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VJE Vietnam Journal of Education, Vol. 2, 2018, pp. 12-19 MANAGEMENT OF HIGH SCHOOL TEACHER EDUCATION PROGRAM IN VIETNAM IN ACCORDANCE WITH AUN-QA STANDARDS Phan Hung Thu - Vinh University Received: 07/02/2018; Revised: 06/03/2018; Accepted: 07/03/2018. Abstract: In recent years, quality assurance-based administration of curricula, especially teacher training courses, has received a lot of global attention. Numerous attempts have been made to investigate the quality assurance, curricula, administration of curricula in general and teacher training curricula in particular. ASEAN University Network Quality Assurance (AUN-QA), a system of quality assurance, is being used by a network of universities in South East Asia. This system has caught tremendous attention from Vietnamese researchers and educators in the past few years. Various curricula have been registered for evaluation and a number of those have been certified to meet the AUN-QA’s standards. Therefore, it may be high time for teacher training universities to implement AUN-QA in their administration of current high school teacher training curricula. Keywords: Manage, education program, teacher training, high school teachers, AUN-QA. 1. INTRODUCTION It is teachers and educational management officers that are the decisive factors for both educational quality in schools and students’ capacity and dignity. According to The Researches in Tennessee and Dallas, America [1], the teacher’s quality directly affects students’ studying result. Article 15 of Vietnamese Education Law 2009 [2] emphasizes the significant role of teachers in ensuring Education qualification, which demands teachers to have high education, knowledge, professional skills and morality. Therefore, training teachers is extremely important. However, in the context of fundamental and comprehensive education reform in Vietnam, teachers have expressed disadvantages and adequate points, especially lack of systematization, synchronism, and constant updating, which require teacher training institutions to implement an innovation in management and education to ensure the output quality and social demands. The research “Application of effective approaching method for ensuring the quality in management of training teacher programs” has caught public attention recently. ‘Review Report’ of National Council on teacher quality [3] defined that almost the training teacher program cannot bring about the relevant results for investment for the following reasons: (1) under 10% of training program achieves 3-star or over certificates; 4 training programs for high school teachers have ranked 4 stars; (2) the recruitment standard for training teacher program is really low; (3) 1/3 of training programs for high school teachers meets the Common Core State Standards; (4) 7% of training program ensures the stable intern experiences for students. 12 Eurydice presented a general report on quality assurance in training teachers in over 30 European countries in terms of organization structure of evaluating process in Initial and upper teacher education [4]. The result showed that most of countries have general quality assurance regulations approached for teacher training in bachelor education and higher education such as M.A and PhD courses; 6 countries have their own quality assurance regulations in ITE. The external evaluation is implemented every 2 or 3 years, and mainly focuses on teaching content and methods, the cooperation relationships with internship units, students’ results and so on with the participation of staffs and trainees. The evaluating results will be the basis of certificating or recertificating for teacher training department or teacher training program. In South East Asia, Evaluating Standard for Education Program of AUN (Asean University Network - AUN, 2015) has been the interest of many universities in the area, and in Viet Nam as well and it is also a direction for research that has been set as the top priority in the recent years. Some researches have mentioned the effects of raising education quality of AUN-QA (Nantana Gajaseni, 2015), proceeded the evaluation of AUN-QA [5]; or compared the education system in Asian universities through the investment in quality assurance campaign of each country (Sarjit Kaur, 2014). Researches also show the university education quality assurance framework of AUN and assume that many countries including Vietnam have university education quality assurance. However, researches on management of training program for high schoolteacher had not been proceeded by AUN - QA yet. This research will propose VJE Vietnam Journal of Education, Vol. 2, 2018, pp. 12-19 suggestions on management of education program for high school teachers in Viet Nam in accordance with AUN-QA standard. 2. CONTENT 2.1. Management of training program for teacher Training program for high school teacher is a general and systematic plan on overall education activities to develop the specialization and capacity of high school teachers, aiming at supporting them to meet the working requirements. The high school teacher training program supports individual teachers’ development from the preparation period to continuous professional development process. Accordingly, management of training program for high school teachers includes activities of organizing and supervising all the resources of training units to equip each trainee with the suitable knowledge, skills and attitude to become a high school teacher, or amending the specialized abilities. Management of training program for high school teacher is a process of: (1) setting up purposes and standards for program (recruitment and graduation standards); (2) building training programs/ education program (program structure, content and method for each subject); (3) evaluating and supervising; (4) maintaining and expanding the cooperation with partners (including the intern units); (5) using and developing basis of specializing field of teaching staffs; (6) managing all the resources, which are facilities for the program. All the activities of the management progress is conducted in accordance with training program framework. 