Higher Education Access and Inclusion: Lessons from Vietnam

The higher education system in Vietnam has expanded rapidly during the past two decades. Yet, the equity in terms of access to higher education in the country is understudied. This paper is an attempt to look at Vietnam’s current higher education system in terms of access and equity. Using logistic regression model and data from the Vietnam Household Living Standard Survey 2016, the paper also examines the factors explaining the enrolment in higher education in Vietnam. It shows that there has been a wide gap in the access between the rich and the poor, and between the Kinh/Hoa majority and the ethnic minority group in Vietnam. Therefore, public policies to assist disadvantaged groups getting access to higher education will be needed

Improving the Vietnamese Accreditation in Light of the SACSCOC’s Institutional Effectiveness Standards

This study investigates the perceptions of higher education students, recent graduates and employers in Vietnam on the issue of skill development in the higher education system in Vietnam. Enhancing skill development is considered essential for students, not only to pursue their study, but also for their success later, at work and in life. The results suggest that though there is evidence of effort to change, to include and to develop soft skills in the system, the central-controlled curriculum, the traditional teaching method, the prevalence of passiveness among students and cultural features all hinder the effort of developing skills for university students. The limitation in skill development during university is considered one of the biggest barriers preventing university graduates from making a smooth transition to the workplace.

Decentralization, the transfer of decision-making authority, responsibility and tasks from higher to lower organizational levels, has been adopted as a policy in governance in higher education (HE) in Vietnam. With the decision to move away from the traditional centralization in decision-making, the government expects to bring HE institutions more autonomy and accountability, and increase the effectiveness of the system. However, the limited understanding and experience in leading the change, the unclear strategies for successful policy implementation, the overlapping functions among different related authorities and the lack of necessary financial support for the change, all hinder the effort to decentralize the system. The reform in governance in HE in Vietnam also proves that decentralization is not necessarily a good thing, especially when the lower organizations who receive the power are not strong enough to create a positive change, and when the central ministry also loosens the control over the outcomes or the goals the lower organizations need to achieve.

PurposeThe purpose of this paper is to examine corruption in Vietnam's higher education system and offer a number of suggestions to address the issue.Design/methodology/approachThe first section gives an introduction to the current higher education system in Vietnam and examines the factors that influence corruption in higher education. This is followed by a conceptual model of corruption of higher education and places Vietnam within this theoretical context. The final section suggests a number of policies to address the issue of corruption.FindingsIt is argued that if Vietnam is to obtain an international standard educational system, a sea change in both thinking and culture is necessary, particularly from “gatekeeper” entities which control resources and opportunities in higher education by virtue of their location in the higher education system. In particular, the author contends that focus must be placed on reforming the attitude and perception of faculty and administration toward corrupt practices and that, until this occurs, little progress will be madeOriginality/valueScholarly work on corruption in higher education is relatively limited and a newly‐emerging topic in the field of educational research. Data are difficult to obtain and with no clear consensus on a definition of corruption, much needs to be done to better understand this issue. Less attention has been paid to examples from the emerging economics of Southeast Asia, with only a few analyzing corruption in Vietnam.

This paper aims at increasing awareness of knowledge management (KM), its challenges as well as benefits in Higher Education (HE) system of Vietnam. An exploratory qualitative research design was deployed using semi-structured interviews. Nine senior institutional leaders from nine Vietnamese universities participated in the study. Thematic analysis, informed by the literature, was undertaken on English translated transcripts of the interviews. The findings shared senior HE leaders’ perspectives on how KM in higher education institutions (HEI) of Vietnam was being conceptualised and operationalised, as well as insights into how KM associates with six dimensions of HEIs’ performance so as to gear up KM’s benefits and anticipate challenges when a HEI embarking on the KM journey. Further research of different methods on the topic to enlighten the role of KM in HE system of Vietnam, and beyond, is recommended. The role and importance of KM is wildly recognised in business communities. However, studies exploring KM application in HE system remain scarce especially HE of developing countries. In Vietnam, no qualitative studies of KM in HEIs have been located. Vietnam is a nation on its way to transform from a state-based to market-driven economy; and a comprehensive education reform is deemed to shoulder the key task. KM deployment in the whole HE system is essential to comprehensive education reform and then to the global integration of its HE system. Besides, the study helps enrich the literature of KM in HE sector and provide insights of KM to campus chiefs, KM officers, administrator in HEIs.

