Quality Assessment
for Distance Higher Education Programmes
in
Vietnam: Introduction, Benchmark and Lessons Learned
Ho
Dac Hai Mien
Vice-Director of Center for Education
Accreditation, Vietnam National University - Ho Chi Minh City
PhD
student, VNUHCM-University of Social Sciences and Humanities
Abstract
In the context of
Industry 4.0 and the pandemic of Covid – 19, the quality of distance eduction
in higher education institutions has been much concerned by stakeholders. This
paper introduces distance education development and quality assessment standards for distance higher
education programmes in Vietnam. The paper also provides benchmark between Code
of Practice for Programme Accreditation: Open and Distance learning issued by
Malaysian Qualifications Agency and Vietnam’s quality assessment standards for
distance higher education programmes issued by the Ministry of Education and
Training, from that the lessons are withdrawn for improvement. Some suggestions
for the Ministry of Education and Training are also mentioned with hope to shorten the gap with international standards and to promote
distance education quality improvement in Vietnam.
Keywords:
accreditation, distance education, quality assessment
1. General introduction on distance education in
Vietnam
1.1.
Definition of distance education
In Vietnam, distance
education is defined as “an education process in which the student and the teacher
are mostly separated in time and place. By this mode of education, the students
study through textbooks, video tapes, audio tapes,
CD-ROMs, computer software, using personal audio-visual media, broadcasting
radio, television, multimedia communication complexes and the internet under the management and
support of the school” (MOET, 2003). This definition contains basic contents that UNESCO as well as other
international institutions define about distance education. Distance
education includes online education (with ≥ 80% of the content delivered
online) and blended education (with 30 – 79% of the content delivered online),
as well as modes of education using printed material delivered by post and/or
other tools for bridging the distance. Distance education programmes have the same volume, content and structure
as traditional programmes of the same major and level. The
degrees are guaranted in legality and value as other forms of education by the
government.
There are 4 methods of distance education: a) Mail: The programme is conducted mainly by mail through the main
printed learning materials (textbooks, reference books, study guides,
researches, workbooks, exam and test guides); b) Radio and television: The programme is
mainly conducted through radio and television systems, in which the main
learning materials are radio and television programme that are broadcast live
or replayed on radio and television channels; c) Computer network: The programme
is implemented mainly through computer networks, internet and
telecommunications networks in which the main learning materials are electronic
learning materials transferred over the network, the teaching is carried out
online or offline; d) Combination: combine the above methods (MOET, 2017).
1.2. The history of distance education development in Vietnam
The history of distance education development in Vietnam can be divided into 2 periods of time: before and after 2009. Before 2009, there were not many research on distance education in Vietnam. Around 2003-2004, distance education in Vietnam attracted more attentions from many higher education institutions through many seminars and conferences on distance education held at school and national level. Vietnam has joined the Asia E-learning Network (AEN) with the participation of the Ministry of Education and Training, the Ministry of Science and Technology, the Ministry of Posts and Telecommunications and Ha Noi University of Science and Technology. Besides, some software companies in Vietnam launched a number of products to support training. Although these products were not perfect, they have initially contributed to promote the development of e-learning in Vietnam (Pham Hong Hanh & Ha Thanh Hoa, 2019).
After 2009, being invested by businesses and higher education institutions, distance education gradually has attracted the attention of many learners/students. In 2013, Hanoi Open University built an online training technology system, becoming the first university in Vietnam to provide a full e-learning programme which has put the foundation in distance education in higher education institutions until today.
At present, Vietnam has over 100 bachelor degree programmes under distance education mangaged by around 21 higher education institutions. The programmes include a variety of majors such as: business administration, accounting, finance - banking, information technology, law, English, Vietnamese studies, tourism…
2. Introduction on quality assessment standards for distance higher education programmes in Vietnam
2.1. The legal foundation of the establishment quality assessment standards for distance higher education programmes in Vietnam.
