Managing the Quality Assurance of Education of Students on Ethnic Boarding Schools: A Case Study on the Mekong Delta, Vietnam

Background/purpose. The quality assurance of education plays a vital role in ensuring that students receive consistent, equitable, and effective learning experiences that meet national standards and support their holistic development. This study explores the management of educational quality assurance (QA) in ethnic minority boarding schools (EMBS) in Vietnam’s Mekong Delta—a region where educational equity for marginalized ethnic communities remains a critical concern. The research uses the CIPO model (Context–Input–Process–Output) to assess how important factors affecting educational quality match with national QA standards and to find ways to improve education in a sustainable and culturally appropriate manner.

Materials/methods. Using a quantitative survey design, data were collected from 958 participants across 22 EMBS, comprising 328 school managers and teachers and 630 students. Four structured questionnaires were used to assess QA dimensions. Data analysis included basic descriptive statistics and reliability assessment through Cronbach’s alpha to ensure consistency and validity.

Results. The findings reveal strengths in areas such as goal setting, curriculum content, and financial policy implementation. However, critical weaknesses were identified in instructional practices, infrastructure quality, assessment mechanisms, and feedback systems. Additionally, contextual challenges—particularly socioeconomic disadvantage and cultural misalignment—were found to influence student outcomes negatively.

Conclusion. The study illustrates the value of adopting localized and culturally sensitive QA frameworks, such as the CIPO model, to effectively address the unique needs of ethnic minority students. It provides evidence-based recommendations for policymakers and educators aiming to enhance institutional effectiveness, promote educational equity, and support inclusive human capital development in Vietnam’s ethnically diverse regions.

Keywords: CIPO model, educational equity, educational quality assurance, ethnic minority boarding schools, Mekong Delta (Vietnam

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