Area	331,114 sq. km. (127,243 sq. mi.)
Capital	Hanoi
Largest city (2009)	Ho Chi Minh City (formerly Saigon; 7.123 million)
Other large cities	Hanoi (6.449 million), Haiphong (pop. 1.837 million), Danang (pop. 887,069), Can Tho (pop. 1.187 million)
Climate	Tropical monsoon- tropical in south; monsoonal in north with hot, rainy season (May to September) and warm, dry season (October to March)
Time Difference	UTC+7 (12 hours ahead of Washington, DC during Standard Time)

 

Government type	Single-party constitutional republic (Communist Party)
Head of State	Nguyen Minh Triet (President, Prime Minister and the nominal commander of the armed forces and chairman of the Council on National Defense and Security)
Independence	September 2, 1945 (from Japan)
Constitution	April 15, 1992
Legal system	based on communist legal theory and French civil law system; has not accepted compulsory ICJ jurisdiction
Suffrage	Universal over 18
Administrative divisions	58 provinces, 5 municipalities (Can Tho, Haiphong, Danang, Hanoi, Ho Chi Minh City)

 

Telephones - main lines in use (2008)	29.591 million
Telephones - mobile cellular (2008)	70 million
Mobile cellular subscriptions per 100 inhabitants	N/A
Broadband Internet subscribers per 100 inhabitants	N/A
Telephone system	general assessment: Vietnam is putting considerable effort into modernization and expansion of its telecommunication system. domestic: all provincial exchanges are digitalized and main lines have been substantially increased, and the use of mobile telephones is growing rapidly. international: a landing point for the SEA-ME-WE-3, the C2C, and Thailand-Vietnam-Hong Kong submarine cable systems; the Asia-America Gateway submarine cable system, scheduled for completion by the end of 2008, will provide new access links to Asia and the US; satellite earth stations - 2 Intersputnik (Indian Ocean region)
International dialling code	+84
Internet domain	.vn
Internet hosts (2010)	129,318
Internet users (2009)	23 million
Internet users per 100 inhabitants	N/A
Computers per 100 inhabitants	N/A
TV sets per 100 people	N/A

The area known today as Vietnam is believed to have been inhabited for around 4,000 years with relics and other evidence dating back to the Early Bronze Age. The agricultural practice of wet rice production in the region extends to over 3,000 years ago demonstrating a high level of cultural development from that time. Ancient small copper mines also exist and samples of bronze drums dating back to very early times have been found. Vietnam was ruled by regional dynasties and later overrun by the Chinese Han dynasty in 111 BC. Historical evidence shows a series of local and Chinese emperors and warlords ruling over the region for nearly two millennia, until French involvement in the 19^th century.

Between 1859 until 1885, the entire country became part of French Indochina. Road and rail links were created between north and south making communication and trade possible. Agricultural development led to tobacco, indigo, coffee and tea as the main products. Vietnamese cultural and religious practices underwent significant change through French involvement, particularly in the area of education where the Roman Catholic Church was active in establishing schools. While agitation for self-government gained momentum, the French ignored calls for change. In World War II, the Japanese invaded French Indochina, occupying it until the end of the war. Vietnam then declared independence but remained under the control of the French until 1954 when, after much political strife, the country was partitioned with a French-controlled sector in the south and communist nationals in the north. During the 1960s and 70s, the United States began to increase its involvement through concern over communist expansionist policies, becoming embroiled in a devastating war with the north, until in 1973, they pulled all their troops out. In 1976, North and South Vietnam were merged to form the Socialist Republic of Vietnam. Millions fled the communist state for fear of reprisal, particularly Catholics and merchants, creating one of the largest global refugee crises in modern history.

The next ten years saw the collapse of the Vietnamese economy under a totalitarian regime, until in 1986, an economic renovation, named Doi Moi was implemented. Since that time, Vietnam has undergone steady economic improvement, albeit from a very low base.

 a)    School education

Vietnam education provision is organized into five categories: kindergarten, middle schools, high schools, and college/university. There is an extensive state-operated network of schools, colleges and universities. However, the number of privately-operated or joint government/privately-operated schools is growing. In response to low adult literacy rates, the government is promoting education and has established many new schools across the nation. Vocational training is provided through the large network of specialist colleges to provide the diverse and skilled national workforce needed for economic development. Vietnamese is the main language of instruction.

From ages 6 to 11 education is free and compulsory. Beyond this age, parents are required to pay tuition fees, which are prohibitive for many poorer families. Despite these impediments, enrolment statistics in school are among the highest in the world. The education system as a whole is undergoing substantial reform as part of general societal goals to improve economic and living standards. The overall model is a 3-5-4-2-3 structure.