In Vietnam, the policy of distance education development and information technology application has been early concerned, first shown on
the Project "Development of distance education in the period
2005-2010" approved by the Prime Minister (2005). The Project mentioned the policy of developing and improving the
quality of distance education; creating
conditions for people, especially who live in remote areas
with difficult socio-economic conditions for regular study and lifelong learning; that contributes to enhance the education level, professional and vocational skills; raises people's intellectual level and
trains human resources for country industrialization and modernization. In 2015, the Prime Minister (2015) continued to promulgate the Project
"Development of distance education for the period 2015-2020" which
set a specific goal for all distance higher education programmes to be accredited by 2020. Higher education institutions conducting distance programmes are also encouraged to be
accredited by reputable international accreditation
agencies. To implement this Project, two legal
documents have been issued including Circular No. 10/2017/TT-BGDDT dated on April 28, 2017 of the Minister of Education
and Training on Regulation on distance learning at university level (MOET, 2017) and Circular No. 39/2020/TT-BGDDT dated on October 9, 2020 of the Minister of
Education and Training stipulating standards/criteria for assessing the quality of distance education programmes at university level (MOET, 2020). These two main documents created a solid
legal foundation for the development of distance education, as well as
emphasized the important attention to quality assurance of this form of
education.
In particular, Law No.
34/2018/QH14 promulgated on November 19, 2018 by the National Assembly (2018) has a remarkable point in which there are no
differences in degree value between different forms of education. All
requirements of
outcome
standards, programme content, teaching methods... of training programmes, no
matter what forms of
training are implemented, must ensure the same quality. This adjustment
reflects the spirit of integration with global education, creating equality for
learners, and emphasizes the important role of quality assurance for all types
of training.
From the above bases,
standards/criteria for assessing the quality
of distance education programmes at university level were born, making the
foundation for the quality assurance and accreditation of this type of
education.
2.2. The structure of quality assessment standards for distance higher education programmes in Vietnam.
Highly influenced by
AUN-QA's assessment at programme
level (AUN-QA, 2015), the quality assessment standards for distance higher
education programmes in Vietnam (below called Vietnam’s standards) has about 80% of the same
content as the AUN-QA’s assessment (see Figure 1). The remaining 20% is
designed to be adapted with Vietnam education context and with the features of distance
education programmes (especilly facilities, infrastructure and materials, as
well as Programme Management).
Figure 1. Comparison
between AUN-QA and Vietnam’s model
The Vietnam’s model (see Figure 1: the model on the
right) includes
the following eleven standards: (1) Expected Learning Outcomes; (2) Programme Specification, Structure
and Content;
(3) Teaching
and Learning Approach; (4) Student
Assessment; (5)
Academic Staff; (6) Support Staff Quality; (7) Student Quality and Support; (8) Facilities, Infrastructure and
Materials; (9) Programme Management; (10) Programme Quality Enhancement; (11) Output.
The model starts with
stakeholders needs which are transfered into the expected learning outcomes
which drive the programme. In the
centre, there are four rows in which the first row addresses the question of
how the expected learning outcomes are translated into the programme; and how
they can be achieved through teaching and learning approach and student
assessment.
The second row considers the
"input" into the process including academic and support staff;
student quality and support; facilities and infrastructure and materials; and
Programmes Management.
The third row addresses the programme
quality enhancement which requires to identify the methods to get feedback from
stakeholders, to measure and to use feedback for improvement. The concept of PDCA (Plan, Do, Check, Act)
is manipulated into the process of improvement.
The fourth row focuses on
the output of the programme including pass rates and dropout rates, the average
time to graduate, employability of the graduates, research activities and
stakeholders’ satisfaction.
The final column addresses
the achievements of the expected learning outcomes and the programme.
The model finishes with the
fulfilment of stakeholders’ needs and the continuous improvement of the quality
assurance system and benchmarking to seek best practices.