2.2. Introduction of AUN-QA (ASEAN University Network - Quality Assurance) AUN has recognized the importance of higher education quality and the need to develop quality assurance systems in order to enhance training quality, improve education and strengthen research activities and community services in AUN member universities. One of the main activities of AUN is to develop a quality assurance system that includes standards and criteria for interlinking, checking and comparing universities, as well as applying the quality assessment. AUN - QA models consist strategies, system and tactics of internal quality assurance (IQA), external quality assurance (EQA) including appraisal of quality. In 1998, AUN discussed initiatives and proposed AUN quality assurance model. During the last decade of the 20th century, AUN quality assurance model was promoted, developed and implemented for quality assurance activities based on experience; and then quality assurance activities are shared, tested, evaluated and improved. 13 Strategies (QA at training unit level) System (Internal QA system) Tactics (QA at program level) Figure 1. AUN-QA Model for higher education [6; pp. 6] AUN-QA quality assurance model at program level focuses on teaching and learning process with the following elements: - Input quality; - Process quality; - Output quality. 2.3. The need for curriculum management for high school teachers in the AUN-QA approach The AUN (AUN, 2015, version 3) standards do not focus on the specific characteristics of each discipline, but on the conditions to ensure the quality of the training program. A set of standards focuses on areas where any degree programs are available to be standard and the curriculum. The AUN standard in managing the high school teacher education program not only benefits the school but also the students and the employers. For the school, through its self-assessment and external evaluation, the strengths and perspectives of the curriculum can be identified, and the school must have a specific action plan to improve it. For AUN quality assurance, the school determines the position of the training program in the area which serves as a basis for developing a training curriculum for international standards. By doing that, students can learn in an environment that is constantly improving by quality assurance. AUN’s accreditation results as a confirmation of the social curriculum for the quality of the program’s output, so students are more likely to apply for better jobs more easily. Also, employers can have a reliable evidence to find quality human resources from an internationally recognized quality training programs. All things considered, AUN standard are considered as an institution that contributes to the increasing diversity. 2.4. Application of AUN-QA standards into management of high school teacher training programs 2.4.1. Management contents of high school teacher training programs according to AUN-QA approach VJE Vietnam Journal of Education, Vol. 2, 2018, pp. 12-19 2.4.1.1. Training management goal Goal of high school teacher training is built according to the output standards of the program. According to AUN-QA standards, the output standards must include: (1) knowledge, which must be gained by graduates; (2) key skills of communication, dealing with numbers, using information technology and learning methodology; (3) cognitive skills, such as understanding methodologies or ability of analysis and criticizing; and (4) specific skills of professions and majors. Output standards or objectives of the program must present clearly and specifically the expectations to trainees integrate requirements and needs of relevant parties; and specify clearly which programs, will support students to achieve these results. The final goal of the program is to prepare students with the appropriate attitude, skills, and knowledge they need to get involved in the labor market and to develop their careers. Thus, teacher training program can have goals as follows: (1) Knowledge: graduates need to have knowledge of pedagogy, education science, and teaching major. (2) Key skills: communication (interacting with students, their parents and colleagues), working with numbers / statistics, and using information technology. (3) Skills used in professional development: research skill, analysis skill, critical thinking skill, searching skills, and applying skills. (4) Teaching skills (5) In addition, the goal of training is to develop an appropriate attitude to teaching skills / teacher image (professional ethics, professional identity of the individual) and be ready to make contribution to communities, develop teaching skills, and protect the rights of disadvantaged groups. Once the goals are built, it is necessary to define clearly the strategies for assessing achievement at each stage of the implementation program. There should be a clear assessment tool, a design of assessment timing and form, identified standards - and periodic reports along with recommendations or suggestions for goal adjustment if necessary. 2.4.1.2. Management of training program contents According to the AUN-QA standards, high school teacher training programs need to be developed to promote self-study, learning how to learn and establish learners’ lifelong learning commitment (commitment to critical thinking, commitment to development of skills for gathering information and research, and the readiness to experiment with new ideas and practices). Program contents must reflect the vision, mission, 14 goals and objectives of the training units - in which program staffs and learners should be aware of. Thus, the design and supervision of program content execution must be closely linked to the management of the training objectives. Program contents must demonstrate the ability of graduates. In other words, the contents of subjects should be designed on the basis of learning outcomes and standard requirements of the subject and of the whole curriculum. AUN recommends the development of a