Quality assurance has become a central component of higher education governance in Vietnam as universities have been granted greater autonomy while being required to demonstrate accountability, transparency, and educational effectiveness. Educational Management programs have a particularly important role in this context because they prepare administrators, education officers, institutional leaders, quality assurance specialists, policy analysts, and other professionals whose decisions may influence the performance of schools, universities, and education authorities. This article analyses the policy foundations, operational dimensions, major implementation challenges, and development priorities of quality assurance in Educational Management programs in Vietnam. The study employed a narrative literature review combined with qualitative policy analysis. The documentary corpus included Vietnamese legislation and ministerial regulations, official quality assurance documents, international quality assurance frameworks, and academic studies concerning higher education governance, accreditation, internal quality assurance, quality culture, academic staff, and program improvement in Vietnam. The analysis indicates that Vietnam has established a progressively structured regulatory framework linking institutional autonomy with accountability, internal quality assurance, external accreditation, program standards, learning outcomes, stakeholder participation, and public disclosure. However, substantial implementation challenges remain. These include ambiguous learning outcomes, insufficient alignment among program objectives, curricula, teaching methods, and assessment, limited use of authentic assessment, fragmented quality data, uneven stakeholder participation, inadequate assessment literacy, and the tendency to treat accreditation as a temporary documentation exercise. In response, the article proposes an integrated framework comprising seven dimensions: quality governance and culture, stakeholder-responsive program objectives, outcome-based curriculum design, learner-centred teaching and authentic assessment, academic staff and learning resources, evidence-based monitoring, and continuous improvement with public accountability. The article argues that quality assurance in Educational Management programs should move beyond formal compliance and accreditation status toward a continuous system in which valid evidence of student learning and professional capability informs academic and managerial decisions. The credibility of quality assurance should ultimately be judged by its contribution to graduate competence, program relevance, institutional learning, and educational improvement.

Keywords: quality assurance; Educational Management; higher education; program accreditation; learning outcomes; quality culture; continuous improvement; Vietnam.