Pre-Primary Level

Pre-primary education is provided through a network of kindergartens and caters for children from 18 months to 5 years of age. The older age-groups may commence studies in writing and arithmetic.

Primary Level

Compulsory primary education begins at age six and lasts for five years.

Secondary Level

The first four years of high school are in Junior high school for grades 6-9 and the latter two in Senior High School for grades 11 and 12.

A prerequisite entrance examination for all students, called the IGE, was required for all students wishing to continue into secondary education until 2006. There was a direct link between IGE scores and the quality or prestige of the school that could be accessed by a student.

Now, all students are required to pass studies in the following courses: Literature/Reading, Mathematics, Physics, Chemistry, Biology, History, Geography, Civic (law and ethics), Foreign language, Technology, Information Technology, and Physical Education. Specialized classes are available for students with the capacity for advanced learning. To achieve a diploma, students need to pass the national Leaving Examination at the end of grade 12. This change is indicative of the overall educational reform sweeping Vietnam.

Non-Government Schools

The government partially funds a number of privately-operated schools. Information is scant, but it is believed that the sector is growing at a rate comparable to the private university sector.

b)    Vocational education and training (VET)

There are a wide range of vocational university colleges and schools operating throughout Vietnam. These institutions offer certificates upon completion of courses lasting from a few months to two years duration. These include:

University of Industry (HUI), Go Vap District, HCMC Link

Ha Noi Industrial University (HIC), Tu Liem District, Ha Noi Link

Industrial Economics and Technique College I, Hai Ba Trung District, Ha Noi

Industrial Economics and Technique College II, Phuoc Long B, Dist.9, HCMC

Cao Thang Technical College, District 1, HCMC

Chemical Industry College, Phong Chau District, Phu Tho Province

Ho Chi Minh College of Foodstuff Industry, Tan Phu District, HCMC

Mining Technical College, Dong Trieu Dist., Quang Ninh Province

Mechanics and Metallurgy College, Luong Son Commune, Thai Nguyen City

Sao Do (Red Star) Industrial College, Chi Linh Dist., Hai Duong Province

Viet - Hung Industrial College, Son Tay Town, Ha Tay Province

Nam Dinh Industrial College, Nam Dinh City Link

Tuy Hoa Industrial College, Tuy Hoa Town in Phu Yen Province

Hanoi Industrial Economic College, (1) Thanh Tri District, Ha Noi and (2) Cau Giay District, Ha Noi

Hue Industrial College, Hue City

Cam Pha Industrial High School, Cam Pha Town, Quang Ninh Province

Industrial High School III, Phuc Yen Town, Vinh Phuc Link

Thai Nguyen Industrial High School, Thai Nguyen Town

Viet - Duc Industrial High School, Song Cong Town, Thai Nguyen Province

Industrial Technique High School, Bac Giang Town/Province

Industry and Construction High School, Uong Bi Town, Quang Ninh Province

Foodstuff Technology High School, Viet Tri City, Phu Tho Province

Electrical Engineering High School, Pho Yen Dist., Thai Nguyen Province

Industrial Economic Management School, Giai Pham, Hung Yen

c)      Higher education

Pre-Tertiary and Tertiary Education

University entrance is highly competitive and regarded as the pathway towards professional and economic success. Only around 20% of students pass all three of the three-hour tertiary entrance exams.

Currently there are approximately 23 private universities in Vietnam. Total enrolments are at approximately 120,000, being nearly 12% of the total student body. By 2011, the government is planning to increase the private universities' share of the sector to 30%.

Private Universities:

College of Social Labour

College of Chemicals

Ho Chi Minh City College of Marketing

College of Mining Engineering

Ho Chi Minh City Procuratorial College

University of Trade Unions

Institute of Journalism and Propaganda

Hanoi University of Education No.2

Hanoi University of Education

Quy Nhon University of Education

Ho Chi Minh City Technical Teacher Training University

Hanoi Open University (HOU)

Phuong Dong University

Van Lang University (VLU)

Public Universities:

