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INTRODUCTION Rationale Quality assurance (QA) of training programs is a system of QA solutions, rather than a mere application of training quality standards to the evaluation of quality of training programs,; QA is a thorough research on criteria to evaluate the training program quality and conditions for QA of training programs through defining theoretical frameworks on training program QA, comprehensive solutions for QA such as creating a systems of QA of training programs, processes of QA of training programs by identifying objectives of QA, and at the same time, selecting a set of standards/criteria for evaluation of the quality of training programs in accordance with defined standards, using/selecting a set of standards/criteria for evaluating the quality of training programs selected by a higher education institution so as to implement the process of organizing activities to meet the indicators and criteria of quality assessment standards In fact, the training of bachelors in economics at contemporary higher education institutions is different due to the lack of a common tool for training program QA The output of training economics at university level , therefore, has certain differences, reflecting in quality of graduates Currently, Foreign Trade University (FTU) is the one recognized for its training efficiency and with high reputation On the theoretical basis of quality and quality assurance as well as quality assurance of training programs, with the aim to contribute to the completion of undergraduate training in economics, and with the FTU as a research practice, the thesis implements the research titled "Quality Assurance of Economic Training Program at Foreign Trade University" Objectives On the basis of theory and practice in the QA of training programs, the thesis establishes a framework of QA of training programs in economics and applies CIPO to implement the QA of training program from the admission, training process and output under the impact of context Based on the set of standards for the QA of training in economics, the author would evaluate activities of the QA of training programs in economics at FTU and specify the limitations and causes of the limitations, and propose a number of solutions to improve the quality of the training program in economic majors at FTU, contributing to improving the quality of human resource training in economic majors in the current period Object and Research Subject 3.1 Research subject The QA of undergraduate training programs in economics at FTU is based on CIPO 3.2 Research object QA of undergraduate training in economics at FTU Scientific hypothesis Quality assurance of training programs is a system of linked activities in the framework of QA of training programs If the solutions related to the creation and full implementation of criteria of the framework under the CIPO model including developing a set of standards/criteria/indicators, the QA system, operating the process of managing and developing of training programs, improving the operating capacity of the system of quality assurance of the training program are given, there will be improvement in the quality of assurance of training program quality at FTU to meet requirements of international economy integration Research tasks To research on the theoretical and practical basis of QA of training in economics at FTU, thereby, propose a system of solutions to QA of training in economics and experiment some priority QA activities Research Scope 6.1 Research content: Research done in the scope of QA within a FTU and in economics (creating an internal QA framework for university training program in economics) 6.2 Research location: at FTU 6.3 Time range: Secondary data collected from 2009 to 2019 Primary data from August 2017 to June 2018 Methodology and Research Methods 7.1 Methodology (Approach): Systematic approach – Structure - Practical approach, CIPO approach, Standard approach, - Market access, - Complex approach, - Deming approach (PDCA): 7.2 Research Methods: Theoretical research methods, practical research methods: Investigation, Interview, expert methods, experimental methods, mathematical statistics (using mathematical statistics through support software SPSS (version 22.0), and specific approaches Thesis to be defended: Set up a framework for QA of economic training based on CIPO model, identify the current situation and inadequacies in the work of QA of university training program in economics at FTU, propose solutions and experiment on a number of prioritized activities of quality assurance of training programs Thesis contributions * In theory: The thesis contributes to concretizing and enriching the theoretical points about the QA of training programs in the economic majors, including: building the QAS framework of training programs, the system of QA of training programs, the set of standards/criteria/indicators of QA of training programs for economic majors to evaluate training programs, establish and operate the process of QA of training programs in economics * In practice: Analysis and evaluation of QA of undergraduate training programs in economics at FTU aim to find out the advantages, disadvantages and shortcomings in the QA of training and the QA at FTU for a scientific basis to recommend the research university implement solutions to improve the quality of training and the quality assurance of the university's economic training programs 10 Organization of the thesis In addition to the parts of Introduction, Conclusions and Recommendations, References and Appendices, the thesis consists of 03 chapters: Chapter1: Theoretical basis quality assurance of