of the thesis: The content of the thesis topic is presented and analyzed in 03 chapters Chapter Theoretical basis for teaching and learning quality management of public uper-secondary schools according to the quality assurance approach 1.1 An overview of the research issue is presented and analyzed as follows (1) Teaching & learning process model; (2) Teaching and learning management and the T&L process of uper-secondary schools; (3) Quality and quality management in education; (4) Quality assurance model in education/T&L; and (5) General assessment and issues for further studies: A number of issues concerning T&L management of U-SSch have been mentioned and studied, for example, models and influencing factors; The nature of classroom management and educational activities of U-SSch following the QA approach has been initially identified However, this mainly focuses on the training facilities university programs Therefore, further research is needed when it comes to Hanoi U-SSch so as to develop a theoretical framework to help build a system of quality standards, criteria and indicators to measure/evaluate quality associated with quality management process/T&L QA and quality improvement feedback 1.2 Education/T&L at Hanoi public U-SSch is presented with an overview of the characteristics of the 2018 general education program as well as DOET’s guidance for implementation at Hanoi public U-SSch 1.3 Managing the T&L process of U-SSch based on CIPO and PEAPDC-EA cycle 1.3.1 Concept and model of CIPO T&L process: The T&L process of U-SSch is understood as a unified, dialectical, and complex relationship between program content and course/class materials In particular, information is designed by subjects, teachers’ educational/ teaching and student’s learning activities in a positive educational/T&L environment Factors including teachers, pupils, context, etc combine to form four main elements of the U-SSch’s T&L process based on CIPO (Figure 1.53): (1) Output; (2) T&L Process; (3) Input; (4) Context 1.3.2 Managing the T&L process of U-SSch based on CIPO is understood as a management method/solution that integrates inputs into educational activities/processes in classroom to achieve output standards when it comes to the capacity of educational programs and subjects that need to be developed for pupils within the framework of regulations and the direct of DOET and the school to meet the needs/requirements of relevant stakehoders “DOET/U-SSch/teachers – parents, pupils – community members” Therefore, it can be seen that the essence is to manage the elements of CIPO: (1) Output/Outcome management; (2) Management of the the T&L process in the classroom (teaching, learning activities, testing, evaluating learning results and graduation/promotion exams, developing positive educational/T&L environment); (3) Input management; and (4) Context management 1.3.3 The PEAPDC-EA QIC is an improved version Deming’s PDCA cycle, in which: PE is understood as “Periodic Evaluation” (E - Evaluation) is usually conducted after the semester/academic year; A - Analysis is “Conducting analysis”; P - Planning is “Making plans”; D Doing is “Implementing plans”; C - Checking “Conduct periodic result assessment” (mainly associated with D); E as above; and A - Acting is “Giving feedback to improve quality” 1.4 Managing the T&L quality of U-SSch according to the QA approach based on CIPO and PEAPDC-EA Teaching & learning quality management according to QA approach of public U-SSch is understood as establishing and operating a system of processes associated with quality standards, criteria, and indicators in PEAPDC-EA QIC Figure 1.5 in the Thesis within the framework of regulations and instructions of the DOET, in order to prevent or promptly correct “errors” during as well as after the implementation process, in line with the school’s development orientation In essence, the T&L quality management according to QA approach of U-SSch includes 02 sub-systems: quality management by T&L process/progress according to the QA approach and management quality following the QA approach after grade promotion/graduation 1.5 Process, framework of quality criteria, indicators and T&L quality management of U-SSch according to the QA approach based on CIPO and PEAPDC-EA Figure 1.7 The nature and theoretical framework of quality management of the T&L process and educational activities of U-SSch based on CIPO and PEAPDC-EA The process, quality criteria and indicators framework, and T&L quality management of U-SSch accordingb to QA approach based on CIPO and PEAPDC-EA include 13 Average value Quality indicators and contents AdmParents instratpupils of pupils ors periodically evaluated (every 3-5 years) for annual updates, changes and improvements to ensure suitability and feasibility with relevant parties and consistency (83/70) (D) Have a mechanism to ensure that stakeholders participate, respond positively, and 2.68 take responsibility for the above contents/activities (84/71) (D) The above contents/activities/results are publicized, easy to access and share, to the 2.66 implementation of which relevant parties are committed 2.67 2.66 Solution to: Assigning responsibilities, powers, and social responsibilities, especially the “presiding - coordinating” process among relevant stakehoders 85/72) Have a system of processes to develop a quality information system for quality management, ensuring appropriate, feasible and consistent T&L: c Assign responsibilities, powers, social responsibilities and the “presiding - coordinating” 2.67 2.65 process (1/1) Have