program map so that they can base on that to distribute programs and design contents of each subject. The curriculum (training program) should meet the needs and requirements of all beneficiaries, including high school teacher training units, graduate and postgraduate learners, who are responsible for training and improving professional knowledge for high school teachers, and recruiters (high school). Thus, before designing any program, it is necessary to investigate beneficiaries’ needs and requirements and then build the contents based on the results of this investigation. A curriculum needs to balance professional content, basic knowledge and skills. The curriculum contents need to be interesting and attractive to students. In other words, a program should distribute equally the pedagogic knowledge, major pedagogy, profession and education science, professional ethics, knowledge and skills related to pedagogy and application of pedagogy, information technology, communication and other essential skills in learning environment, practice skills and training module related to training ethics and attitudes which are appropriate for students. Subjects should be complementary and interconnected. In fact, study units of the curriculum have the same goal of providing students with knowledge, skills and standard attitude. Therefore, it is possible to combine the contents and practice of these modules such as combining communication skills and classroom management, in specific teaching methods; building attitudes and practice skills in practice sessions or setting one of the objectives of general subjects in the program. Syllabus should indicate clearly names of general subjects, basic subjects, major subjects and graduation theses. Syllabus should also be reviewed periodically and evaluated for its effectiveness; Corrective measures should be taken after a certain time. Syllabus should equip students with the ability to do more advanced research; develop their personality; have academic attitude, competence in pedagogy, and leadership skills as well as other skills required by the labor markets. Thus, program design should take into account the learner’s initiative and update with labor market trends / VJE Vietnam Journal of Education, Vol. 2, 2018, pp. 12-19 the current requirements of recruiters. Similar to training objectives, overall curriculum and each specific subject need to set clearly the outcome standards of knowledge, skills and attitudes. Program contents management should ensure that students understand all outcome standards, teaching and learning methods to achieve these standards, and employ appropriate assessment methods to determine level of satisfying standards and relationship between curricula / each module and the requirements of professions. Output standards and ways to achieve these standards should be specified in detailed the document of training program / curriculum. This document should be made public and guaranteed to be used by the following participants: potential students, trainees and alumni, employers, legal professional associations or vocational certified organizations, teachers and coordinators of training units, external appraisers, and academic critics. This document, in other words, is one of the benchmarks to conduct internal and external assessment, and is the basis to determine the quality of a program and consider eligibility of graduates’ practice certificates. It is also the basis to consider the adjustment of the curriculum contents (the structure of the detailed list is contained in AUN-QA standards). 2.4.1.3. Management of training organization form AUN-QA standards do not regulate directly the form of training organization. However, when requirements of program quality, evaluation process, the cooperation between parties during implementation of the program and construction of output standards are considered, the form of training high school teachers must be fulltime, regular; structure of the program must be specific, clear and agreed as well as acknowledged by legal authorities / professional associations and other parties relevant to high school teacher training program. 2.4.1.4. Management of training methods and means AUN-QA sets specific standards for university teachers: they are able to design and transmit a unified curriculum and instruction; apply various teaching and learning methods and select the most appropriate measures to gain desired outcome standards; develop and use a wide variety of media for teaching; use many techniques to assess performance of students; and adapt these techniques with desired outcome standards; monitor and evaluate their own teaching process and evaluate the program they convey to their students, assess and analyze their teaching practice by themselves; ascertain demands and develop plans for the continuous development, and encourage program staffs to conduct 15 activity-oriented learning. Regarding material facilities which serve learning, it is clearly stipulated in item 6 of standard 2: Facilities for serving curriculum including equipment, necessary materials and information technology, should be adequately ensured. Equipment need to be update with the latest, available and used effectively. Main equipment for the learning process includes books, magazines, newspapers, leaflets, posters, flyers, internal information network and internet, CD-ROMs, etc. Equipment for learning process should be selected, filtered and adapted to the curriculum objectives. Elibrary should be set up to be compatible with advances in information and communication technology. Library management should reach electronic management level of researches and reference materials in saved format in CD-ROM. Information Technology systems must be set up and upgraded. Program should enable trainees and program officers to use frequently computers of training units and internal computer systems to exploit information technology needed for teaching, research and development, services and administrative works. 