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INTRODUCTION
1. Reasons for choosing dissertation topic
Quality accreditation in education and training in general and
general education, in particular, has an important position in the quality
assurance of education. Educational quality accreditation is considered
as one of the important tools of quality assurance, contributing to
improving the quality of education, increasing the accountability of
educational institutions with competent agencies and to society about the
efficiency, transparency of resources that educational institutions use to
provide educational services.
In Vietnam, the quality of education, quality management, and
improvement of education quality are issues of concern to the State and society.
The 11th National Party Congress emphasized "To carry out quality
accreditation of education and training at all levels of education". Currently, the
Ministry of Education and Training has established a Quality Management
Department. This is the agency that helps the Ministry of Education and
Training in directing and implementing educational quality accreditation at
educational institutions. The Ministry of Education and Training has also issued
a system of documents to implement educational quality accreditation at all
educational levels in the national education system.
Junior high school education quality assessment is an evaluation
activity (including self-assessment and external assessment) to
determine the level of lower secondary school that meets the educational
quality and evaluation criteria and to recognize junior high schools up to
the educational quality standards set by state management agencies.
Secondary education quality accreditation management is the process of
intentional impact of management subjects on the quality accreditation
of lower secondary education through planning activities, organize,
direct, inspect and supervise the implementation of self-assessment,
external evaluation, accreditation and grant of certificates of education

quality accreditation in secondary schools according to the quality
standards managed by the managing agencies. Educational principles are
issued with the aim of improving the quality of general education..
From the above theoretical and practical issues, it is necessary to
study the issue of "Management of education quality accreditation of
junior high schools in Ho Chi Minh city in the context of education
innovation".
2. Research purpose and tasks
* Research purpose:
Clarifying theoretical and practice basis of management of
education quality accreditation in junior high schools, thereby proposing
management measures to improve the quality of education quality


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accreditation activities in junior high schools in Ho Chi Minh City in the
context of education innovation.
* Research tasks
The dissertation interprets the theoretical basis for educational
quality accreditation and management of secondary education quality in
the context of educational renovation.
The dissertation makes surveys, analyzes and assesses the
practical situation of education quality accreditation and management
of junior high school 's education quality accreditation in Ho Chi
Minh City.
The dissertation proposes measures to manage the quality of
junior high school education in Ho Chi Minh City in the context of
educational innovation.
The dissertation conducts testing of necessity, feasibility and
testing of proposed measures.

3. The subject, object, scope of research and scientific
hypothesis
* Research subject:
Activities of education quality accreditation of junior high schools.
* Research object:
Management of education quality accreditation of junior high
schools in Ho Chi Minh city in the context of education innovation.
* Scope of research
Scope of content: The research focuses on the management of
education quality accreditation in public secondary schools in Ho Chi
Minh City as well as proposes and tests a measure of the management of
education quality accreditation in secondary schools in Ho Chi Minh
City in the context of educational innovation.
Scope of the survey object: Including 18 junior high schools (in 3
urban districts and 3 districts) representing schools: schools in
disadvantaged areas, rural schools, schools in new urban areas, schools in
the city, namely:
The staff of the Department of Education and Training, Division
of Education and Training, Principal and Vice-Principal are 30 people.
Teachers and staff in junior high school are 240 people.
Collecting, analyzing and researching statistics on education
quality accreditation activities with the number of 270 people.
Scope of time: Conducting research and using data to analyze the
situation from 2015 to the present.


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* Scientific hypothesis
Junior high school education quality accreditation is a quality
assurance activity to determine the level of junior high schools that meet

the education quality assessment criteria. If the education quality
accreditation management measures are implemented well in junior high
schools in Ho Chi Minh City such as: Organizing propaganda activities
to raise the awareness of the importance of quality accreditation
management secondary school education for the contingent of
administrators, teachers, staff and forces involved in the education
quality accreditation work; Organize training courses to improve the
secondary education quality accreditation capability for inspectors;
Direct regular self-assessment activities in educational quality
accreditation in secondary schools; Organize the implementation of
external assessment activities and assess the evaluation results outside
secondary schools in education quality accreditation; Establishing a
management system for education quality accreditation in secondary
schools; Completing the policy of supporting and coordinating forces
inside and outside the school on education quality accreditation.
4. Methodology and research methods
* Methodology:
The dissertation is researched on the basis of dialectical materialism
and historical materialism of Marxism - Leninism, Ho Chi Minh thought,
Party and State views on the management of education quality
accreditation in junior high school in Ho Chi Minh City. At the same time,
the dissertation applied the views of approaching the structure system,
history and society approach, practical approach, quality approach to
clarify the theoretical and practical basis of quality accreditation
management. The quality of education at junior high schools. It proposes a
number of management measures to improve the quality of junior high
education quality accreditation activities in Ho Chi Minh City in the
context of educational innovation.
* Research Methods
- Group of theoretical research methods

- Group of practical research methods include: Methods of
observation, methods of discussion, methods of investigation, methods
of summarizing experiences, methods of product research, methods of
collecting expert opinions.
- Supporting method group.
5. New contributions of the dissertation


