The assessment of higher education training programmes (TPs) is conducted through at least two stages, namely self-assessment and external assessment, based on national and international quality accreditation standards. Assessment results against accreditation standards in general, and Vietnam’s standards in particular, constitute an important basis for identifying strengths and limitations and developing solutions to improve and enhance training programme quality. In this study, the authors employ statistical and analytical methods to examine the results of external assessments of higher education training programmes conducted in accordance with the standards promulgated under Circular No. 04/2016/TT-BGDĐT of the Ministry of Education and Training. Based on the identification and prediction of existing issues in the assessment process, the study proposes several solutions to ensure and continuously improve training programme quality, thereby meeting the minimum requirements and...
The assessment of higher education training programmes (TPs) is conducted through at least two stages, namely self-assessment and external assessment, based on national and international quality accreditation standards. Assessment results against accreditation standards in general, and Vietnam’s standards in particular, constitute an important basis for identifying strengths and limitations and developing solutions to improve and enhance training programme quality. In this study, the authors employ statistical and analytical methods to examine the results of external assessments of higher education training programmes conducted in accordance with the standards promulgated under Circular No. 04/2016/TT-BGDĐT of the Ministry of Education and Training. Based on the identification and prediction of existing issues in the assessment process, the study proposes several solutions to ensure and continuously improve training programme quality, thereby meeting the minimum requirements and expectations of relevant stakeholders.