undergraduate training program in economics Chapter 2: Practical basis of quality assurance of undergraduate training program in economics at FTU Chapter 3: Solution for quality assurance of undergraduate training program in economics at FTU CHAPTER THEORETICAL BASIS OF QUALITY ASSURANCE OF UNDERGRADUATE TRAINING PROGRAM IN ECONOMICS 1.1 Literature Review 1.1.1 Researches on quality assurance of higher education The studies on QA in higher education with scientific arguments that inherits the research on QA of undergraduate training in economics are hereafter: - Applications of business QA system to education and training - QA related to a training program, an educational institution or a higher education system - QA as a total mechanisms and processes applied for QA which have been pre-determined or continuously improved - Each higher education institutions needs to have its own internal QA process 1.1.2 Studies on quality assurance of undergraduate economics training programs and undergraduate training programs 1.1.2.1 Researches abroad In the late 20th century, nations in America, Europe and some Asian countries pointed out that it is necessary to have a set of standards and indicators for evaluating the quality of training programs, which can vary depending on each particular feature of different countries and training programs and these indicators can be changed to meet the desired training quality Quality accreditation is a form of quality assurance for universities 1.1.2.1 Researches at home In Vietnam, scientists such as Nguyen Tien Hung, Tran Khanh Duc, Nguyen Duc Chinh, heads of scientific research projects at all levels and thesis authors have recently paid attention to the QA of training program according to standards, but have reached to various majors The content interested by the authors is related to quality management and quality accreditation, but there are no studies related to the construction of a framework for QA of undergraduate training programs in economics under the CIPO model 1.1.3 Research gap On the basis of the literature review, the author gives some comments on research issues: QA of undergraduate training programs in general, economic majors in particular according to different approaches and to a mechanism and process will definitely ensure systematics In fact, many studies have been done on the quality management of training institutions, the QM of training programs, the quality assurance of training institutions with different approaches, but no research has been in-depth, analyzing and building a QA framework of a specific training program, especially training program in economic majors has not been mentioned by any author Studies on the quality management of higher education have proposed many different models and management methods aimed at improving the quality of training of higher education institutions However, up to date, no research has proposed a system of QA of training programs of an institution to meet the requirements of QA of training programs based on CIPO This is the core issue of quality management: Management system determines the quality of an educational institution as well as an educational program The above studies have proposed many different solutions, but none have tested solutions related to the training and retraining of specialized staff in QA of training programs This is also a new aspect of interest in this thesis 1.1.4 Issues need to be further studied Building a framework of QA of training programs includes the system of QA of training programs, a set of standards and criteria and indicators of the QA of training programs and the implementation processes of QAS of training programs Evaluating the QA activities of training programs and determining the influential factors will thereby propose appropriate solutions as well as trial to contribute to improving the efficiency of this work 1.2 Training program and university training program quality 1.2.1 Training programs From the studies by Taba (1962), Wentling (1993), Tyler (1949), the thesis chooses the definition of “The specific training program of a major includes: objectives, output standards; content, methods and training activities; technical and material facilities, organizational structure, functions, tasks and academic activities of the unit assigned to train that major” 1.2.2 Quality of training program QA is a planned, systematic activity inside and outside the organization, with a focus on preventing the mistakes that can arise from the very first step by means of processes and certain mechanisms shown to be sufficiently necessary to give sufficient confidence to stakeholders that a product or service meets specified requirements for quality 1.3 Quality assurance in higher education 1.3.1 Quality assurance QA is among the levels of quality management, comprising quality control, quality assurance and overall quality management QA is a process that occurs prior and during implementation It concerns prevention of mistakes that is likely happen from the very first step 1.3.2 Quality assurance in higher education QA can be related to a program, a facility or a general higher education system In each case, QA is all perspectives, objects, activities and processes that ensure that appropriate educational standards are maintained and enhanced throughout their existence and use; along with quality control activities inside and outside each program QA is also a job that makes standards and processes widely known by the educational community and the public 1.3.3 Quality assurance of training program 1.3.3.1 Concept of QA of undergraduate training program From the concept of the quality of education, the QA of education, training