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Contributing to a new approach in applying the theory of
educational quality accreditation and the management of educational
quality accreditation in junior high schools in Ho Chi Minh City in the
context of educational innovation.
Researching, assessing the situation, making some comments on
the practical situation of education quality accreditation, management of
educational quality accreditation and issues to be addressed in education
quality management in junior high schools in Ho Chi Minh City in the
context of educational innovation.
Proposing measures of management of educational quality
accreditation of junior high schools in Ho Chi Minh City in the context
of educational innovation, contributing to ensuring and gradually
improving the quality of junior high education in Ho Chi Minh City in
the context of educational innovation.
6. Significances of the dissertation
* In terms of theory:
Contribute to the development of the theory of educational quality
accreditation in general and the management of junior high education
quality in particular. The dissertation builds the core concepts, which
are: accreditation, educational quality, quality accreditation, educational
quality accreditation, education quality accreditation of junior high

schools; Management, educational management, education quality
management, education quality accreditation management in junior high
school. These concepts are closely interrelated, interacting with each
other, creating the basic theoretical foundation for the author to analyze
in-depth the content of the quality accreditation content of secondary
schools in which the 5-step overall process occupies a central position in
educational quality accreditation activities: 1. Self-assessment; 2.
Register for external assessment; 3. External evaluation; 4. Recognizing
the quality level; 5. Maintaining and improving the quality after the
external evaluation. The steps in the above procedure must be based on a
set of standards for assessing the quality of junior high schools. Based
on the approach to management goals and management functions, the
author has in-depth analyzed the objectives and management functions
of junior high school education quality through planning stages, organize
the implementation, direct the implementation and inspect the
implementation of junior high education quality accreditation activities.
* In terms of practice:
Applying the above theory to assess the basic problem of the


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situation is the reality of testing the quality of secondary school
education through the self-assessment and external evaluation process
according to the standards and the status of accreditation management
quality of education in Ho Chi Minh City through stages: Planning organizing - directing - checking. In particular, the stage of organizing
professional training on education quality accreditation is an important
element of the organization. In addition, the dissertation also analyzes
the in-depth evaluation of the current situation of training accreditors
as well as the capacity of ordinary inspectors. The dissertation has
drawn comments on the state of management of education quality

accreditation through factors such as management decentralization,
awareness, inspectors, standards, policies, ...…
7. Structure of the dissertation
The dissertation includes introduction, four chapters,
conclusions, list of scientific works of the author related to the
dissertation, list of references and appendices.
Chapter 1
OVERVIEW OF RESEARCH ISSUES RELATED TO
DISSERTATION
1.1. The research works related to the education quality
accreditation of junior high school
Education quality accreditation has long been established and
developed. Currently, this activity is becoming more and more popular
and becoming a global trend in education because it is an effective tool
to help schools control and ensure the quality of training, improve
competitiveness for the educational institution. Therefore, educational
quality accreditation activities have been interested by researchers in the
world as well as in Vietnam.
Organizations and researchers have come up with different
definitions of educational quality accreditation, and identify the causes,
roles, objectives and steps in the accreditation process. Although there
are different accreditation standards in each country, the quality
accreditation usually includes an assessment of aspects such as mission,
governance, teaching, teachers, infrastructure, translation. learner
services, financial planning and organizational capabilities.
1.2. The research works related to the education quality
management of junior high schools


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Education quality accreditation is becoming increasingly popular and
an indispensable activity in the educational management of many
countries around the world because it has proved to be an effective tool
to maintain and improve education quality. Therefore, educational
quality control management plays a very important role, because the test
results are the basis for the explanation to the society, the authorities or
donor agencies and organizations.
On the basis of inheriting the theory and practical experience of the
previous countries, the domestic studies have clarified the concept, role
and process of educational quality accreditation activities. The authors
emphasize that building a national educational quality accreditation
system is particularly important in maintaining standards and improving
the quality of education in Vietnam. Especially before the trend of global
integration, educational quality accreditation in our country has been
oriented according to the standards of international organizations. With
increasing pressure on accountability as well as increasing competition
in enrollment, educational institutions participating in quality
accreditation, whether national or international, are important for schools
in the future.
1.3. General assessment of research results of published works
and the issues that need to be focused on solving
1.3.1. General assessment of research results of published works
From an overview of research directions on educational quality
accreditation and education quality accreditation management, some
conclusions can be drawn:
Firstly, in the world, educational quality accreditation activities were
formed from the United States in the late nineteenth century, stemming
from the accreditation of higher education and becoming a global trend,
has a strong spread throughout the world as a tool to ensure the quality
of education for all levels of education.

Secondly, in Vietnam, in the context of education innovation, quality
assurance and accreditation are increasingly widely implemented, which
is considered an official measure to improve the quality of the entire
national education system.
Thirdly, in general, educational quality accreditation organizations
are quite diverse in terms of ownership, subject of testing, dependency
or independence from the state, organizational model. Going into
research on education quality management, the research has proposed


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groups of strategic solutions for the national level, accrediting agencies
and educational institutions.
1.3.2. The issues that need to be focused
Through the overview of the research issue, the dissertation issues
should be continued to solve the following main issues:
Firstly, clarifying the theory of management quality accreditation of
junior high schools in Ho Chi Minh City in the context of educational
innovation.
Secondly, identifying activities on the management of educational
quality accreditation in junior high schools in Ho Chi Minh City.
Thirdly, investigating, making a survey, sketching the current picture
of the quality management accreditation of junior high schools in Ho
Chi Minh City, from which as a basis, a practical basis to propose
measures to manage education quality accreditation in junior high
schools in Ho Chi Minh City effectively.
Fourthly, proposing measures to manage educational quality
accreditation in junior high schools in Ho Chi Minh City in the context
of educational innovation to be appropriate and effective with the
characteristics of each school and local.

