What are the benchmark scores for quality accreditation criteria applicable to intermediate schools and colleges in Vietnam according to Circular 14?

What are the benchmark scores for quality accreditation criteria applicable to intermediate schools and colleges in Vietnam according to Circular 14?

Under Appendix 1 issued together with Circular 14/2024/TT-BLDTBXH, the regulation is as follows:

What is the minimum score for each quantified standard of intermediate schools in Vietnam?

Under Clause 2, Article 3 of Circular 14/2024/TT-BLDTBXH, the regulation is as follows:

Criteria and Assessment Scores for Intermediate Schools and Colleges

1. Quality accreditation criteria for intermediate schools, colleges (hereafter referred to as schools):

Criterion 1 - Mission, objectives, organization, and management;

Criterion 2 - Training activities;

Criterion 3 - Teachers, management staff, public employees, and workers;

Criterion 4 - Training programs and curricula;

Criterion 5 - Facilities and training equipment;

Criterion 6 - Scientific research and international cooperation;

Criterion 7 - Students and student support activities;

Criterion 8 - Supervision and quality assessment.

2. The assessment score for each standard is 2 points if it meets the requirement and 0 points if it does not. A standard is deemed to meet the requirement if the school has fulfilled it during 2 years, including 1 year before the assessment year and the assessment year for intermediate schools, and during 3 years, including 2 years before the assessment year and the assessment year for colleges. The summary table of criteria, the number of standards, and the benchmark points for each criterion is in Appendix 01.

Therefore, according to the above regulation, the assessment score for each quantified standard of intermediate schools in Vietnam is 2 points. the assessment score for each unquantified standard of intermediate schools is 0 points.

What are the benchmark scores for quality accreditation criteria applicable to intermediate schools and colleges in Vietnam according to Circular 14? (Image from the Internet)

What is the specific assessment criterion regarding training activities for intermediate schools in Vietnam?

Under Clause 2, Article 4 of Circular 14/2024/TT-BLDTBXH, the regulation is as follows:

Criteria and Standards for Quality Accreditation of Intermediate Schools and Colleges

1. Criterion 1 - Mission, objectives, organization, and management

a) Standard 1.1: The mission and objectives of the school are specifically defined, aligned with the school's functions, tasks, development orientation, and meet workforce requirements in national, local economic - social development strategies, and are publicly published.

b) Standard 1.2: The school has regulations on organization and operation, clearly assigning functions and tasks of its units and affiliates, appropriate to the mission, objectives, industry structure, and training scale of the school.

c) Standard 1.3: The school has built and operates a quality assurance system.

d) Standard 1.4: Annually, the school's quality assurance system is evaluated and improved to enhance management effectiveness and efficiency.

dd) Standard 1.5: The board of trustees or school council (party committee, board of principals for schools under armed forces), party organization, unions, and other advisory councils are established according to regulations; setting strategic directions consistent with the school's mission and objectives.

2. Criterion 2 - Training activities

a) Standard 2.1: Admission regulations and recruitment plans, admission policies are developed and implemented in line with the training programs of the school's industries.

b) Standard 2.2: The school recruits students according to plans ensuring fairness, objectivity, and aiming to improve input quality. Recruitment is checked, supervised, and improved to ensure suitability and efficiency.

c) Standard 2.3: The school develops, issues training, examination, testing, and graduation recognition regulations. The training forms, methods, and techniques are diverse, appropriate to the objectives and content of each training program.

d) Standard 2.4: The school develops and implements training plans for each class, course, semester, academic year. Detailed training plans reach down to the module, subject, theoretical, practical, and internship hours in forms that meet training purposes for learners to satisfy output standards.

dd) Standard 2.5: Training activities are conducted according to the goals, content of approved training programs; with cooperation from units employing labor or organizations, and individuals in organizing and guiding learners in practice and internships.

e) Standard 2.6: The school applies information technology in management and organizing training, including remote training if applicable.

g) Standard 2.7: Annually, the school plans and organizes supervision and inspection of teaching-learning activities in line with the plan. Promptly implementing adjustments in teaching and learning activities Under supervisory, inspection reports to enhance training quality.

h) Standard 2.8: The forms, methods, and tools for assessing the learning and training outcomes of learners are appropriately designed; regularly reviewed, evaluated, and improved to ensure accuracy, fairness, objectivity, and orient learners towards achieving output standards.

Thus, the specific assessment criterion regarding training activities for intermediate schools in Vietnam will have 8 standards:

[1] Admission regulations and recruitment plans, and policies.

[2] The school recruits students according to plans ensuring fairness, objectivity, and aiming to enhance input quality.

[3] The school develops, issues training regulations, testing, examinations, and graduation recognition.

[4] The school develops and implements training plans.

[5] Training activities.

[6] Application of information technology in management.

[7] The school plans and implements supervision of teaching-learning activities according to plan.

[8] The forms, methods, tools for assessing learning and training outcomes of learners.