and training program, it can be seen that the QA of the higher education program is a system of policies, procedures, processes, actions and attitudes determined and developed and implemented by the higher education institution to achieve the goals, maintain, monitor and strengthen the quality of the training programs in the university Thus, to assure the quality of the training programs, it is necessary to create a system of policies, procedures and processes for QA implementation from input, process and output to maintain, monitor and strengthen the quality of training programs to meet the general goals, specific objectives and the output standards of a training program at a specific level, the requirements specified in the Higher Education Law and the National Qualifications Framework as a basis for creation of evaluating standards and criteria 1.3.3.2 Form of QA of training program As quality is a multidimensional concept, approaches lead to QA To implement QA, educational institutions or training programs in higher education uses different forms of QA: Quality accreditation; Quality Evaluation and Quality Audit 1.3.3.3 AUN-QA model According to the AUN-QA Quality Assessment Guidelines, version 3.0, AUN-QA model of training program focuses on (1) Input quality; (2) Quality of training and (3) Quality of output 1.3.3.4 Sets of standards of QA of training program (a) The AACSB quality accreditation standards (b) AUN-QA standards for QA of training program (c) Sets of standards for evaluating the training programs of higher education, by the Ministry of Education and Training 1.4 QA training programs of economics according to CIPO 1.4.1 Characteristics of undergraduate training of economic majors In order to perform QA of training program in economics, the following characteristics are to be paid attention to: Having specific knowledge about economics; integrationist; integration in training; faculty staff, course materials and documents; opportunities for experience of career through scientific forums, business events in both domestic and foreign companies 1.4.2 CIPO model and its applicability to economic major training program QA CIPO model includes: Context (C-Context), Input (I-Input); Process (P-Process; Output (O-Output) 1.4.3 The nature of CIPO-based higher education in training of economics The CIPO-based model includes: Context (Context): external environment such as politics, economics, policy, law, science and technology advancement, international integration, education competition; internal environment: strategic plans and policies on quality assurance of training programs of institutions Input quality assurance (Input): training objectives, output standards; QA conditions: training programs, human resources: lecturers, support staff, students, facilities and finance for the program QA process (Process): activities to train and support learners QA output (Output): rate of graduates Expected outcomes (Outcome): quality of graduates (knowledge, skills, attitudes of learners), satisfying stakeholders (learners, learners' families, employers) Impact: personal development and contribution to society of graduates 1.5 Framework for CIPO-based QA of economics training 1.5.1 CIPO training program quality assurance system The QA system of training programs includes: * Legal document system * The apparatus involved in implementing QAS of training program * Implementing activities of monitoring, quality control, quality assessment and receiving feedback 1.5.2 Sets of standards, criteria and indicators for QA of economics training programs The set of standards for quality assurance of training programs in the economic majors includes standards (training objectives and output standards, quality assurance of inputs, process factors, output factors and system of processes QA, monitoring, quality control, quality assessment and information reception) 14 criteria and 132 indicators 1.5.3 CIPO-based economics training program quality assurance process Processes are built according to the following steps: Plan (P); Implementation (Do); Check (Check); Act These processes are built in an open direction, so that adjustments and improvements can be made to suit the specific context and conditions in each field 1.6 Influential factors of QA of training program of bachelor's degree in economics 1.6.1 Impact of the market mechanism 1.6.2 Impact of policies related to resource training 1.6.3 Institution's training capacity and its development strategy 1.6.4 Leadership capacity 1.6.5 Human resource needs and human resource development strategies in the economic sectors 1.6.6 Competing partners in training at home and abroad and cooperative training programs 1.6.7 Career orientation according to the output standards of the training program CHAPTER PRACTICAL BASIS OF QUALITY ASSURANCE OF UNDERGRADUATE TRAINING PROGRAM IN ECONOMICS AT FTU 2.1 Experience in QA of undergraduate training programs of other countries 2.1.1 Experience in QA of training programs of the Federal Republic of Germany Implementing QA of training in higher education is implemented from national regulations and international accreditation standards, which are QA standards; the university thereby has developed the two main tasks: faculty development and training curriculum development 2.1.2 Experience in quality assurance of training program of the People's Democratic Republic of China Creativity in the QA of higher education in China: 1) new philosophies; 2) new standards; 3) new methods: periodic assessment and regular monitoring of quality; 4) new technology; 5) new technology 2.1.3 Experience in QA of training programs of the Republic of Singapore For QA of undergraduate