It can be said that the research results and many unresolved issues of
foreign and domestic scientists have been an important support for the
author of the dissertation to build theoretical and practical basis.
Innovative perspectives on educational quality accreditation
management to clarify the issues.
Conclusion of Chapter 1
From the research overview around the world and in Vietnam on the
management of education quality accreditation in junior high schools, it
can be seen that there have been many quite profound and
comprehensive research works on issues. Particularly for the issue of
management of education quality accreditation in junior high schools in
Ho Chi Minh City, there are only a few studies discussing management
measures of education quality accreditation in junior high schools at
educational institutions in general. In fact, there has not been any
dissertation in the field of the education management system and
specifically studying the issue of management of educational quality
accreditation in junior high schools in Ho Chi Minh City. This shows the
urgency of the topic that the author chooses to research.


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Chapter 2
THEORETICAL BASIS OF MANAGEMENT OF EDUCATION
QUALITY ACCREDITATION OF JUNIOR HIGH SCHOOLS IN
THE CONTEXT OF EDUCATION INNOVATION
2.1. Theoretical issues on the educational quality accreditation
of junior high schools
2.1.1. Educational quality accreditation
Educational quality accreditation is a process of self-assessment
and external evaluation primarily aimed at determining the extent of the

school's educational objectives, programs and contents in comparison
with the standards prescribed by the governing education issued.
2.1.2. Educational quality accreditation of the junior high school
Educational quality accreditation is an operational process
including self-assessment, external evaluation and recognition of the
educational quality of an educational institution based on the standards,
criteria and indicators set by the educational management agency issued.
Education quality accreditation management is the process of
intentionally impacting management subjects on education quality
accreditation activities through planning, organizing, directing,
inspecting and supervising activities. The implementation of selfassessment, external evaluation, recognition and granting of certificates
of education quality accreditation according to quality standards issued
by education management agencies in order to improve the quality of
universal education. The junior high school education quality
accreditation management in the context of educational innovation is an
evaluation process that aims to make a decision to recognize junior high
schools that meet specified standards. The accreditation of education
quality management not only reflects the stakeholders on the evidence of
the quality of education but also provides an opportunity and motivation
to improve the quality of the junior high school that is tested.
2.2.2. Decentralize the management of junior high school
education quality accreditation
* Ministry of Education and Training; Department of Education
and training; Division of Education and training; Junior high school;
External assessment Board.
2.2.3. Content of management of education quality
accreditation of junior high schools
* Planning self-assessment and external assessment of junior high school
- Determining the purpose of self-assessment and external
assessment of the junior high school.

- Setting up indicators for completion of self-assessment reports
and external assessments of junior high school.


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- Mobilizing resources for self-assessment and external
assessments of junior high school.
- Developing a plan of processes, roadmaps and time for selfassessment and external assessments of junior high school.
- Developing self-assessment plans and external assessments with
specific and clear details of quality assurance activities.
- Developing plans for organizing training and retraining for
professional and managerial staff, private teachers on self-assessment
and external assessment.
- Developing a plan for quality improvement after selfassessment.
- Planning the external assessment registration and preparing all
requests to receive the external assessment Board.
* Organizing self-assessments and external assessments of junior
high school
- There are documents guiding the implementation of the plan
- Disseminating, grasping thoroughly guidelines and policies on
education quality accreditation
- Training on methods of self-assessment and external assessment
according to standards
- Organizing the self-assessment according to the planned process
- Developing and implementing a professional network of junior
high school education quality accreditation
- Establishing external assessment Board to ensure all criteria and
requirements.
- Recognizing quality standards.
* Directing the self-assessment and external assessment activities

of junior high schools.
- There is an incentive system for junior high schools to
participate in educational quality accreditation.
- Organizing preliminary, final review or seminars on education
quality accreditation.
- Adopting policies to encourage individuals and collectives to
promptly participate in education quality accreditation activities.
- Replicate typical junior high schools to do well the task of
education quality accreditation.
- For the external assessment Board, it is necessary to direct the
organization of the external assessment according to the process.
* Examining and assessing self-assessment activities and external
assessments of junior high school
- Developing requirements and criteria for self-assessment
activities and self-assessment reports.
- Developing requirements and criteria for external assessment
activities and external assessment report.
- Regularly testing activities of self-assessment and external
assessment


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- Reviewing and adjusting the plan for self-assessment and
external assessment.
- Checking and supervising all activities and products of members
of the external assessment board.
- Planning to improve secondary education quality accreditation
activities after external assessment.
2.2.4. Background of educational innovation and the
requirements of the management of education quality accreditation

of the junior high school
2.2.4.1. Background of educational innovation today
2.2.4.2. Requirements for secondary education quality
accreditation management
Facing the renovation requirements on education, education
quality accreditation needs to perform well the following tasks:
Firstly, proper awareness and a deep sense of purpose and
significance of education quality accreditation.
Secondly, promoting propaganda for the whole community to
understand and support, participate in the implementation of education
quality accreditation.
Thirdly, regularly fostering education quality accreditation team
to become an education quality accrediting expert who can give
consultancy and assistance to schools in self-assessment activities,
external evaluation.
Fourthly, strengthening the direction of the Department of
Education and Training for educational institutions to implement well
the contents such as: elaborating a plan to implement educational quality
accreditation, guiding and guiding direct, inspect and supervise junior
secondary schools to conduct educational quality accreditation according
to the Ministry of Education and Training's regulations.
Fifthly, when organizing quality accreditation, there should be a
combination of state management (the Ministry of Education and
Training) and independent accrediting organizations.
Finally, the development of a long-term plan for educational
quality accreditation is essential.
2.3. Factors affecting the quality management of junior high
school education in the context of educational innovation
Firstly, the State's policy and management guidelines for
education quality accreditation of the junior high school