2.4.1.5. Management of learning and teaching activities Learning and teaching activities according to approach methods AUN-QA is based on quality learning - which enables students to build knowledge actively. The goal is that students create their own ideas. Meanings and self-dominance of knowledge are not taught by instructors. Teaching concept in this case is to make learning easier. This approach emphasizes the students’ center; In order to do so, the program is required to ensure that students understand clearly the concept of learning, their own learning ways, and strategies they will use to gain knowledge. AUN-QA quality learning characteristics include: - Students must be able to explore their own knowledge. It means that the program must equip students with skills of researching, analyzing and synthesizing the materials they acquire, the strategies for learning and flexible strategic options appropriate to mission. - Students are able to perceive relationship between old and new knowledge, in other words, to combine information from variety of sources, thereby creating new knowledge. Contents of the program, teaching-learning methods and evaluation should follow this principle. - Students must know how to apply knowledge to deal with problems and be able to communicate their knowledge to others. To do this, the program should train and promote learners to discuss problem solving skills, VJE Vietnam Journal of Education, Vol. 2, 2018, pp. 12-19 situation - setting skills and presentation skills. - Students need lifelong learning aspirations. In other words, one of the output standard requirements for attitude requires students’ commitment to personal development and their readiness for research and professional development. Necessary conditions for quality learning are: (1) when learners are ready in both cognitive and emotional aspects to meet requirements of learning tasks - program managers should focus this in input evaluation and design of syllabus orders; (2) when learners have a reason / motive to learn - it is important in the interview / dossier for assessment of the input and notes of creating motive for learners in content of subjects and curriculum design; (3), (4) when learners relate and link directly their existing knowledge with new ones, and when learners are active - in design of the program contents and teaching methods - learners need to pay attentions on practical experience so that they can actively grasp knowledge; When learning environment provides learners with adequate supports, according to AUN-QA, managers needs to build a “comfortable, supportive, collaborative, and unconstrained” environment; In addition, they should pay attention to resources / facilities available to serve activeness and initiative of learners (accessibility to computers and use of information technology, electronic library, use of classrooms satisfying dynamic learning space, etc.) Teachers are required to: - Know how to encourage learners to develop actively and self-reliantly independent learning methods, develop learner’s personal qualities and understand that the learning goal is long term, during whole life, and learn how learners learn; - Take initiative to use learner’s experiences as a valuable reference in teaching and learning process, set up an effective learning environment where learners feel that program goals are suitable to their own goals, ensure that learning tasks and activities are consistent with personal and professional development of the learner; - Try to build a mutual supportive and collaborative learning environment while ensuring initiative of learners; - Build a learning and learning environment that allows learners to participate responsibly in learning process and to develop flexible contents, which permit learners to select topics, processes, approaches to time, manner, and evaluation. In general, teachers should provide opportunities and challenges in study that enable comprehensive development of whole person, both emotionally and intellectually. From management perspective, there should be training plans for trainers 16 to ensure that they grasp basic concepts of quality learning and have awareness of development of professional as well as construction of teaching learning process according to this approach method. In addition, attentions should be paid on provision of space, facilities, policy formulation and program design to enable teachers and learners to access to quality learning. For this purpose, AUN-QA standards require the program to demonstrate effectiveness of teachinglearning process at higher level, requiring teacher learner ratio less than 1:30. 2.4.1.6. Management of training result check and evaluation process The process of evaluation of student results should ensure the following criteria: - Building standards as the basis for evaluation; these standards must be the results that have closely discussed between members of the program / module; and evaluation strategies must be connected closely with output standards. Assessment methods must aim at identifying current points for further development and synthesis. - Evaluation work must combine self-assessment by learners and assessments by teachers. Evaluation plans and methods and standards must be clearly notified to relevant parties. - The evaluation process must be carried out regularly to ensure that it is effective, reliable and implemented in fair manner. At the same time, validity and reliability of assessment methods need to be frequently maintained and regular evaluated, and the new assessment methods need to be developed and tested. - The progress and performance of trainees should be systematically saved/stored and supervised. It is also necessary to provide improvements and feedback to trainees. - According to AUN-QA, assessment is conducted at during the following phrases: (1) input check - through necessary capacity assessment; (2) progress assessment during learner’s learning process - schema of capabilities and programs based on output standards; (3) graduate examination or integrated and overall assessment. 