Vietnam National University, Hanoi

College of Technology

College of Foreign Languages

College of Natural Science

College of Social Science and Humanity

College of Economics

School of International Studies

University of Education

Diplomatic Academy

Foreign Trade University

National Economics University

Hanoi National University of Education

Hanoi University of Technology  - largest in technology

Hanoi Medical University  - most famous in medicine

Hanoi University of Civil Engineering

Hanoi Le-Quy-Don Technical University

Hanoi University

Vietnam National University, Ho Chi Minh City

Ho Chi Minh City University of Technology

Ho Chi Minh City University of Natural Sciences

Ho Chi Minh City University of Social Sciences and Humanities

Ho Chi Minh City International University

Ho Chi Minh City University of Information Technology

University of Economics and Law

Ho Chi Minh City University of Medicine and Pharmacy

Ho Chi Minh City University of Art

Ho Chi Minh City University of Economics

Ho Chi Minh City University of Pedagogy

Hue University (Đại học Huế; formerly, Viện Đại học Huế [1957-1975])

Hue Medicine University

Hue Economics University

Hue Arts University

Hue Teacher's Training University

Hue Agriculture and Sylvicultyre University

The University of Da Nang

Da Nang University of Technology

Da Nang University of Economics

Da Nang University of Education

Da Nang University of Foreign Languages

Da Nang University of Industry

Da Nang University Branch at Kontum

Da Nang College of Information Technology

Thai Nguyen University

Viện Đại học Cần Thơ [1966-1975])

HaNoi Open University (Viện Đại học Mở Hà Nội)

Thai Binh University of Medicine

EVN University of Electricity

Hai Phong Medicine University

Dalat University

Nha Trang University

Water Resources University

Vietnam University of Commerce

Vietnam Maritime University

University of Communications and Transportation

Vietnam Forestry University

University of Fisheries

Hanoi College of Pharmacy

Hanoi School of Public Health

Hanoi Architectural University

Hanoi University of Agriculture (former name: Hanoi Agricultural University No.1) (Vietnamese name: - the largest agricultural university in Vietnam.

University of Technical Education Ho Chi Minh City

Ho Chi Minh City University of Agriculture and Forestry

Ho Chi Minh City University of Architecture

Ho Chi Minh City University of Law

Ho Chi Minh City University of Industry

Ho Chi Minh City University of Arts

Ho Chi Minh City Open University

Dong Thap University of Education

An Giang University

Hai Phong University

Quy Nhon University

Tay Bac University

Ho Chi Minh City Open University

Ton Duc Thang University

Thai Nguyen University

Vinh University

Tay Nguyen University

Nha Trang Fisheries University

Ho Chi Minh City Conservatoire

Hanoi Conservatoire

Hue Conservatoire

Hanoi Open University

Ha Noi University Of Industry

Hong Duc University

Foreign universities and institutes of higher education operating in Vietnam include:

RMIT International University Vietnam (Australia)

Griggs University Vietnam (U.S.)

Academy of Finance and Accounting

Banking Academy of Vietnam

Institute for International Relations

Ministry of Education and Training, Universities

Ministry of Industry vocational schools

Ministry of Transport schools and colleges

Posts and Telecommunications Institute of Technology

Overview of Distance Education

The history of distance education in Vietnam dates back to the mid-1950s, when many colleges and universities established correspondence programs. From the 1965 onwards, Vietnam offered mass programs of post-secondary education through correspondence. Students enrolled in these programs learnt through a combination of paper-based study materials and lengthy residential schools every six months. In 1988, the Vietnamese Government established the first higher education institution specialising in distance learning, the Vietnam Institute of Open Learning (VNIOL). The foundation of the VNIOL was followed by the creation of Open Learning Institutes in Hanoi and Ho Chi Minh City. These institutions achieved university status in 1993. Now known as the Hanoi Open University (HOU) and Ho Chi Minh City Open University (HCMCOU), the two Open Universities have played a central role in the expansion of post-secondary DE across Vietnam.

There is only limited use of distance education at the secondary school level.

Both Open Universities play a significant role in the delivery of TVET, both through their own non-courses and through courses delivered in association with provincial training providers. Since the mid-1980s, the HOU, HCMCOU and other providers have made extensive use of radio and TV broadcasting in TVET course delivery. Regular TV and radio broadcasts feature teachers and industry experts presenting sessions on topics from the vocational training curriculum.

Vietnam has a number of universities with distance education programs. However, the major providers are the HOU and the HCMCOU.

The HOU provides a range of undergraduate and postgraduate courses by distance learning. Courses are available from the following academic faculties:

• Biotechnology
• Design and Industrial Design
• Economics and Business Management
• Electronics and Telecommunication
• English and Foreign Languages
• Finance and Banking
• Information Communication Technology
• Law
• Tourism

The HOU has a full-time staff of 300 and 1,500 part-time lecturers and tutors. In 2009, HOU had about 65,000 students, 70% of whom studied by distance.