Secondly, the impact from the context of global education
innovation and development
Thirdly, awareness, qualifications and competencies of junior
high school administrators and teachers
Fourthly, awareness, qualification and capacity of inspection force


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Fifthly, financial conditions, facilities in service of education
quality accreditation management of junior high schools.
Conclusion of Chapter 2
Quality accreditation management of junior high school is the
process of intentional impact of management subjects on the quality
accreditation of junior high education through planning activities,
organize, direct, inspect and supervise the implementation of selfassessment, external assessment, accreditation and grant of certificates
of education quality accreditation in junior high schools according to the
quality standards managed by the managing agencies. Education
principles are issued with the aim of improving the quality of lower
secondary education. The content of the management of education
quality accreditation includes planning self-assessments and external
assessments outside secondary schools. Organize self-assessments and
external assessments of the junior high school. Direct self-assessment
and evaluation outside of middle school. Examine and assess selfassessment activities and external assessment of the junior high school.
Chapter 3
PRACTICAL BASIS OF OF MANAGEMENT OF EDUCATION
QUALITY ACCREDITATION OF JUNIOR HIGH SCHOOLS
IN HO CHI MINH CITY IN THE CONTEXT OF EDUCATION
INNOVATION
3.1. An overview of secondary education and the accreditation
of education quality in Ho Chi Minh City

3.2. Overview of the practical situation survey
3.2.1. Purpose of investigation and survey
Surveying the practical situation of accreditation and the
management of education quality accreditation of junior high school
according to the junior high school education quality evaluation criteria of
the Ministry of Education and Training in Ho Chi Minh City to propose
measures guidance on the implementation of management of junior high
school education quality.
3.2.2. Content of investigation and survey
The situation on the education quality accreditation of junior high
school in Ho Chi Minh City.
The situation of management of the education quality
accreditation of junior high school in Ho Chi Minh City.
3.2.3. Subjects, geographical areas, time of investigation and survey
To survey the reality of education quality accreditation of junior
high school according to the junior high school education quality
evaluation criteria of the Ministry of Education and Training. The author
selected the subjects participating in the education quality accreditation
by questionnaire with 534 people in the Department of Education and
Training, the Division of Education and Training, a number of local
junior high schools in the local area and suburban.


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Time to investigate and survey
Conducting surveys at the above-mentioned junior high schools
limited from August 2015 to the present.
3.2.4. Methods of investigation and survey
Using survey method by means of opinion poll, observation
method and direct exchange interview method, observation method,

seminar method, research method of active products, expert method ..
3.2.5. Processing survey data
* Evaluation of survey results
* Processing data and writing report on survey results
3.3. The practical situation of education quality accreditation
of junior high schools in Ho Chi Minh City
3.3.1. Awareness of administrators, teachers, and inspectors
about the importance of education quality accreditation of junior high
schools in Ho Chi Minh City
Awareness of managers, teachers, and inspectors about the
importance of junior high school self-assessment activities in Ho Chi
Minh City today show self-assessment report writing and benchmarking
research with 70.37% and 67.41% are rated very important. This proves
that the study of assessment standards and writing self-assessment
reports is limited.
3.3.2. The situation on the implementation of self-assessment
activities of education quality accreditation of junior high school in
Ho Chi Minh City
3.3.2.1. The situation of implementing self-assessment contents
of activities of quality accreditation of junior high school in Ho Chi
Minh City
The results of the survey show that the comparison with the
current standard with 71.48% of the assessment is very good; external
assessment planning is assessed to be 61.85% very good; the research of
evaluation standard is rated very good 61.85% with the above results,
proving that the schools perform well in this activity. However, the
report on self-evaluation of schools is still limited (40.74% of the
assessments are not good), because some members of the selfassessment board of school write reports not close to reality.
3.3.2.2. Situation of implementing the self-assessment process of
secondary school quality accreditation in Ho Chi Minh City

The survey results show that the establishment of a selfassessment council for all schools is well implemented with the
prescribed components and the self-assessment process is in accordance
with the plan. However, in order to make the results of the selfassessment transparent, only a few have limited public disclosure
because of unqualified criteria, so they are afraid to publish.
3.3.3. The situation of the external assessment of junior high
school in Ho Chi Minh city


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3.3.3.1. The inspector situation of the external assessment of
junior high school in Ho Chi Minh city
The junior high school's inspectors have participated in training in
external assessments and have received a certificate of assessors, has not
been trained in the field of education quality accreditation, and
concurrently holds many public duties so the time spent on research on
education quality accreditation is not much.
3.3.3.2. The situation of the implement of external assessment
contents of junior high school in Ho Chi Minh city
The system of documents directs consistently and accurately. The
external assessment plan of the Department of Education and Training ensures
scientific requirements. Examining, encouraging and drawing experience for the
members of the delegation is an important task to help the external assessment
council complete the set plan. However, the survey results show that the
Department of Education and Training needs more attention in this work.
3.3.3.3. The situation of the process of carrying out external
assessment contents of junior high school in Ho Chi Minh city
The external assessment council follows the prescribed
procedures by the Ministry of Education and Training and the schedule
of the plan. However, due to the workload, limited writing skills have a
great influence on the completion of the external assessment report.