In Vietnam, Buddhist Higher Education faces obstacles that threaten its capacity to function. Consequently, consider the academic quality. Higher education quality is multifaceted. All of the following should be evaluated: students, instructors, infrastructure, instructional practises, curriculum, assessment, and learning materials. In Buddhist higher education research, these variables should be explored. In the author's literature study, there was no thorough appraisal of Buddhist Higher Education in Vietnam. This research aims to investigate Buddhist Higher Education in Vietnam. Applied research requires the author to assess what is available and what needs improvement. This study examined past and present problems and proposed remedies. Observational, statistical, and synthetic methodologies were used. Higher Buddhist education in Vietnam has the capacity to reach international standards, achieve its goals, and transcend the academic field if implemented effectively. Higher - level Buddhist education must lead students first to self - satisfaction and a comprehensive grasp of Buddhism, and then to personal liberation by lifelong application of the Buddha's teachings.

PurposeThe research aims to provide the basis for a better understanding of the internationalization of higher education in Vietnam. First, it examines Vietnam's higher education reforms and policy/ legal frameworks for the promotion of internationalization since the implementation of Doi Moi in 1986. Secondly, it analyzes the internationalization activities at the national and institutional levels. At both levels, the internationalization activities are categorized into internationalization at home and cross borders (Knight, 2012). Finally, the paper discusses the challenges Vietnamese HE is facing and presents policy directions.Design/methodology/approachThis study employs a case study research strategy to examine and gain understanding of internationalization of higher education in Vietnam as a phenomenon. The study collected detailed information using a variety of data collection procedures over a period of time. First, it analyzes Vietnam's higher education reforms as well as policy and legal framework for the promotion of internationalization. Then, using Knight's framework, the study analyzed the internationalization at home and crossborder educational activities at the national and institutional levels. At the national level, strategic policy goals and programs were explored. Then, it chose Vietnam National University- Hanoi as a institutional case to learn its institutional strategies on cross border programs and mobility, reputation building, research cooperation.FindingsVietnam has continuously reformed its legal and policy framework of higher education to better integrate into the global higher education market and also to meet the national demand for economic development. Predominant rationale for Vietnam to engage in crossborder programs is for brain development, specifically in the academics and public sector. Meanwhile internationalization at home is driven by (1) international programs and universities and (2) initiative to enhance competitiveness of its higher education institutes. Vietnam hosts different models of international universities, including classical, satellite and co-founded. However, issues and challenges remain, such as poor lack of systematic cooperation and coordination at the governmental level, retaining talents, and finally finances.Originality/valueWritten for the special edition on Internationalization of Higher Education in the Era of SDGs: Asia–Pacific Perspective, the study aims to provide a basis for understanding the current situation of internationalization higher education in Vietnam and how it compares to its partners in the region. This study is unique as it provides a two-layer analysis, at the national and institutional levels capturing macro and micro perspectives in one scene. In addition, this study includes rich empirical data, which was rare in previous literature due to limited access.

Our essay examines the philosophical underpinnings of the educational reform strategy of Nguyen Truong To (1828-1871), a key actor in the late 19th-century national reform movement in Vietnam. His recommendations, which were distinguished by their methodical and thorough approach, covered a wide range of societal topics, including politics, economics, culture, military affairs, and, most significantly, education. The idea of "authentic learning," which emphasizes the integration of practical knowledge with goals for national growth and sovereignty preservation, was central to his reform plan. In light of Vietnam's historical development, this paper reexamines Nguyen Truong To's educational philosophy, emphasizing both its ongoing relevance and fresh viewpoints on innovative educational practices. In this study, the fundamental ideas of his "authentic learning" philosophy are reexamined and interpreted, along with its possible benefits and points of reference clarified. We also analyze their potential for the evolution of higher education in modern Vietnam.