3. Benchmark with Code of Practice for Programme
Accreditation: Open and Distance learning (COPPA: ODL - MQA)
According to my research, in countries of ASEAN, Malaysia, specifically
Malaysian Qualifications Agency (MQA) has developed and applied Code of
Practice for Programme Accreditation: Open and Distance Learning (COPPA: ODL)
for accreditation and program audit purposes. The COPPA:ODL contains
specific indicators and benchmark standards that will guide the institutions in
the development, delivery, assessment as well as the monitoring and review of
the ODL programme (Malaysian
Qualifications Agency, 2019).
Compared with COPPA: ODL, the Vietnam’s standards are mostly the same in term
of assessment domains (see Table 1) . Although the
distribution/arrangement of criteria and sub-criteria is different, both focus
on assessing these following main areas: Programme Development and Delivery,
Student Assessment, Academic Staff, Student Support, Facilities and Materials, Programme
Managment, Continual Quality Enhancement.
|
Vietnam’s standards
|
COPPA: ODL (MQA)
|
|
1. Expected
Learning Outcomes
|
1. Programme Development and Delivery
|
|
2. Programme
Specification, Structure
and Content
|
1. Programme Development and Delivery
|
|
3. Teaching
and Learning Approach
|
1. Programme Development and Delivery
|
|
4. Student Assessment
|
2. Assessment of Student Learning
|
|
5. Academic Staff
|
4. Academic Staff;
|
|
6. Support Staff Quality
|
4. Academic Staff;
|
|
7. Student
Quality and Support
|
3. Student Selection and Support
Services;
|
|
8. Facilities, Infrastructure and Materials
|
5. Educational Resources;
|
|
9. Programme
Management
|
6. Programme Management
|
|
10. Programme
Quality Enhancement
|
7. Programme Monitoring, Review and Continual Quality Improvement.
|
|
11. Output
|
7. Programme Monitoring, Review and Continual Quality Improvement.
|
|
11 criteria, 55 sub-criteria
|
7 criteria/areas,
21 sub-criteria
|
Table 1. Comparison
between Vietnam’s standards and COPPA: ODL (MQA)
Through benchmark with COOPA: ODL, there are some important and special points that Vietnam could learn as follows:
Firstly, COOPA: ODL emphasizes the sufficience in academic autonomy of the ODL programme department and staff in programme development and management. These points are clearly mentioned at sub-criteria: 1.2.1, 2.3.1, 4.2.2, 6.1.4 (see Table 2). However, this requirements have not been mentioned in Vietnam’s standards while academic autonomy is one of the basic and important requirement in higher education.
|
A HEP is expected
to have sufficient autonomy, especially over academic matters. Such autonomy
must be reflected at the departmental level where the programme is being
designed and offered.
1.2.1 The department must have
sufficient autonomy to design the curriculum and to utilise the
allocated resources necessary for its implementation.
2.3.1 The department and its
academic staff must have an adequate level of autonomy in the
management of student assessments.
4.2.2 The academic staff must
be given sufficient autonomy to focus on areas of their expertise.
6.1.4 The academic board of
the department must be an effective decision-making body with an adequate
degree of autonomy”.
|
Table 2: Sub-criteria:
1.2.1, 2.3.1, 4.2.2, 6.1.4 (Malaysian Qualifications Agency, 2019)
Secondly, COOPA: ODL requires clearly the allignment
between the programme with Malaysian Qualifications Framework (MQF) in some
aspects, such as: learning outcomes; assessement principles, methods and
practices (see Table 3). However, in Vietnam’s standards, there
is only one standard (sub-criteria 1.2) that refers the allignment between programme
learning outcomes and Vietnamese Qualifications Framework (VQF), but the
related requirements do not show in detail how and what clusters of VQF learning
outcomes should be assessed. This could make the institution and external
assessors pay less attention on this allignment and then not assess exactly and
specifically the allignment level.
|
1.1.4 The programme learning
outcomes must correspond to an MQF level descriptors and the five clusters of
MQF learning outcomes: i. Knowledge and understanding; ii. Cognitive skills; iii. Functional work skills; iv. Personal and
entrepreneurial skills v. Ethics and professionalism; v. Ethics and professionalism.