3.3.3.4. The situation of the working capacity of external
assessment members of junior high school in Ho Chi Minh city
The forces participating in the external assessment are leaders, managers,
experts and teachers with competence, qualifications and experience in
management. Through practice, the researchers read the evaluation report, in
addition, are restrictions on the style, the wording is not brief, clear, coherent so
desperately needed the refresher course specialized in this field.
3.4. The actual situation of management of quality
accreditation of junior high schools in Ho Chi Minh City
3.4.1. The actual situation of management staff, inspectors,
teachers and staff of junior high schools in Ho Chi Minh City on the
management of education quality accreditation
Perceptions of managers, inspectors, teachers and staff of junior
secondary schools about the conditions of facilities, technical facilities
for quality accreditation of junior secondary schools are evaluated. price
is the most important and 36.30% 53.70% important, the junior high
school to register external assessment are well prepared facilities.
Besides, on the building plans and self-assessment external assessment
of education quality accreditation is also important with 35.19% and
44.44% important. Activities organized and direct self-assessment and
external assessment of education quality accreditation junior secondary
schools in Ho Chi Minh City's good form. However, on examination,
assessment and self-assessment activities external assessment of
education quality accreditation is not important cognitive 20.37% with a
high rate. Through the actual survey process the importance of proper
awareness and a deep sense of education quality control management, by
implementing educational quality accreditation in a positive way ,
objectively, honestly, all educational institutions will gradually create

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new changes, forming a "quality culture" in each educational institution,
each educational management officer and instructor, learners have since
then, the quality of education is guaranteed and constantly improved and
improved. To accomplish the management of education quality
assessment, the need to raise educational awareness for the force related
to the work of education quality assessment.
3.4.2. The situation of developing self-assessment plans and
external assessments of the education quality accreditation of junior
high schools in Ho Chi Minh City
The results of the purposes of self-assessment and junior high
school external assessments show that the purposes of self-assessment
and external assessments are well defined and evaluated. However,
22.22% rated that it was not good because some units did not know the
purpose that due to pressure from higher levels to carry out this activity.
Setting indicators to complete the self-assessment report, the external
assessment of secondary school with 44.44% rated as very good and
38.89% rated good. However, there are also 16.67% of the comments
that are not good. Mobilizing resources for self-assessments and external
assessment of the junior high school, up to 20.74% of the comments are
not good. Developing plans, processes, and time for self-assessment and
external assessment of secondary schools 50.74% are assessed to be very
good and 35.56% rated well. However, 13.70% of the respondents are
not good. The survey showed that 36.30% rated it was not good because
the self-assessment only trained when there was a change in the circular
that was not implemented regularly, so some units were very difficult
about this task, especially for the principal newly appointed. Developing
a quality improvement plan after self-assessment with 35.93% rated not
good because there are some criteria, indicators of area, wholesale
number of students/classes that are difficult to improve due to the high

annual mechanical growth of the population.
3.4.3. The situation of self-assessment and external assessment
of secondary education quality accreditation in Ho Chi Minh City
Training on the method of self-assessment and external
assessment according to standards is also rated 63.70% very good and
25.19% good. Establishing and implementing the operation of the
professional secondary education accreditation network up to 53.70% is
not good. This is quite a high rate that we should study. The
establishment of these networks is not yet operational and promotes
functions and duties. Because the members are mainly managers, many
jobs and remote areas, the gathering of educational quality accreditation
activities is limited. Mostly exchanged and shared experiences by phone
or when participating in the external assessment council.
3.4.4. The situation of directing self-assessment and external
assessment activities of junior high school education quality
accreditation in Ho Chi Minh City
The assessment results show that the incentive system for junior
high schools to participate in educational quality accreditation with
44.81% of respondents is not good. Organization of preliminary, final
review or seminar on education quality accreditation with 43.70% of


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respondents not good. Promptly encouraging individuals and collectives
to participate in educational quality accreditation, with 74.44% of them
very well reflecting the leading role of leadership in educational quality
accreditation activities. Replicating typical secondary schools that do
well in education quality accreditation is also highly appreciated with
62.22% being a good comment. The external accreditation council
conducted the external assessment according to the procedure with

58.52% rated very good and 27.78% good.
3.4.5. The situation of checking, evaluating self-assessment and
external assessment of the education quality of junior high schools in
Ho Chi Minh City
The results of construction of requirements, evaluation criteria for
self-assessment activities and self-assessment reports with 14.81% of
respondents are not good. Development of requirements, criteria for
evaluating external audits and external assessment reports with 57.41%
of respondents who thought it was not good accounted for a high
percentage. Regular and periodic assessments of self-assessment and
external assessments with 39.26% rated as not good are quite a high
percentage. Review and adjust the plan of self-assessment and external
evaluation with 50.74% of the poor response rate is high. The plan to
improve secondary education quality accreditation activities was
evaluated very well by 55.41% and 17.04% as well. However, 25.56%
rated it not good because there were still some indicators about facilities,
area, reduction of students not good because it still depends on the time
and direction of the People's Committee of the district has not
implemented the improvement plan yet.
3.5. Situation factors affecting the management of education
quality accreditation of junior high school in Ho Chi Minh City
Through the survey results, the factors mentioned in the
questionnaire are thought to have an influence on the quality of
management of secondary education in Ho Chi Minh City; level 1 has
great influence: 59.54%; level 2 affected: 34.36%; level 3 has no effect:
6.1%). Factors considered to have a great influence on the quality
management of secondary schools in Ho Chi Minh City include: State
management mechanism for school education quality accreditation junior
high school; Awareness, qualification and competence of management
staff and teachers of junior high school; Awareness level, level and