training to be synchronously performed, many stages with the whole process related to the quality of input, training process and output will be involved The Singapore’s Ministry of Education uses the UK and US quality accreditation standards and training programs to innovate education management 2.1.4 Lessons for Vietnam Universities all implement QA according to the process: (1) internal QA (self-assessment), (2) external QA (external evaluation), (3) national/regional/international quality accreditation (meeting requirements and participating in evaluation according to international standards) 2.2 An overview of QA of training program at FTU 2.2.1 Introduction of FTU Established in 1960, FTU operates at 03 campuses: Hanoi (head office), Ho Chi Minh City, Quang Ninh- based campuses There are 806 cadres and employees, of which 554 lecturers (1 professor, 39 associate professors, 137 Ph.Ds, 411 MSc, bachelors) and 252 administrative staff (supporters) Regarding the training scale: 12 branches, 19 majors and 34 training programs under the regular undergraduate training system and in-service training 2.2.2 Mission, vision, core values and development strategy The mission, values, and vision of the university are in line with the university's functions and duties of training, scientific research and community service related to human resource training and career development in economics study The five strategic development goals of the university to 2030 include: improving reputation, training quality and reputation; flexibly responding to the human resource requirement according to national socio-economic development; enhancing research capacity, maximizing all internal and external resources; developing the culture of Foreign Trade University, expanding domestic and international cooperation The quality policy is specified with quality as the top in all activities: assuring and constantly improving the training quality towards regional and international standards; assuring the participation and cooperation at all levels of QA; strictly implementing the training process and standards; regular and continuous monitoring and improving quality for constant improvement of quality and efficiency; forming a quality culture in the university 2.2.3 Economic major training at FTU 2.2.3.1 Structure of faculty of FTU FTU has 552 lecturers: 01 professor, 38 associate professors (Ph.D), 113 doctors, 392 masters and 06 bachelors participating in general academic subjects 2.2.3.1 Structure of the organic faculty of Foreign Trade University FTU has 552 lecturers: 01 professor, 38 associate professors (Ph.D), 113 doctors, 392 masters and 06 bachelors participating in lecturing general subjects 2.2.3.2 Structure of economics training The university is training in economics, branch code 7310101 The Economics Department belongs to the Institute of International Economics and Business, including the Specialization of Foreign Economy and International Trade Each year, about 1000 students are enrolled in economics major 2.2.3.3 Economic training program at FTU Unlike economic training programs at universities in other economic sectors, FTU economic majors provide orientated-profession training on import and export activities in foreign economics and international trade 2.2.4 QA of training at FTU The QA system of Foreign Trade University is built on the basis of the university's mission, vision and goals The school pays special attention to input QA and uses processes and tools to perform QA (surveys, information, databases, quality manuals, evaluation and comparison) 2.3 Surveys 2.3.1 Survey objectives To point out the status of quality assurance of training programs and the contextual factors affecting the quality assurance of economic training programs in the universities 2.3.2 Scope and sampling 500 samples, including: 150 managers, lecturers and specialists; 300 former students and senior students and 50 employers (labor users) 2.3.3 Survey contents The criteria in the set of proposed quality assurance standards 2.3.4 Survey method By questionnaires and interview cards 2.3.5 Scale and scoring The scales used are: - Level 1: Not completely meeting the requirements of criteria, immediate solutions must be sorted - Level 2: Not meeting the requirements of criteria, a synchronous remedy is needed - Level 3: Not meeting the requirements of criteria, some aspects need improving to meet the minimum requirements - Level 4: Meeting the minimum requirements of criteria - Level 5: Well meeting requirements of criteria - Level 6: Very well meeting the requirements of criteria - Level 7: Exceedingly meeting the requirements of criteria Rating: Poor (less than 3.5); Weak (from 3.5 to 4.5); Medium (from 4.5 – sub 5); Fair (from 5.5); Good (from 5,5 – sub 6); Very good (from – sub 6.5); Excellent (From 6.5-7) 2.4 QA of the undergraduate training program in economics at FTU 2.4.1 Reality of undergraduate training program in economics at FTU No Standards Training target and output standard Quality assurance of admission - content and structure of the training program - admission quality - staff, teachers, support staff - facilities and finance - teaching and learning methods QA of training process - training activities - students and support work Assurance of output quality - quality of graduates - track of graduate students - satisfaction of parties involved Quality assurance of procedures, monitoring and quality control systems, quality evaluation systems, and information reception - quality assurance system - quality control monitoring system - quality evaluation system and information reception Subject of assessment lecturers, students managers Good Good Fair Good