2.1.1 Assessment principles,
methods and practices must be aligned to the learning outcomes, consistent
with the levels defined in the MQF.
|
Table 3: Sub-criteria:
1.1.4, 2.1.1 (Malaysian Qualifications Agency, 2019)
Thirdly, COOPA: ODL guildline shows clearly the
relationship between criteria/areas and sub-criteria (for example sub-criteria 1.1.2
must be read together with sub-criteria 1.2.2 in Area 1 and 6.1.6 in Area 6…). This helps the
institutions and external assessors have an overview picture of the matrix of criteria/areas
and sub-criteria relationship, from which the quality of
assessment/self-assessment become more comprehensive. I can not find this
information in the Vietnam’s standards.
Finally, through the information I got from
the conference “Education & Research in the COVID-19 Era” organized by DESE Australian High
Commission KL from 23 -25 August 2021, 336 ODL programmes (the statistics updated to 30 April 2021),
including provisional accreditation and full accreditation, were assessed and
accredited using COOPA: ODL (MQA, 2021). While, in
Vietnam, although standards have taken effect from November 2020, however,
there has not been any programmes assessed and accredited. The lack of clear
processes and guildances for implementing the standards should be the main
reason for this situation.
As it can be
found that there are many similar points in context between Malaysia and
Vietnam, Vietnam should do more research on distance education quality
assessment in Malaysia, including how to build and apply the COPPA: ODL, from
that good practices could be learnt for improvement.
4. Conclusion and suggestion for Vietnam
This paper introduced the situation of distance higher education, as well as the quality assessment standards for distance higher education programmes in Vietnam. The paper also showed some important points withdrawn through benchmark/comparison between COPPA: ODA (MQA) and Vietnam’s standards. Some more suggestions for the Ministry of Education and Training in Vietnam are shown as follows:
- Conduct more regional and international research on distance higher education assessment, from that they have scientific and practical basis for building up the quality assurance system for distance higher education programmes.
- Build sufficiently guildlines on process, methods and instrument for distance higher education assessment.
- Encourage institutions who are offerring distance programmes to build up and carry out quality assurance process to distance programmes. When the internal quality assurance process is implemented well enough, they can be ready for external assessment and be accredited.
I believe that the above suggestions if being concerned by the Ministry of Education and Training will help Vietnam’s standards shorten the gap with international standards and improve the quality of distance programmes in higher education institutions.
References
AUN-QA.
(2015). Guide to AUN-QA Assessment at Programme Level Version 3.0. ASEAN
University Network.
Malaysian Qualifications Agency.
(2019). Code of Practice for Programme Accreditation: Open and Distance
Learning (COPPA; ODL).
MOET. (2003). Decision 40/2003/QD-BGDĐT
dated 08/8/2003 promulgating regulations on organization of training,
examination, assessment, granting certificates and graduation degrees in the
form of distance education.
MOET. (2017). Circular No.
10/2017/TT-BGDDT dated April 28, 2017 promulgating the Regulation on distance
learning at university level.
MOET. (2020). Circular 39/2020/TT-BGDDT
dated October 9, 2020 of the Minister of Education and Training stipulating
standards for assessing the quality of distance education programs at
university level.
MQA. (2021, August 23). MQA update on
quality assurance in the higher education sector in Malaysia with respect to
online education. Quality Assurance in Online Higher Education in Australia and
Malaysia. Education & Research in the COVID-19 Era.
National Assembly. (2018). Law No.
34/2018/QH14 promulgated on November 19, 2018 by the National Assembly on
amending and supplementing a number of articles of the Higher Education Law.
Pham Hong Hanh, & Ha Thanh Hoa.
(2019). E-learning Training in China and Experiences for Vietnam. 120–121.
Prime Minister. (2005). Decision No.
164/2005/QD-TTg dated July 4, 2005 approving the Project “Development of
distance education in the period 2005–2010.”
Prime Minister. (2015). Decision No.
1559/QĐ-TTg dated September 10, 2015 approving the Project “Development of
distance education in the period 2010–2020.”
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