capacity of inspection force; Background of global education innovation
and development. Factors thought to have an influence or less influence
on the educational quality control management of secondary schools in Ho
Chi Minh City are: Financial and facility conditions to serve the
management of the secondary education quality accreditation.
3.6. The general assessment of the status of education quality
assessment management of junior high school education in Ho Chi
Minh City
* Advantages and causes of advantages
Advantages
The Ministry of Education and Training and the Department of
Education and Training have issued full legal documents as well as
documents on educational quality accreditation activities at junior high


16
schools. The initial results of the educational quality accreditation have
affirmed the rightness and are measures to improve the quality of
secondary schools.
Causes of advantages
The Department of Education and Training has directed and
coordinated with the Departments of Education and Training to
promulgate a full range of legal documents as well as documents on
educational quality accreditation activities at junior high schools.
Actively consulting with the City People's Committee to issue
instructions on promoting the education quality accreditation of
educational institutions.
* Limitations and causes of limitations
* Limitation
Some junior high schools are not aware of the quality of the

school's survival. Some principals are very reluctant to carry out
educational quality accreditation because of the hard work and effort.
There is no satisfactory policy for schools to participate in and
meet educational quality accreditation standards, so it has not created
encouragement.
The cause of the limitations
Having developed plans close to practical requirements, selfassessment activities for secondary schools have not yet become regular
activities. The work of documenting work as evidence has not been focused.
The Ministry of Finance has issued a document specifying the level
of costs for self-assessment and external assessment activities; however,
there is a lack of spending on some inappropriate contents or levels;
educational institutions have not yet implemented proper spending due to
the actual conditions of the school still facing many difficulties.
Conclusion of Chapter 3
Through researches and surveys on the current situation, the topic
has analyzed and assessed the strengths, weaknesses, advantages and
disadvantages of the direction of educational quality accreditation in some
secondary schools in Ho Chi Minh, we may draw some remarks: The
secondary schools have conducted self-assessments according to the
educational quality assessment standards, basically ensuring the right
process, but the quality is still low. The quality of the school has not been
accurately reflected, measures have not been taken to maintain, develop
strengths and overcome weaknesses due to uneven awareness of managers,
teachers and staff. The external assessment council follow the direction of
the Department of Education and Training, organize external assessments to
ensure the right process, progress, objectivity and seriously.
Chapter 4
ORIENTATIONS AND MEASURES FOR MANAGEMENT OF
EDUCATIONAL QUALITY ASSESSMENT IN JUNIOR HIGH

17
SCHOOLS IN HO CHI MINH CITY IN THE CONTEXT OF
EDUCATION IN INNOVATION
4.1. Orientation on the management of education quality
accreditation of junior high school in Ho Chi Minh City in the
context of educational renovation
4.2. Junior high school's education quality accreditation
management measures in Ho Chi Minh City in the context of
educational innovation
4.2.1. Organizing propaganda activities to raise awareness about
the importance of junior high school education quality accreditation
management for managers, teachers, staff and pubic-related forces
accreditation of education quality
Leaders at all levels must pay attention to directing and
coordinating thoroughly from the Ministry of Education and Training,
the Department of Education and Training in the self-assessment,
elaboration of specific steering and implementation plans, and
organization. conferences with effective and practical support for junior
high schools; Knowing concretely the guiding documents of the
Ministry of of Education and Training, the Department of Education and
Training, especially the Resolutions of the districts and the Party
Committee, the plans of the People's Committee of the district and the
district, the plan of the Department of Education and Training create and
implement the education quality accreditation for junior high schools.
4.2.2.Organize training courses to improve the capacity of the
inspectors in the educational quality accreditation of junior high schools
The Department of Education and Training advises with the City
People's Committee to organize training classes for inspectors to serve
the quality of education accreditation. Developing training content and

actively organizing professional training courses for inspectors on
educational quality accreditation. Planning to develop the core team of
experts in the field of education evaluation and accreditation.
4.2.3. Directing regularly self-assessment activities in educational
quality accreditation in junior high schools
Fully implement circulars, resolutions, directives, guide
secondary schools to set up self-assessment boards, make plans, organize
standard research, collect and process information and evidence. ,
writing criteria evaluation reports, self-assessment reports, publishing
self-assessment reports to raise awareness about the purpose, role and
significance of educational quality accreditation and training on
processes and techniques self-assess for administrators, teachers, staff
and regularly check, urge, motivate, help, support and create favorable
conditions for junior high schools to complete their tasks of selfassessment in the area.
4.2.4. Organize the implementation of external assessment
activities and assess the external assessment results of junior high
schools in education quality accreditation
Periodically organizing training courses, seminars on educational
quality accreditation, especially on external assessment activities for the
inspector team to raise awareness and professional skills. Regularly