HCMCOU offers a variety of programs for from certificate to masters level using a range of delivery methods. Programs are available through distance learning, on-site training at the Ho Chi Minh City campus and learning at local academic centres. HCMCOU has the following academic faculties:

• Accounting
• Business Management
• Construction
• Finance and Banking
• Information Technology
• Law and Economics
• Social Sciences
• ASEAN Studies
• English Language

Total enrolment in 2009 was about 65,000 students, 40,000 of whom studied by distance.

Both the HOU and HCMCOU use a number of technologies to deliver distance learning. Correspondence-based courses for self-directed learners are the primary distance education mode at the two institutions. In addition, printed materials are supplemented by materials on CD, DVD and CD-ROM. The two institutions have also launched pilot e-learning programs. HOU has selected the TOPICA platform, while HCMCOU is experimenting with the Mega e-meeting software.

Administration and Finance

The Ministry of Education and Training (MOET) is the highest managing authority for the entire national education system. The Department of Vocational and Technical Education, an executive branch of the MOET, is responsible for vocational and technical education throughout the country. The Centre for Curriculum Development and Methodology of General Education, under the National Institute for Educational Science, is the main agency responsible for curriculum research and development in the country.

At the level of the 61 provinces, the Departments of Education and Training are responsible for supervision of pre-school, general and vocational/technical education in the province.

The National Council of Education is an advisory body for policy development.

The ministry of Education and Training, the National Committee for Literacy and the Committee for Child-Care and Protection co-ordinate the implementation of the National Plan of Action on Education for All (MOET, 1999).

Higher Education Reforms

The Vietnamese Government is committed to a Higher Education Reform Agenda (HERA). As part of this agenda, the Government intends to develop key universities as major scientific centres and to radically increase student numbers, while reducing teaching ratios to 20:1 and substantially improving the qualifications of teaching staff. In addition, Vietnamese higher education will be modernised and internationalised. A major element of the Government’s reform agenda is the New Model University Project. This project aims to establish four internationally competitive universities with technical assistance from Germany, France, Japan and the United States. The new institutions are the Vietnam-German University, the Hanoi University of Science and Technology, the Danang International University and another university yet to be named in Can Tho province.

Future Direction of Tertiary Education

The future direction of tertiary education in Vietnam is clear in outline, although there many obstacles that need to be overcome if official goals are recognised. The MoET intends both to expand the dramatically increase the university participation rate during the next few decades. This goal will be achieved through the expansion of the public university system and the creation of new private institutions. Some of these new private universities will be joint-ventures with overseas institutions, and others will be local campuses established by foreign universities. The MoET also intends to simultaneously boost efficiency within the higher education system, improving both teaching outcomes and research quality. The MoET aims to have at least one Vietnamese university recognised and ranked as one of the world’s top 200 universities by 2020, as well as 20,000 PhD holders by 2020.

These are extremely ambitious goals. In order to realise them, public spending on higher education is planned to reach US$1.2 billion by 2014. The MoET will also need to address a range of broad governance issues. These tasks will place heavy demands on the MoET’s own scarce resources in terms of trained personnel. In addition, reducing endemic corruption in the higher education system will require the MoET to develop new, more effective policy approaches.

Information and Communications Technology Initiatives

a)    Information society strategy

The telecommunications sector is in the process of transition from central planning to an open market. Deregulation of the sector is proceeding, although at an uneven pace. Vietnam Post & Telecommunications (VNPT) remains the dominant provider of fixed line services and serves over 55% of mobile subscribers through its subsidiaries. Growing competition in the mobile phone sector has resulted in a rapid increase in mobile penetration. However, fixed line services in rural areas remain poor or non-existent largely as a result of the lack of effective competition for VNPT. Moreover, growth in fixed line services has stagnated, in part due to VNPT’s concentration on the more lucrative mobile services and on the provision of broadband access in urban areas. Consequently, Vietnam has a relatively low rate of Internet penetration by world standards. Only 27.1% of the population had Internet access in 2010.