Good Fair Good labour users Good Fair Good Fair Good Good Good Good Fair Good Good Fair Good Good Fair Fair Fair 2.4.2 Influence of internal and external factors on QA of undergraduate training programs in economics at FTU Through evaluation from leaders, managers, specialized departments, lecturers and also students, the QA of training program in economics at the university is influenced by many internal and external factors It is essential for the university to consider and recognize the matter comprehensively, especially the factors that have a strong influence such as the need for high quality human resources for labor market in new era and competition on the quality of training among domestic and regional universities 2.5 General assessment 2.5.1 Achievement 2.5.1.1 Training objectives and output standards a, Training objectives The university has built up training objectives The university’s training objectives are widely disseminated to students and lecturers, periodically reviewed and adjusted to suit the actual requirements and conditions The economic training programs of the university have a clear, specific and rational structure b, Output standards Output standards are set by the university on the demand for human resources of the labor market Output standards are announced publicly to ensure the rationality, flexibility and the requirements of stakeholders 2.5.1.2 Admission activities a, Training programs: Training programs are adjusted, created on comments of stakeholders Training programs have consulted to training programs of the same branches at prestigious domestic and international universities The training programs have detailed syllabus for each modules/subjects; sufficient textbooks, lectures, and references for the modules/subjects b, Admission quality: FTU has a transparent and publicized enrollment process The number of students enrolled over the years meets the assigned standards and is in accordance with the training scale c, Staff, lecturers and specialists: The contingent of lecturers participating in the training of economic majors has professional qualifications, active teaching methods suitable to the training scale and structure d, Facilities and finance for the program: The facilities are fully qualified for QA of the training disciplines, ensuring training needs for more than 14,000 students Regarding finance: FTU has made operation plans and budget plans to implement the training operations from the academic year of 2015 and 2016, helping to allocate funds reasonably and in accordance with regulations and plans e, Methods of teaching and learning: FTU focuses on planning and evaluating teaching activities The training forms at FTU are diversified and flexible to meet the needs of society 2.5.1.3 Process activities a, Training activities: The training activities are rated at a good level FTU’s testing methodology is also appreciated b, Support for students: The learning support and student activities are emphasizes The training objectives, output standards as well as training mission are disseminated to learners, various channels to support students in learning and training are conducted 2.5.1.4 Output operations a, The quality of the graduates: In addition to professional knowledge, graduates from the economics major at FTU have proficiency in using job-solving support tools such as English proficiency or use of specialized technology software b, Tracking graduates: FTU has a survey under the employment monitoring system c, Satisfaction of stakeholders: Graduates from FTU are highly appreciated by organizations, businesses and society thanks to their good language skills and economic knowledge as well as their ability to adapt to real demanding jobs 2.5.1.5 Quality assurance processes, monitoring and quality control systems, and quality assessment and information acquisition systems a, Quality assurance processes: The university has issued a system of quality management documents according to ISO 9001: 2008 and has reviewed and supplemented the procedures in 2017 and 2019 b, The training program quality monitoring and control system: FTU has developed a quality policy, plan, and strategy; developed a number of legal documents, regulations on training activities, activities to assure training quality; built and operated a real apparatus of QA: the board of leaders, testing and quality assurance centers, specialized faculties, and administrative units c, The system of quality assessment and information reception: FTU also has legal documents on survey, investigation, and consultation with stakeholders on training activities, quality of graduates The university has conducted a 2-level self-assessment: faculty/department level and institutional level 2.5.2 Limitations and causes 2.5.2.1 Limitations a, Admission activities: - Training program: training program of economic majors is still heavy load in theory, with no integration of diverse modules The connection activities with businesses and economic organizations are not yet tight - Resources participating in training programs: Surveys and studies actually show that student/teacher ratio at the university is low (about 4,500 students/41 lecturers in economics), the number of lecturers with professorships and associate professors accounts for only 3.9%, doctoral degrees 14.6% - In terms of material: Due to the characteristics of the population and social tastes, test takers have mainly enrolled to Ho Chi Minh City and Hanoi campus, so with the number of nearly 15,000 students The limited space available at these two facilities result in limited learning spaces b, Process activities - Training activities: FTU has no clear criteria for student progress as