Dòng Nội dung
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Quản trị chất lượng giáo dục đại học : Xu hướng, thực trạng và khuyến nghị / Lê Lâm, Trần Thị Thu Hương, Lê Thái Hưng // Giáo dục Thành phố Hồ Chí Minh . - 2023-12. - tr. 30-35. - ISSN: 2354-0753



Ký hiệu phân loại (DDC): 378.1
The rapid and robust development of science and technology in the context of the 4th industrial revolution requires higher education institutions to make significant breakthroughs in order to meet sustainable economic and social development requirements. It’s important for higher education institutions (HEI) to continuously expand the scale, improve teaching and research quality, maintain strong connections with businesses, and meet the expectations of employers. To achieve these goals, HEIs must constantly prioritize the enhancement of teaching, learning and community service quality by improving the effectiveness of educational quality management. This study aims to: (1) Provide an overview of global trends in higher education quality management (HEQM); (2) Assess the current situation of HEQM through document analysis and the results of educational quality accreditation in Vietnam from 2016 to 2022. Based on these findings, the study proposes some measures to enhance the effectiveness of higher education quality management in Vietnam.
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Thực trạng nhận thức và thực hành đánh giá học sinh của giáo viên tiểu học theo tiếp cận năng lực / Vũ Phương Liên, Vũ Duy Nam, Lê Thái Hưng // Giáo dục Thành phố Hồ Chí Minh . - 2024-1. - tr. 44-50. - ISSN: 2354-0753



Ký hiệu phân loại (DDC): 371.27
Currently, although primary schools have made efforts to implement competency assessment activities according to the guidance of the Ministry of Education and Training, understanding of this approach in the Vietnamese educational context is still limited. This article was written to increase awareness and knowledge in the educational community about competency assessment practices, while also providing valuable information for teachers and educational management agencies. The results show that teachers have positive perceptions and recognize the detail and multi-dimensionality of competency assessment information, helping them have a comprehensive view of student development. However, there are still some teachers who need to improve to reach a level of proficiency and confidence in applying this method. In addition, the study also evaluated the frequency with which teachers apply forms of assessment and some methods are not really implemented on a regular basis. This requires the government to shape policies, provide support and create conditions for continuous improvement in the area of assessment of primary school teachers' competencies as well as change and efforts on the part of schools. and the teachers themselves.
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