18
monitor, supervise, urge, motivate and facilitate the external evaluation
team to complete the task, especially the stages: Planning; preliminary
survey and official survey organization; Write external review report.
4.2.5. Establishing a management system for information quality
accreditation of junior high schools
Department of Education and Training establishes and deploys highquality educational software testing junior high schools using the most
advanced technology, effectively supporting information management such

as: organization and management of schools, teachers, staff, students,
academic results, facilities, equipment; relationship between the school family and society ... District Education and Training Departments receive
accounts using the software from Educational Testing and Quality
Assurance Department, create accounts using software for junior high
schools and training in using software for units.
4.2.6. Hoàn thiện chính sách hỗ trợ và phối hợp các lực lượng
trong và ngoài nhà trường về công tác kiểm định chất lượng giáo dục
Các đơn vị có liên quan nghiên cứu và đề xuất chính sách cụ thể,
hỗ trợ các cơ sở giáo dục triển khai các hoạt động đánh giá và kiểm định
chất lượng giáo dục theo kế hoạch của Bộ Giáo dục và Đào tạo; công bố
những cơ sở giáo dục được công nhận đạt tiêu chuẩn chất lượng giáo
dục; đề xuất các chính sách cụ thể để triển khai áp dụng từng năm học.
Các cấp lãnh đạo chỉ đạo xuyên suốt từ Bộ, Sở, Phòng Giáo dục và Đào
tạo, các trường trung học cơ sở cũng như các ban, ngành có liên quan về
công tác kiểm định chất lượng giáo dục.
4.2.6. Completing the policy of supporting and coordinating
forces inside and outside the school on education quality accreditation
Relevant units study and propose specific policies, support
educational institutions to implement educational quality assessment and
accreditation activities under the Ministry of Education and Training's
plans; publicizing educational institutions recognized to meet the
education quality standards; propose specific policies to apply in each
school year. Leaders at all levels direct from the Ministry, the
Department, the Department of Education and Training, the junior high
schools as well as relevant departments and agencies in the field of
education quality accreditation.
The relationship between the measures
In order to implement the educational quality accreditation
activities in secondary schools, bringing about high efficiency,
contributing to improving the quality of education, it is necessary to

have appropriate management measures.
4.3. Testing the measures for education quality assessment
management of junior high schools in Ho Chi Minh City
4.3.1. Testing the necessity and feasibility of the measures


19

Figure 4.1. Diagram of correlation between necessity and feasibility of measures
- Comment
The six measures proposed by the dissertation is very appropriate,
necessary, ranked 6, = 3.08 and feasibility ranked 6, = 3.15, compared to
Xmax = 4.00 is quite high, six measures were surveyed, The polls show
a very high consensus, reaching quite well.
Regarding managers, teachers, and experts at the schools, they found that
the measures on the management of education quality accreditation in junior high
schools in Ho Chi Minh City were highly agreed. The average score is = 3.20 and
the feasibility is ranked 1, = 3.36, the indicators of this measure are quite good.
Therefore, the measure of management quality accreditation of junior high
schools in Ho Chi Minh City in the context of current educational innovation is
considered a key issue to create attractiveness and attractiveness. organizations and
forces involved in the management of education quality accreditation in junior
high schools in Ho Chi Minh City.
4.3.2. Test and analyze test results of measures
4.3.2.1. Test purpose
The trial aims to confirm the effectiveness and effect of the
measures that we have mentioned for the quality management of junior
high schools in Ho Chi Minh City in the context of the current
renovation. The test will consider the specific impacts, the controlling
factors as well as the conditions for implementing the above measures,

in order to make the process of applying the measures be carried out
proactively and flexibly.
Regarding the content of the experiment, we chose measure 2
"Organizing fostering to improve the quality of junior high school
education quality accreditation for inspectors "to organize testing
activities, in order to evaluate the urgency, effectiveness, feasibility as well
as the positive impact of this measure on improving the quality of junior
high school's inspectorate team. We chose this method to organize testing
because we believe that the human resources for implementing
educational quality accreditation in junior high schools are crucial to
success, quality assurance, and efficiency of public education.


20
Collaborative management of educational quality accreditation in Ho Chi
Minh City schools in the context of a fundamental and comprehensive
renovation of education and training.
Regarding the testing method, the organization compares the
management of educational quality accreditation of Ho Chi Minh City
secondary schools in all subjects, modules and full-quality human
resources with one. number of subjects and modules, not fully equipped
with human resources in the implementation process.
4.3.2.3. Subjects and test areas
- About test subjects
Subjects directly related to the use of manpower to build the
quality of education of junior high schools in Ho Chi Minh City. That is:
School administrators (directly managing educational quality
accreditation in junior high schools).
Teachers (including teachers who are the subject leaders) and
teachers who directly conduct the quality accreditation of junior high

schools and directly teach theory, practice teaching and teaching integrated
teaching modules, lessons, of the training program is updated,
supplemented, tested the quality of junior high schools in Ho Chi Minh City.
Some managers are functional departments related to ensuring
conditions (financial, facilities, policies such as an office), inspections,
assessments and some officials. management of experts participating in
the review and evaluation of the results of management of education
quality accreditation in junior high schools in Ho Chi Minh City.
- About the testing area
Select the implementation of the measure "Organizing fostering to
improve the quality of junior high school education quality accreditation for
inspectors" at the junior high schools in Ho Chi Minh City in Binh Tan
District ( 5 schools, each with 7 people), Binh Tan District in comparison
with the results of the quality control management of secondary schools in
some schools do not implement this measure (that is: Junior high school in
Binh Chanh district, 5 schools, each school has 7 people).
- Test results of knowledge of junior high school inspectors team
on quality accreditation work as follows:
Testing Group
Control Group
No