a system of quality management processes by ensuring the development of orientations towards T&L quality to meet social needs in different stages: d Provide clear instructions on responsibilities, 2.65 2.68 powers, and social responsibilities, associated with “presiding - coordinating” (10/9) Have a system of quality management processes by ensuring the development of output standards and competency levels by orientations towards T&L quality: d Same as d of 1/1 2.65 2.63 (18/16) Have a system of quality management processes by ensuring the development of educational programs and subjects that meet output 14 Average value Quality indicators and contents AdmParents instratpupils of pupils ors standards and competency levels: d Same as d of 1/1 2.63 2.69 (26/23) Have a system of quality management processes by ensuring the quality of enrollment and admission to meet the output standards and characteristics of educational programs: d Same as d of 1/1 2.64 2.66 (34/30/17) Have a system of quality management processes by ensuring the quality of teachers based on capacity and engaging relevant parties to meet output characteristics/standards, educational programs, subjects, pupils: d Same as d of 1/1 2.68 2.64 2.62 (42/36) Have a system of quality management processes by ensuring the quality of material and financial resources and mobilization from relevant parties to meet output characteristics/standards and educational programs, subjects, teachers, pupils: d Same as d of 1/1 2.62 2.63 (50/42/25) Have a system of quality management processes by ensuring quality development of methods and mechanisms for coordinating T&L and educational activities to achieve the output standards of suitable and feasible educational programs, subjects: b Mechanism/Process of “presiding - 2.70 2.74 2.72 coordinating” T&L and educational activities among related parties (51) (DC) The list of quality issues that need improvement is determined based on management, analysis of inspection/supervision results, and assessment related to limitations and risks of methods and coordination mechanisms to meet output standards for educational programs and subjects: b Same as b of 50/42/25 2.69 (52/43) (PP) Coordination methods and mechanisms are considered appropriate and feasible through planning to improve quality issues based on new requirements of output standards, educational programs, subjects, teachers, pupils, material and financial resources as well as opportunities 15 Average value Quality indicators and contents AdmParents instratpupils of pupils ors and strengths: b Same as b of 50/42/25 2.73 2.74 (53/44/26) (DC) The above coordination methods and mechanisms are improved appropriately based on plan implementation management associated with regular inspection and supervision to ensure opportunities to mobilize the strengths of relevant parties are fully grasped to prevent and/or promptly address quality problems: b Same as b of 50/42/25 2.69 2.74 2.68 Next, the solution to managing teaching activities of high school teachers according to the QA approach needs to be based not only on goals/targets but also on results-based competencies (see Chart 2.6a→c) Chart 2.6a Current status of teacher assignment by qualifications, capacity, experience, and ability to handle work load (Content b of Indicators 64/54/3, Indicator 65, Indicators 66/55 and Indicators 67/56/34) 16 Chart 2.6b The current status of evaluating teachers not only by the goals to be achieved but also by the level of implementation capacity required (Content c of Indicators 64/54/3, Indicator 65, Indicators 66/55 and Indicators 67/56/34) Chart 2.6c Current status of the Policy Framework to motivate teachers to work actively and effectively (Content of Indicators 64/54/3, Indicator 65, Indicators 66/55 and Indicators 67/56/34) Finally, the following is necessary: Average value Adm- pare stude instrat -nts -nts -ors Solution to Coordinating relevant parties “U-SScl School - Family Community” in mobilizing resources for teaching and managing T&Lquality according to the QA approach: Indicators and contents 17 Average value Adm- pare stude instrat -nts -nts -ors (37/31) (PP) Quantity, quality, and structure of the teaching staff are determined through management planning to improve quality issues based on new requirements of teaching staff’s competency framework, output standards, educational programs, subjects, pupils as well as opportunities and strengths: d Mobilizing teachers at the school level in an 2.65 2.62 appropriate, feasible manner, in line with DOET’s direction 38/32/18) (DC) The quantity, quality and structure of the teaching staff are adjusted appropriately based on plan implementation management associated with regular inspection and supervision to ensure maximum efficiency Take advantage of opportunities to mobilize and promote the strengths of relevant parties to prevent and/or promptly address quality problems: d As d of 37/31 2.67 2.65 (71/60/37) Have a system of quality management processes by ensuring the quality of pupils’ learning development based on and/or reaching the competency framework/output standards of educational programs and subjects: e The process of mobilizing teachers, staff, parents, 2.72 2.66 2.67 and community members to advise and assist pupils in achieving the output standards of educational programs and subjects (72) (DC) The list of quality issues that need improvement is determined based on management of inspection/supervision result analysis, and assessments related to limitations and risks to ensure pupils’ learning quality