well as a clear monitoring system for student progress The use of information technology in management has not been paid much attention, management support software is weak and lacking - Activities to support learners: Approx 10-20% of students fail to graduate on time, and students in economic majors in particular are around this ratio c, Output activities FTU has yet to establish a network of employers, employers who are former students as well as other individuals and organizations from the labor market to support graduates’ employment The profiling of former students has not been paid special attention d, QA system in general and the QA of training in particular The university has not set up a Training Quality Assurance Council to strictly perform the functions and tasks of QA The strategy on QA of training has not yet been particularly developed; there is no public document on the university's policies, education quality improvement plans in the 5-year period There is a lack of guidelines for implementing a number of QA processes in the university The quality assurance processes with input, process and output standards are only built at the level of “documentation” that have not been put into practice and have verified their effectiveness, and the university lack quality improvement and quality assessment processes There is no set of standards and criteria for QA to suit the specific training professions 2.5.2.2 Causes - The QA activities of the training programs of FTU have not been implemented synchronously from inputs, processes to outputs with the participation of all members of the university At present, the school only focuses on general management of quality activities of educational institutions but does not have a complete system of quality management of training programs - The curriculum is judged to be heavy load in theory, not suitable with practical conditions, and has not had a diverse integration of modules; practice time is not sufficient 2.5.2.3 Evaluation of the influence of internal and external factors on QA of undergraduate training in economics at FTU The actual survey results show that the factors affecting the quality of training programs in the economic major include: the impact of market mechanism; the impact of mechanisms and policies related to resource training; training capacity and development strategy of the university; leadership capacity; human resource needs and human resource development strategies in economic sectors; competitive partners in domestic and foreign training; career orientation according to the output standards of the training program CHAPTER SOLUTIONS FOR QUALITY ASSURANCE OF UNDERGRADUATE TRAINING PROGRAM IN ECONOMICS AT FTU 3.1 Orientation of educational quality assurance at FTU 3.1.1 Vision The quality of education and the quality assurance system of the FTU have gradually met ASEAN and international standards, contributing to the successful implementation of the university's mission 3.1 Strategic objectives of QA a Goal b Objectives 3.2 Principles to solution proposal 3.2.1 Principles of uniformity 2.2 Principles of practicality 3.2.3 Principles of feasibility 2.4 Principles of inheritance and development 3.3 Solutions to assure the quality of a university training program in economics at FTU 3.3.1 Complete a set of standards to assure the quality of the proposed university training program 3.3.1.1 Purpose and significance 3.3.1.2 Content and methods - Implementation of a survey on subjects who have participated in assessment of the quality assurance of the training program of the economic majors in Chapter to obtain evaluation opinions and adjust, in order to complete the set of standards for quality assurance of training programs in economic majors construction in accordance with the current training activities at FTU - The set of standards for quality assurance of economic training program, after being adjusted, includes standards, 14 criteria and 117 indicators (of which criteria renamed, 15 indicators removed; indicators suggested to be retrieved, wording corrected, and overlap eliminated) 3.3.1.3 Organization of implementation The proposed set of standards and criteria for QA of training in the economic majors are both used to analyze and evaluate the current situation of QA, at the same time, as the basis for comparing the results achieved in different fields, to the standards, the set criteria and also the basis for building and implementing quality assurance processes 3.3.1.4 Conditions for successful implementation of the solution FTU needs to establish an evaluation committee to comment on and add additional comments on the set of standards after being applied experimentally at a number of training programs in the economic majors 3.3.2 Organization of improvement of the system to assure the quality of economic training programs at FYU 3.3.2.1 Purpose and significance of the solution 3.3.2.2 Content and implementation of solutions a, Completion of QA apparatus of training b, Investing resources and finance to operate QA system c, Completion of system of documents on QA 3.3.2.3 Conditions for successful implementation of the solution FTU leaders focus on regularly directing units to perform functions and tasks related to QA of training programs; Policy documents need to be revised, supplemented and widely publicized through the mass media for everyone to know and monitor 3.3.3 Organizing and guiding the development of processes of QA of economic training programs at FTU 3.2.3.1 Purpose and significance 3.2.3.2 Content and how-to When implementing QA processes in general and QA in particular, Foreign Trade University should pay attention to implementing small "stages" or "processes", including: quality enhancement process and evaluation process Processes cover from input, process, output and QA processes 3.3.4 Management of training program development to satisfy requirements of society through output standards 3.3.4.1 Purpose and significance 3.3.4.2 Content and implementation of the solution Make a plan to develop training programs through social surveys as well as the contributions of labor organizations, enterprises; organize the development of training programs and examine and evaluate the development of training programs 3.3.4.3 Conditions for successful implementation of the solution Drastic direction by university leaders, serious involvement of all involved individuals; members with experience, knowledge of the profession in practice; all steps in building an curriculum or developing training programs must be done seriously to avoid formality 3.3.5 Organize to improve the operating capacity of the system to ensure the quality of the training program in Economics of Foreign Trade University 3.3.5.1 Purpose and significance of the solution 3.3.5.2 Content and implementation • Activity 1: Leadership commitment to quality policy • Activity 2: Raising awareness of administrators, lecturers, and students about the QA system • Activity 3: Organizing training courses on operating skills for sub-systems for trainers and specialists participating in QA of training program • Activity 4: Organizing and operating the QAS team in specialized departments • Activity 5: Directing the synchronous implementation of processes with standards and criteria in management • Activity 6: Organization of training and retraining for staff in QA of training programs based on capacity 3.3.5.3 Conditions for successful implementation of the solution It is necessary to have the drastic direction of the university leaders, the full understanding of the quality assurance and the skills to operate the QA system of the training program in all relevant individuals from managers and lecturers, office clerks in charge of QA and training support staff All related members need to actively and responsibly participate in good performance of assigned tasks 3.4 Relationship between solutions Each proposed solution has its own meaning for each aspect and problem in the system of quality assurance of training program in economics In which, the solution of organizing to perfect the QA system of training program in economics is fundamental, a premise for the remaining solutions The remaining solutions are the key solutions as well as the necessary solutions to operate the QA system of training programs 3.5 Survey results of frameworks for QA of training programs and the necessity and feasibility of proposed solutions 3.5.1 Survey on the framework for QA of training programs in economics 3.5.1.1 Purpose Collect, analyze, synthesize the opinions of experts to complete the QA framework of economic training program 3.5.1.2 Subjects and methods Leaders of the university department; leaders of the Department of Quality Management of the Ministry of Education and Training; leaders of the university and Center of Testing and Quality Assurance of a number of universities with economics training 3.5.1.3 Results of survey on experts' opinions on the framework for ensuring the quality of economic training programs Summary of expert opinions on the QA framework of training programs in the economic majors is as follows: 100% of the interviewed experts approve on the creation of the QA framework of training programs, including three core issues: 1) quality assurance system of training program; 2) a set of standards, criteria and indicators to assure the training program quality; 3) process of QA of training program It is necessary to add the essential task of improving the program when applied in practice for detection of shortcomings or improvement to better suit the actual conditions of quality assessment standards of economic training programs proposed 100% of the consulted experts said that the set of standards is quite detailed and specific, well developed in accordance with the standards/criteria issued by the Ministry of Education and Training 3.5.2 Survey on necessity and feasibility of the proposed solution 3.5.2.1 Purpose Initial affirmation of the value of solutions to the quality assurance of training program in economics at FTU 3.5.2.2 Subjects and methods 110 managerial staff, lecturers at training facilities at FTU 3.5.2.3 Analysis of results on the necessity and feasibility of the proposed solutions In terms of necessity, the results show that the solutions proposed in the thesis are assessed as necessary by leaders and lecturers of the university In solutions, the solution is related to the completion of the set of standards for quality assurance of training programs in economics is ranked the top in terms of necessity and the second is for the solution of managing development of training programs to meet the social requirements/output standards In terms of the feasibility, the solution of organizing, guiding and building the processes of quality assurance of training program in the economics is the most appreciated, followed by the solution to the problem of completing the standard of quality assurance of training program in economics at FTU The solution that is in the lowest feasibility is the solution of management of development of training program to meet social requirements/output standards 3.6 Experiment 3.6.1 Purpose and content Contribute to confirming the proposed scientific hypothesis 3.6.2 Trial period March 2017 to October 2018 3.6.3 Hypothesis of experimental measures If participating in training courses, specialized