1
2

Correct
answer
(xi)

Points

37
38

9.3
9.5

Note

No

1
2

Correct
answer
(xi)

Points

32
29

8.0
7.3

Note


21

3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32

33
34
35

36
9.0
3
30
7.5
37
9.3
4
22
5.5
34
8.5
5
27
6.8
35
8.8
6
30
7.5
35
8.8
7
29
7.3
34

8.5
8
30
7.5
39
9.8
9
33
8.3
34
8.5
10
31
8.2
35
8.8
11
30
7.5
37
9.3
12
28
7.0
38
9.5
13
29
7.3
36

9.0
14
30
7.5
37
9.3
15
31
7.8
36
9.0
16
31
7.8
35
8.8
17
36
9.0
38
9.5
18
30
7.5
37
9.3
19
31
7.8
35

8.8
20
29
7.3
39
9.8
21
33
8.3
40
10.0
22
34
8.5
38
9.5
23
28
7.0
32
8.0
24
25
6.3
35
9.0
25
31
7.8
33

8.3
26
27
6.8
38
9.5
27
32
8.0
38
9.5
28
32
8.0
36
9.0
29
31
7.8
37
9.3
30
29
7.3
35
8.8
31
26
8.2
37

9.3
32
32
8.0
38
9.5
33
33
8.3
34
8.5
34
30
7.5
37
9.3
35
34
8.5
General
General
36.3
9.1
30.1
7.4
average
average
Comments: The above results can be seen that the knowledge level of
the testing group is higher than the control group.
- The test results of the Ho Chi Minh City junior high school's education

quality accreditation skills of the inspector team are as follows:


22

Figure 4.2. General chart assessing the mobilization of manpower to
assess the quality of secondary schools education
Comment: With the above results, it can be seen that the skill level of
the testing group is higher than the control group.
Through the experimental results, it shows that the measures we propose
when they come into operation in some junior high schools in Ho Chi Minh
City have brought remarkable results and need to be implemented regularly to
promote the quality of education quality accreditation of junior high schools in
Ho Chi Minh City in the current context.
Conclusion of Chapter 4
Measures have been developed and tested to prove the validity of the
proposed hypothesis. The measures are feasible and necessary under
conditions in Ho Chi Minh City. These measures are implemented will
contribute to improving the efficiency and quality of education quality
accreditation of junior high school in Ho Chi Minh City. The survey results
of the urgency and feasibility of the 6 measures as well as pedagogical tests
for measure 2 have confirmed the scientific hypothesis that we mentioned at
the beginning of the thesis is correct and has been proved.
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusion
Education quality accreditation is a modern requirement, which is a
lever that contributes to improving the quality of education today. The
quality of education is a vital factor of educational institutions in general
and of junior high schools in particular. Ensuring and improving the
educational quality of junior high schools, on the one hand, is a premise

to improve the quality of education at the next levels, on the other hand,
helps junior high education to perform the functions. His society
contributes to the progress and development of society in the context of
modern society today. Education quality accreditation not only identifies
schools of their own quality but also identifies the path to quality.


23
In order to implement the management of junior high schools
according to the junior high school education quality assessment
standards, it is necessary to carry out a series of activities, in which the
direction of the self-assessment and external assessment is necessary to
have an important role. Through a practical survey on the management
of education quality accreditation in junior high schools in Ho Chi Minh
City. The results show that during the implementation process, the
direction of the implementation of education quality accreditation was
paid special attention by leaders. However, implementation practices still
face many limitations: School administrators and teachers are not fully
aware of the purpose, position and role of the quality accreditation of
junior high schools; the self-assessment and external assessment
basically ensure the process, the schools have not boldly registered for
external assessment, the review, evaluation and experience-learned
implementation have not been given adequate attention.
Based on the theoretical system in chapter 2 and the reality of
educational quality accreditation in chapter 3, the author proposes the
following measures: Organizing propaganda activities to raise awareness
about the importance of management of accreditation junior high school
education quality for the contingent of administrators, teachers, staff and
forces involved in the education quality accreditation work. Organize
training courses to improve the quality of junior high school education

quality accreditation for inspectors. Direct regular self-assessment
activities in educational quality accreditation in junior high schools.
Organize the implementation of external assessment activities and
appraise assessment results outside junior high schools in education
quality accreditation. Establishing a management system for information
quality accreditation of junior high schools. Completing the policy of
supporting and coordinating forces inside and outside the school on
education quality accreditation.
The determination of results by qualitative and quantitative methods,
using mathematical-statistical methods has confirmed the urgency,
feasibility and effectiveness of the measure "Organizing training courses
to improve the quality of education quality accreditation in junior high
schools for inspectors” in the system of measures to control the quality
of education of junior high schools in Ho Chi Minh City. Some errors in
the testing process but not significant, do not affect the overall results of
the experiment. Through pedagogical testing, we have also drawn results
on the related impacts, the assurance factors for the implementation of
the measure, as a basis for proposing the management levels to pay
attention when managing the testing to assess the quality of junior high
schools in Ho Chi Minh City in the context of the current renovation.
However, it is necessary to synchronously apply the measures to create a


24
system of management impacts to achieve the highest effectiveness in
leading educational quality accreditation.
2. Recommendations
* For the Ministry of Education and Training
* For the City People's Committee
* For the Department of Education and Training in Ho Chi Minh City

* For District People's Committee
* For Division of Education and Training
* For junior high schools