based on and/or reaching the competency framework/output standards of educational programs and subjects: e Same as e of 71/60/37 2.72 73/61) (PP) Quality assurance of pupils’ learning is determined through management of quality improvement planning based on new requirements on output standards, educational programs, subjects, teachers, pupils, Indicators and contents 18 Average value Adm- pare stude instrat -nts -nts -ors material and financial resources and access to education/teaching and learning/educational activities as well as related opportunities and strengths: e Same as e of 71/60/37 2.66 2.68 (74/62/38) (DC) Ensures that the learning quality of the above pupils is improved appropriately based on plan implementation management associated with regular inspection and supervision so that opportunities to mobilize and bring into full play the strengths of stakeholders are fully grasped to prevent and/or promptly address quality problems: e Same as e of 71/60/37 2.69 Indicators and contents Solutions to Mobilizing material and financial resources at the school level in an appropriate, feasible manner, in line with DOET’s direction (45/37) (PP) Quantity, quality, type of material and financial resources are determined through management of quality improvement planning based on new requirements on output standards, educational programs, subjects, teachers, pupils, as well as related opportunities and strengths d Mobilizing material and financial resources at 2.67 2.64 the school level in an appropriate, feasible manner, in line with DOET’s direction (46/38/22) (DC) The above quantity, quality, and type of material and financial resources are adjusted appropriately based on plan implementation management, in association with regular inspection and supervision to ensure opportunities to mobilize and bring into full play the strengths of stakeholders are grasped to prevent and/or promptly address quality issues: d Same as d of 45/37 2.69 2.68 Conclusion of Chapter Chapter Solutions to managing teaching and learning quality of Hanoi public uper-secondary schools according to the quality assurance approach 19 3.1 Principles for proposing solutions: The process of studying and proposing solutions must ensure the following basic principles: scientific; systematic; practical; inheriting developed features; sustainable 3.2 Teaching and learning quality management solutions of Hanoi public U-SSch according to the QA approach include: 3.2.1 Propose a set of standards, criteria, indicators of T&L quality and T&L quality management according to the QA approach of Hanoi public U-SSch Based on theoretical research and survey results, analysis of the current situation, especially the test results presented and analyzed in Section 3.3.1 below, propose a set of 03 quality standards: Standard - Quality management by ensuring the quality of T&L inputs (5 criteria, 27 indicators on quality); Standard - Quality management by ensuring the quality of the T&L process in the classroom and educational activities (4 criteria, 16 indicators on quality); and Standard - Quality management by ensuring outputs and outcome quality of T&L and educational activities at the U-SScl level (3 criteria, 18 indicators on quality) These standards were detailed into 12 criteria and 61 indicators: 3.2.2 Manage the development of self-assessment and feedback processes for improvement in T&L quality management according to the internal QA approach using the PEAP-DC-EA cycle at Hanoi U-SSch Self-assessment and feedback for quality improvement at the U-SSch level need to be carried out according to the direction and guidance of Hanoi DOET, focusing on: Overall selfassessment and quality improvement; Self-inspection and regular monitoring with feedback to improve quality; selfassessment by topic/field or overall self-assessment and quality improvement when there are external changes; etc 03 20 standards, 12 criteria associated with 61 quality indicators in Solution at the U-SScl and classroom levels, using the mechanism “presided over” by the school/teachers are applied to encourage parents, pupils, and community members to “coordinate” in ensuring timely prevention/remediation of “errors” during the implementation process Therefore, first of all, it is necessary to manage the establishment of an organizational structure and of a group/team to self-evaluate and improve the quality of T&L and educational activities (Step 1); Next, apply the PEAPDC-EA QIC to perform the following steps: Step - Manage selfassessment and analyze the current situation to identify quality issues that need improvement (PE and PA); Step - Manage plan development (PP and PA); Step - Manage plan implementation (D, C and A); and Step -Organize results evaluation and improvement feedback (E-A) 3.2.3 Direct the improvement of the “presiding coordinating” process in the decentralized T&L quality management mechanism according to the QA approach at U-SSch using PEAP –DC-EA This requires Hanoi DOET to focus on establishing longterm overall teaching & learning quality orientations; stipulate responsibilities, powers, and social responsibility following the “presiding - coordinating” process for relevant parties “DOET - [Uper-secondary schools/teachers - parents - community members ]”; Direct quality assessment by “tracking” graduates, in association with support and/or mobilization of resources to support quality improvement and ensure fairness in access to education/teaching At the same time, decentralize responsibility and authority to use resources in association with