1 INTRODUCTION 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" 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 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 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 urban districts and 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 3 * 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 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 New contributions of the dissertation 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 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: Self-assessment; Register for external assessment; External evaluation; Recognizing the quality level; 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 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, … 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 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 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 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 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 8 Chapter 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 9 - 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 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 10 - 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 11 Fifthly, financial conditions, facilities in service of education quality accreditation management of junior high schools Conclusion of Chapter 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 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 12 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 13 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 14 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 15 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 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 has great influence: 59.54%; level affected: 34.36%; level 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 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 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 Hồn thiện sách hỗ trợ phối hợp lực lượng ngồi nhà trường cơng tác kiểm định chất lượng giáo dục Các đơn vị có liên quan nghiên cứu đề xuất sách cụ thể, hỗ trợ sở giáo dục triển khai hoạt động đánh giá kiểm định chất lượng giáo dục theo kế hoạch Bộ Giáo dục Đào tạo; công bố sở giáo dục công nhận đạt tiêu chuẩn chất lượng giáo dục; đề xuất sách cụ thể để triển khai áp dụng năm học Các cấp lãnh đạo đạo xuyên suốt từ Bộ, Sở, Phòng Giáo dục Đào tạo, trường trung học sở ban, ngành có liên quan cơng 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 "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 ( schools, each with people), Binh Tan District in comparison with the results of the quality control management of secondary schools in some schools not implement this measure (that is: Junior high school in Binh Chanh district, schools, each school has people) - Test results of knowledge of junior high school inspectors team on quality accreditation work as follows: Testing Group Control Group No Correct answer (xi) Points 37 38 9.3 9.5 Note No Correct answer (xi) Points 32 29 8.0 7.3 Note 21 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 30 7.5 37 9.3 22 5.5 34 8.5 27 6.8 35 8.8 30 7.5 35 8.8 29 7.3 34 8.5 30 7.5 39 9.8 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 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 measures as well as pedagogical tests for measure have confirmed the scientific hypothesis that we mentioned at the beginning of the thesis is correct and has been proved CONCLUSIONS AND RECOMMENDATIONS 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 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, 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 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 ... đánh giá kiểm định chất lượng giáo dục theo kế hoạch Bộ Giáo dục Đào tạo; công bố sở giáo dục công nhận đạt tiêu chuẩn chất lượng giáo dục; đề xuất sách cụ thể để triển khai áp dụng năm học Các cấp... units 4.2.6 Hồn thiện sách hỗ trợ phối hợp lực lượng ngồi nhà trường cơng tác kiểm định chất lượng giáo dục Các đơn vị có liên quan nghiên cứu đề xuất sách cụ thể, hỗ trợ sở giáo dục triển khai... học Các cấp lãnh đạo đạo xuyên suốt từ Bộ, Sở, Phòng Giáo dục Đào tạo, trường trung học sở ban, ngành có liên quan cơng tác kiểm định chất lượng giáo dục 4.2.6 Completing the policy of supporting