officials related to QAS of training will improve their awareness, sense of responsibility and better implementation of the duties 3.6.4 Trail procedure Workshop/class opening plans/class organization/feedback/data processing and analysis 3.6.5 Trial evaluation methods and criteria Through self-assessment of awareness, sense of responsibility and mission implementation 3.6.6 Trial results During the testing period, the Testing Center and Quality Assurance organized 03 training courses for specialized staff to improve knowledge and experience in testing, internal evaluation, and external evaluation of in-house training programs Trial results show that the staff in charge of QA of training programs have a significant improvement in awareness, responsibility and work implementation after experimental impact This result reflects the practical validity of the measures that the thesis author has proposed and experimented CONCLUSION AND RECOMMENDATION Conclusion 1.1 Theoretical research findings The thesis has codified the theoretical basis of quality, quality management, QA in higher education, QA of training programs, especially initially making a number of conceptual tools to orient practical research of the thesis, the concept of higher education quality management; university program; quality of university program Based on the experience of countries in the world, characteristics of the economic majors, the preeminence of the AUN - QA set of standards, the thesis has created a framework for QA of training programs in CIPO model as well as assessment scale to survey the status of QA of university training program in economics through the set of standards made in the thesis 1.2 Practical research results - The thesis points out the framework of QA of training programs comprehensively from the policies to the processes, especially issues a set of preliminary standards for the quality assurance of training programs in economics trained at FTU with standards; 14 criteria and 117 indicators which is divided into the following important elements: 1) general criteria; 2) foundation activities; 3) QA process; supervising and monitoring, and quality feedback evaluation system - Through experimenting the set of standards for QA of training programs in economics at the university, the criteria well evaluated are criterion 1; 3; 4; 6; 7; 8; 9; 11 The new criteria at the fair level are criterion 2, 5, 10, 12, 13, 14; especially criterion 10 deployed in practice at FTU is assessed as the least effective - The set of standards for evaluating the quality of the training program can be a useful tool for the testing center and the quality assurance of the university in particular, the higher education institutions with major economic majors in general to serve accreditation or as a valuable reference for other relevant scientific studies - There are 05 solutions and many specific measures focusing much on the management perspective and the implementation process of QA of training in general as well as in the economics at the university in particular, especially resources, such as the change in some limited conditions from the school to contribute to improving the efficiency of QA in the future - The trial of the two measures, including surveying experts’ opinions on the QA framework of the training program and organizing training courses for specialized staff, confirms the validity and feasibility of these two measures Recommendation 2.1 For the Ministry of Education and Training There should be documents guiding higher education institutions on the development of specific standards for the professions of QA of training programs more effectively It is necessary to study, formulate and try a set of standards for a variety of professions that have been trained in the higher education system in Vietnam Appropriate measures of praise, reward and sanctions in this task should be established 2.2 For the leaders of Foreign Trade University It is drastic to direct the review, completion and issuance of documents on processes of quality assurance of training programs, focusing on facilities and equipment, practical conditions, internships, libraries for students majoring in economics and skills training for economics students Businesses should be coordinated to participate in training and supporting students The standard set of QA of university training in economics mentioned in the thesis should be experimented, repaired and adjusted to be suitable as a tool for training accreditation for this profession in the time to come A key school-level topic on the QA of economic training programs at FTU should be developed 2.3 For specialized staff Should proactively propose and actively participate in training courses on accreditation, QA of training to have knowledge, experience and skills in implementing the tasks A correct process to minimize errors in the quality assurance of training programs should pursued Specialized staff should proactively detect the inadequacies of training program to report to the leaders and coordinate with the specialized faculties for timely adjustment  ... scientists such as Nguyen Tien Hung, Tran Khanh Duc, Nguyen Duc Chinh, heads of scientific research projects at all levels and thesis authors have recently paid attention to the QA of training program... QA of the higher education program is a system of policies, procedures, processes, actions and attitudes determined and developed and implemented by the higher education institution to achieve... order to perform QA of training program in economics, the following characteristics are to be paid attention to: Having specific knowledge about economics; integrationist; integration in training;