requirements for social responsibility when it comes to performance results of uper-secondary schools; the schools 21 authorize professional teams and teachers in the classroom to “preside” to “coordinate” with pupils’ parents and community members to meet the needs of pupils, parents, and community members Applying the PEAPDC-EA QIC involves: Step - Organize the assessment of the current status of “presiding coordinating” the centralized and decentralized mechanism in managing the quality of teaching and educational activities following high school quality assurance approach (PE); Step - Organize the analysis of the current “presiding coordinating” situation (PA); Step - Organize plan development (PP); Step - Organize plan implementation (DC-A); and Step - Organize results evaluation and improvement feedback (E-A) 3.2.4 Manage teaching activities of teachers at Hanoi uper-secondary schools by ensuring competency-based goals/targets Use teaching goals/targets, as well as the required competency framework of teachers as a basis for planning (PEAP) and organizing implementation (D) in association with regular control (C) as well as periodical evaluation (E) to act (A), ensuring opportunities to promote strengths, resolve limitations and causes as well as minimize challenges/threats in teachers’ teaching activities/performance are fully grasped Applying the PEAPDC-EA QIC and deploying support from management levels and colleagues involve: Step Organize the identification of quality issues that need to be improved in teachers’ teaching activities at uper-secondary schools according to competency-based goals/targets (PEA); Step - Plan teaching activities of high school teachers according to competency-based goals/targets (PEAP); Step - Organize the implementation of teaching 22 plans associated with regular monitoring of teachers’ progress and feedback for improvement (DC); and Step Evaluate performance results and teacher capacity according to goals in association with feedback for improvement (E-D) 3.2.5 Coordinated management of “School-FamilyCommunity” to mobilize resources in T&L and managing T&L quality of U-SSch acoording to the QA approach PEAP-DC-EA QIC implementation involves the following contents and steps: Step - Organize the assessment and analysis of needs and potential resources that need to be mobilized from relevant stakhoders to successfully develop T&L and manage T&L quality of U-SSch according to the QA approach (PEA); Step - Organize the determination of goals and measures associated with the required resources of the plan to mobilize resources from relevant stakhoders (PP); Step - Organize and direct the implementation of the plan in association with regular inspection and supervision of the plan implementation process and feedback for improvement (D-C-A); Step Organize performance evaluation (E); and Step Organize feedback giving for improvement (A) 3.2.6 Relationship between proposed solutions The above 05 solutions on T&L quality management by ensuring the quality of Hanoi public U-SSch are based on the PEAPDC-EA QIC which is relatively independent but not separate from each other They have a dialectical relationship with each other, complement and support each other Particularly, it is necessary to rely on Solution to synchronously implement Solutions → 5, in order to take advantage of opportunities associated with promoting strengths to address limitations and causes of the current research problem, as well as minimizing potential future 23 risks at the DOET, U-SSch and classroom levels, thereby achieving high quality 3.3 Testing and experimenting the urgency and feasibility of proposed solutions The purpose is to determine the urgency and feasibility of 05 proposed solutions; At the same time, experiment Solution thoroughly by method of collecting opinions from questionnaire and focus group interviews with experts, administrators, teachers, staff, parents, pupils, community members, using the average value with a scale/rating of 03 levels: 1.00 - 1.67: “Not urgent/ Not feasible”; 1.68 - 2.34: “Urgent/Feasible”; and 2.35 - 3.00: “Very urgent/Very feasible” 3.3.1 Solution experiment was performed as follows: Step 1: Based on the results of theoretical research, a questionnaire was designed under 03 standards, 12 criteria and 97 detailed quality indicators at all 03 levels: DOET, USSch and classrooms in association with the interview outline, focus group discussions with relevant stakhoders “DOET - (U-SSch/teachers - parents and pupils community members)” to assess the current situation of the research problem Step 2: Organize a survey of the current status of the research problem with 03 main target groups: administrators - teachers - staff; parents- community members; and pupils through document research, related secondary data and the content of field survey questionnaire Step 3: Process survey data and draft a report on the survey results, organize interviews, discussions, etc to exchange and discuss to clarify the contents that have not been clearly expressed through the questionnaire Step 4: Adjust and supplement to complete the Draft Status Report, especially for the set of 03 standards, 12 24 criteria and 97 quality indicators based on the results of research on the current situation and interviews, focus group discussions, etc Step 5: Collect opinions from relevant parties, present as a “Framework” with 61 quality indicators instead of 91; continue to organize in-depth testing by each quality indicator with 827 administrators-teachers-staff and 682 parents-pupils-community