2.4.2. Factors influencing management of high school teacher training program by AUN-QA approach method Management of high school teacher training program according to any approach is also influenced by factors related to training units/institutions themselves and peripheral factors. Factors of training units/institutions include awareness of human resources (leaders, trainers, staffs and learners, etc.) about AUN- VJE Vietnam Journal of Education, Vol. 2, 2018, pp. 12-19 QA; training management status compared to AUNQA; vision, mission, strategy of training development of the university; resources of facilities and finance. Peripheral factors include social and local contexts; general education policy in the institutions of the concerned country. International integration in education or liberalizing trade in education services is considered to be indispensable in current development trend. Integration helps us to access to advanced higher education; to have ability to learn, inherit, refine and adapt development and management models of educational programs of big universities in the region and the world, which is suitable to Vietnamese higher education tradition, serving as a foundation for career of Vietnam’s higher education reform, integration with higher education in the world; It helps to make education reform process faster, more synchronized and efficient. However, integration also poses challenges to Vietnam’s education such as fierce competition. Therefore, development and management of high school teacher training programs must be carried out in a modern manner and protect national identity and socialist orientation in human resource training for serving industrialization and modernization of the country. In the last few decades, we have had tremendous development in information technology, the internet, and so on which causes the change in traditional opinions on education, such as schools/universities/colleges, classrooms, teaching and learning. In the new context, quality of education and training becomes a vital issue, and determines the success of a nation in integration with the world economy which is the decisive factor of the quality of higher educational program. The fact that people often do not like to change and usually prefer following their habits and experiences makes it hard for any institution to change. Management renovation has been very difficult when the old management method has still existed in the mind of each person. Change for development and to meet the needs of society is necessary for managers who are enthusiastic during their education career. Table 1. Application of standards AUN-QA to high school teacher training program at education institutions in Vietnam Application of AUN-QA AUN-QA standards standards to train high school teachers Standard 1: Expected Expected learning results are built in a clear learning outcomes Being built on the basis structure, linked to vision 17 of considering and supporting the vision and mission of the university. Standard 2: Program Specification Schools must publish and disseminate the program and course dimension for their training programs, which contain all the detailed information, and help the related parties to have the suitable choice. Program dimension contains the courses dimension causing the expected learning result description on fields of knowledge, skills, and attitude. These materials help learners to understand teaching and learning methods in the program, then achieve expected learning results; Therefore, the inspection and evaluation methods demonstrate the achievement of expected learning result; and express the relationship in whole program and among learning components in the program. Standard 3: Program content and structure The curriculum, teaching and learning methods and assessment activities for learners comply with a synchronous tectonic and mission of the school including both professional and overall outcomes (transferable skills), reflecting clearly the requirements of the concerned parties. Information in program dimension, modules must be completed and updated. Program and course dimension are informed and presented to all relevant parties including: certified units / departments; training, teaching units (if they are not certified units), program verification details of a statutory department or professional department; name of the diploma; expected learning results of the program; recruitment criteria or requirements for the program; the comparison statements on relevant specialty and other external and internal reference points, training program results, training program structure and requirements which consist of training level, module, credit, etc. for setting or adjusting program dimension, requirements of study units such as prerequisites when registering study units, credit, etc. Subject curriculum is studied on synchronous tectonic principle with expected learning results. Each module/study unit in the subject curriculum logically contributes to complete the structure, VJE Vietnam Journal of Education, Vol. 2, 2018, pp. 12-19 structure to achieve expected learning outcomes, professional contents, which are structured, sequenced, and connected rationally. Structure of subjects shows clearly relationship and progression of basic, advanced, and flexible structure modules, which is periodically reviewed. Standard 4: Approach in teaching and learning School education management declared the approach in teaching and learning, the support to define goals in education, the roles of teachers and learners, teaching contents and methods. Standard 5: Checking and evaluating learner - Recruitment - Continuous evaluation during the course - Final exams for graduation Standard 6: Quality of academic staff. Academic staff resources need to be assessed to ensure that the resources are qualified and meet the needs of education, sequence, cohesion and update. research and training. Quality study: Educational philosophy is coherently declared and informed to all relevant parties through teaching and learning activities, basing on synchronous tectonic principle, that helps achieve the expected learning outcomes, and enhance learning