Equally important is the skills gap in relation to teachers in primary and secondary schools. The use of ICT in primary and secondary teaching remains extremely limited, despite increasing Internet access at the school level. This feature is partly attributable to the lack of teacher training in this area. Another contributory factor is that relatively few non-urban schools had Internet access before 2008.

b)    Major e-learning initiatives

None identified.

c)     Benchmarking e-learning

None identified.

d)    Support for OER

Vietnam has played an active role of the OER movement for some years. The Fullbright Economic Teaching Program OCW for Vietnam launched soon after the MIT OCW. Another initiative, the Vietnam OpenCourseWare (VOCW) program began in 2007. The VOCW began as a joint effort between the Vietnam Foundation (VNF) and the MoET. Universities across Vietnam have added more than 200 courses to the VOCW portal. The US-based Vietnam Foundation has also has established the Vietnam Open Educational Resource (VOER) program. VOER is an open repository where anyone can post OER for Vietnamese students, teachers and independent learners. Vietnam has developed its own national version of the Creative Commons licensing scheme.

e)    Government entities

General Department for Educational Testing and Accreditation (GDETA)
International Education Development department (VIED)

Ministry of Education and Training (MOET)
National Accreditation Council (NAC)

f)      Associations and networks

Association of Southeast Asian Institutions of Higher Learning (ASAIHL)

Asian Association of Open Universities (AAOU)

Pan Asia Distance Resources Access Network (PANdora)

g)    Distance Education journals

None identified.

Interesting Distance Education Initiatives

The Vietnam Development Information Centre (VDIC) is part of the Global Development Learning Network (GDLN). The Centre delivers distance learning courses which support capacity building and development activities inside Vietnam. Delivery modes used at the VDIC include video-conferencing and Web-based tools and resources in addition to face-to-face sessions and group work.

Fisheries College No. 4 is a training college located outside Hanoi. Despite its name, the College teaches a wide range of subjects, from business management and accounting to acquaculture, information technology and food processing. In 2002, the College sought funding from the Canadian International Development Research Centre (IDRC) to develop a distance education program in aquaculture for delivery to Vietnamese farmers in rural areas. With support from IDRC, the College decided upon a blended approach. Farmers studied the theoretical part of their course through Web-based course materials. Practical training was provided in the form of face-to-face classes. The project involved a range of preparatory activities. It was necessary to translate the Moodle platform into Vietnamese. The College established a Distance Education Centre on its main campus and a Community Education Centre at Quang Ninh. The project was conducted in collaboration with the College of the North Atlantic, which has extensive experience in the delivery of distributed learning in rural and remote areas of Canada.

Overall responsibility for the accreditation within the Vietnamese education system rests with the National Accreditation Council, which was established in 2008. The NAC, which is part of the Ministry of Education and Training (MoET), administers the current accreditation regime in cooperation with the General Department for Educational Testing and Accreditation (GDETA). University accreditation is based largely on a system of self-assessment by institutes of higher learning. Institutes are required to self-assess themselves on the basis of the 2007 accreditation framework, which relies on 10 standards and 61 criteria. Many universities and colleges have institutional-level quality assurance centres and teams to carry out this process. However, progress towards universal accreditation within the higher education sector remains painfully slow.

a)    International regulatory and policy frameworks

Quality assurance agencies in Vietnam participate in the ASEAN Quality Assurance Network (AQAN), the International Network for Quality Assurance Agencies in Higher Education (INQAAHE) and the Asia-Pacific Quality Network (APQN).

b)    Regional agreements

Vietnam is party to the ASEAN-Australia-New Zealand Free Trade Area Agreement (AANZFTA). This agreement is expected to increase the presence of educational providers from Australia and New Zealand in Vietnam by reducing institutional barriers to entry.

c)     National regulations and policy

Education Law (2005)

Higher Education Law (2010)

Directive on renovating higher education management for the period of 2010 – 2012

14th Draft Strategy for Education Development Vietnam 2009 - 2020 [in Vietnamese]

Report on the development of higher education system, the solutions to ensure quality assurance and improve of education quality

Education Law (Law No 38/2005/QH11) National Assembly of the Socialist Republic of Vietnam, Eleventh Legislature, Seventh Session (from 5th May to 14th June, 2005)

National Education for All (EFA) Action Plan 2003-2015

Vietnamese education and training development strategy to the year 2010 for the cause of industrialization and modernization of Vietnam

d)    State/District regulations and policy

None identified.

e)    University policies

Vietnam’s higher education system is currently in transition from a rigid, statist model to one in which institutions have increased administrative and financial autonomy. The Vietnamese Government has indicated its intention to provide institutions with increased autonomy, accountability and internal capacity for quality assurance. However, levels of autonomy differ between institutions and the great majority have little real control over their own activities. For these universities, the reality is that the Ministry of Education and Training (MoET) sets quotas on enrolments, the content of curricula, decides tuition fees and academic salaries, and interfere with academic promotions.