members of 50 public U-SSch in Hanoi The results of in-depth testing of urgency and feasibility by each indicator of 61 quality indicators as assessed by administrators - teachers - staff and parents - pupils community members show that 60/61 indicators are “Very urgent” and “Very feasible” However, only quality indicator 21c related to quantity, quality, and structure of the teaching staff is given the average value of 2.34 “Urgent” by administrators - teachers - staff and parents pupils - community members In fact, administrators consider this “Very urgent” (2.36) while parents and community members think it is “Urgent” (2.31) The rate of those considering this “Not Urgent” is low, at 0.59% 3.3.2 Results of testing the urgency and feasibility of 05 proposed solutions 3.3.2.1 Solution Proposing a set of standards, criteria, indicators of T&L quality and T&L quality management according to the Hanoi public U-SSch QA approach The results show that the urgency and feasibility of the 13 criteria of the 03 standards of Solution are given average value of 2.35→2.46 by administrators - teachers staff and parents - pupils - community members, thus being “Very urgent” and “Very feasible” However, there are differences in Criterion as administrators, teachers, and 25 staff consider it “Very urgent” with a rating of 2.42, while parents-community members gave a rating of 2.31 - close to the lowest value in the “Urgent” range The rate of those giving “Not Urgent” rate was 2.52%, which is low 3.3.2.2 Solutions 2, 3, and The results show that: - Solution was given an average value of 2.35→2.41by administrators, teachers, staff and parents, pupils and community members , thus being “Very urgent” and “Very feasible.” - Solution was given an average value of 2.37→2.46 by administrators, teachers, staff and parents, pupils and community members, thus being “Very urgent” and “Very feasible” Steps were rated quite the same - Solution was given an average value of 2.35→2.44 by administrators, teachers, staff and parents, pupils and community members, thus being “Very urgent” and “Very feasible” Steps were rated quite the same - Solution was given an average value of 2.36→2.47 by administrators, teachers, staff and parents, pupils and community members, thus being “Very urgent” and “Very feasible” Steps were rated quite the same Conclusion of Chapter CONCLUSIONS AND RECOMMENDATIONS Conclusions The thesis aims to build a theoretical framework as a premise to study the current situation and propose solutions to manage the quality of the T&L process of Hanoi public USSch according to the QA approach based on CIPO and PEAPDC-EA Thesis structure includes chapters: Chapter clarifies the nature and elements/content of quality management of the CIPO T&L process according to 26 the QA approach as a basis for building a 3-phase, 12-step process associated with quality indicators whose core is the PEAPDC-EA QIC, in order to regularly control and improve quality according to the T&L process/progress “Input ensuring the quality of T&L activities/sub-processes, educational activities (at 03 levels: DOET, U-SSch and Classrooms) - QA Output (Promotion/graduation results) Outcomes (after promotion/graduation and/or employment)” etc Chapter 2: Based on the results of theoretical research, develop an questionnaire including 03 standards, 12 criteria with 97 quality indicators for field surveys and collecting opinions through focus group interviews with 03 target groups being administrators, teachers, and staff; parents, community member and pupils From there, identify the strengths, limitations and causes of the current state of the research problem as well as related opportunities and challenges/risks Chapter 3: Based on the results of theoretical research and current situation, 05 solutions have been proposed: Solution on a set of 03 standards, 12 criteria associated with 61 quality indicators as a premise for implementing Solution on Selfassessment and feedback process for quality improvement according to the PEAP-DC-EA cycle; and Solutions 3→5 focus on applying the Self-Assessment Process to address the limitations and causes of the current situation related to: The “presiding-coordinating” process among relevant stakeholders; managing the quality of teachers’ teaching; managing and coordinating in mobilizing resources from parents, pupils and community members Results of testing and experimenting solutions, especially Solution 1, confirm the urgency and feasibility in the context of public U-SSch in Hanoi 27 Recommendations 2.1 For MOET and Hanoi DOET: Study the results of the thesis to test and complete the set of standards, criteria and quality indicators associated with the self-assessment and quality improvement process for widespread application on a “national” scale 2.2 For DOET: Communicate the importance of T&L quality management/QAy; Develop instructions and direct the implementation of the self-assessment and quality improvement process in association with the set of standards, criteria and quality indicators; Organize training for public USSch on self-assessment and quality improvement with the participation of parents, pupils and community members 2.3 For public U-SSch in Hanoi: Communicate the importance of T&L quality management/ QA; Establish a network of consultants to help U-SSch design and implement a self-assessment and quality improvement process with the participation of parents, pupils and community members; Improve capacity in T&L quality management/QA, especially self-assessment and quality improvement