for long time. Creating a modern, objective, and obvious assessment process for learners which consists of schedule, method, regulation, weight, scoring answer and rating scale, which are clarified and informed to concerning parties. Reliability and validity of learner assessment methods must be documented and periodically evaluated; The program should develop and validate new methods to assess learners. The plan to assess the academic staff resources (also considering inheritance, promotion, reassignment, contract termination, and retirement) is proceeded to meet the needs of Standard 7: Quality of service staffs Planning the development of service staffs or the needs of libraries, laboratories, information technology equipment and supporting learner services are provided to ensure that service staffs have sufficient quality and quantity to meet the requirements of education, research and training. Standard 8: Quality of teachers and learners Approaching learner policies and recruitment standards must be clarified, informed, 18 education, research and training. Are academic staffs qualified enough to complete their jobs and the challenges? How to get more number of academic staffs with PhD and Master degrees? Are there any policies to help staff resources attend scientific seminars, complete their thesis, and improve their internships or apprentice practice? Is the ratio of number of teachers and learners reasonable? Which academic staff resources are responsible for roles, duties, academic freedom, and professional ethics? How many scientific articles have been published? Are these scientific articles published in local, regional, or international journals? Service staffs must have capacity and professional skills to complete their job. The capacity and professional skills must meet the job requirements. The service staff team is established with plan, recruitment standards, and promotion for their career development. Approaching learner policies and recruitment standards will be clarified, informed, published and updated. All the selected learner VJE Vietnam Journal of Education, Vol. 2, 2018, pp. 12-19 published and updated. Having suitable supervising system, which supports to check the learner studying progress, studying results, and studying volume. These are recorded and assessed in the systematic way; the replied information will be sent to learner and all the amended information will be proceeded in the necessary place or time. Standard 9: Facilities and Infrastructure: Visible assets are provided adequately to support curriculum such as supplies, documents, and information technology. Studying sources are selected, clarified, synchronized to training program’s purpose. The Information technology system are supplied to meet the demand of learners and staffs. Standard 10: Upgrading the Quality Curriculum has been developed in initial suggestions, reviews of the academic staffs, learners, graduates, relevant parties such as enterprise representative, authorities, and vocational organizations. Standard 11: Assessment of students’ learning Evaluating the students’ skills, communication, creating product skills, methods and standards are defined and evaluated. Having suitable supervising system, which supports to check the learners’ progress, results, and volume. Academic consultant, extracurricular activities, competitions, and supporting learner services are all available to improve the study and work capacity. progress, system, and system, and professional professional knowledge based on knowledge. Bloom scale (5 levels). 3. CONCLUSION After studying and analyzing domestic and international researches on management of teacher training, it can be seen that teacher training is a topic of interest in terms of quality assurance, model and outcome standards, and the content of training program. Researches have revealed shortcomings that need to be improved in teacher training program, the significance of practical/intern units, the improvement of knowledge on educational science, and the credits of career skill practice. However, there are still a few studies contributing to the of teacher training quality which is the key factor for the success of fundamental and comprehensive education reform in Vietnam nowadays. The facilities and equipment are supplied for teaching and studying activities, being qualified enough to serve education and research activities (in classrooms, thesis/project rooms...). All the environment, medical, safety Standards and approaching conditions for special needs will be defined and proceeded. REFERENCES [1] Kati Haycock (1998). Good Teaching Matters: How Well-Qualified Teachers Can Close the Gap. The Education Trust. [2] Bills & al (2008). International perspectives on quality in initial teacher education. An exploratory review of selected international documentation on statutory requirements and quality assurance. EPPI-Centre report. [3] Greenberg - Julie - Arthur McKee - and Kate Walsh (2013). Teacher prep review: A review of the nation’s teacher preparation programs. National Council on Teacher Quality (www.nctq.org). [4] Niemi, H. - J. Harford - B. Hudson (2012). Quality Assurance and Teacher Education. Peter Lang International Academic Publisher. [5] Makiko Miwa - Shizuko Miyahara (2014). Quality Assurance in LIS Education: An International and Comparative Study. Springer. [6] AUN (2015). Guide to AUN-QA Assessment at Program Level3rd Version. [7] Eurydice (2006). Quality Assurance in Teacher Education in Europe. Network on Education Systems and Policies in Europe. [8] Sarjit Kaur (2014). Comparing selected higher education systems in Asia. ITBM. [9] Nantana Gajaseni (2015). AUN-QA development for enhancing higher education quality in Asean. AUN. [10] Vietnam National Assembly (2009). Education Law. Training teachers/lecturers in the suitable teaching method with CDIO; teaching in the boosting student capacity direction; organizing the lesson with creative experiences. Evaluating the students’ capacity approach; designing and evaluating students’ kills, communication, creating product skills, progress, 19