Financial resources and resource mobilization policies and mechanisms are pivotal considerations in the innovation and development of Higher Education in Vietnam. Financial resources (FR) for public higher education in Vietnam derive predominantly from the State budget and legitimate revenue of higher education (HE) institutions in Vietnam. In recent years, the Government has paid attention to financial investment, establishment, and refinement of resources mobilization policy for developing HE institutions. This study, employing methodologies involving data collection, statistical synthesis, analysis, and comparative assessment, has demonstrated that despite accomplished achievements, the financial resources mobilization for public higher education has not been diversified while underutilizing the inherent resources of institutions and ineffectively mobilizing societal resources; state budget allocated to public higher education has remained limited; fundraising from commercial banks, credit organizations lacking comprehensible regulations has not been appropriately concerned. From the result of this study, the author suggests solutions to refine the policy aiming at increasing financial resources for public higher education in Vietnam.

1. Education for Flexibility, Practicality and Mobility PART I: STUDENTS AND STRUCTURES 2. Higher and Tertiary Education in Vietnam 3. Towards More Flexible Organization 4. Curriculum and Pedagogy 5. The Student Self PART II: THE GLOBAL CHALLENGE 6. Internationalisation 7. Policy Borrowing 8. Foreign Language Policy PART III: EXTENDING THE BOUNDARIES 9. Research in Universities 10. Vocational Education and Training CONCLUSION 11. Modernization with Vietnamese Character

Purpose – The purpose of this paper is to increase knowledge of the key drivers, and challenges, of the internationalization of Higher Education (HE), especially in the transitioning economy of Vietnam. Design/methodology/approach – An exploratory qualitative research design used semi-structured interviews. Nine senior institutional leaders from five Vietnamese universities were interviewed. Thematic analysis, informed by the literature, was undertaken on English-translated transcripts. Findings – The findings shared senior HE leader perspectives on how internationalization of HE in Vietnam was being conceptualized and operationalized, as well as insights as to how these processes might be improved. Further research to monitor the success of internationalization processes in Vietnam, and beyond, is recommended. Research limitations/implications – This was an exploratory qualitative study including nine interviews with senior HE leaders from Vietnamese Universities. Exploratory findings only are shared. Originality/value – No previous studies exploring internationalization of HE in Vietnam have been located. Vietnam is a nation in economic transition from a state-based to market-driven economy, and is different culturally, economically and socially, to its Asian neighbors. Internationalizing HE is considered essential to the global integration and development of Vietnam.

Critical Thinking Education for Enhancing the Effectiveness of Education in Vietnam

The purpose of the current research was to use artificial intelligence with higher education in Vietnam: opportunities, challenges and recommendations for legal undergraduate studies, Research method: the current library research method using articles from PubMed, Embase, Scopus databases., Medline and Web of Science using the keywords of artificial intelligence, higher education of Vietnam, was an expert in law. Results: The reviews of articles in the fields of artificial intelligence and higher education in educational fields, especially law in Vietnam, showed that in the present era, the use of artificial intelligence (AI) has become increasingly popular in Vietnam. Artificial intelligence is being used in higher education in general, and law schools show particular promise. However, this software has significant differences compared to other domains. Conclusion, according to the research results, we conclude that artificial intelligence offers many transformative opportunities for higher education in Vietnam. And by effectively using the power of artificial intelligence, Vietnamese universities can improve the quality of their educational offerings and align them with the evolving demands of society, uniting technology developers and students across Vietnam.

Transformative education is recognized as a relevant theory for educational development in many countries. Scholars have noted that transformative education can help learners to become more critical, responsible, and autonomous. However, there is no such empirical evidence available in Vietnam to date. There is also a gap between theoretical construct and practical application of transformative education in Vietnam. This study aims to explore the current understanding of transformative education and clarify its impact on learners. To address the gap, the authors assess the status of higher education in Vietnam and propose why transformative education can be a solution to improve the quality of higher education. Our study used a qualitative approach to explore the knowledge and experience of respondents related to transformative education. Data collection used Focus Group Discussion (FGD) and In-Depth Interview (IDI). Two FGDs were performed with students and alumni from universities in Binh Duong Province and Ho Chi Minh City exploring the learning experience in class. Three IDIs were implemented with experts in higher education management and quality assurance exploring the consistency and application of transformative education in Vietnam. The findings indicate that learning activities at several universities in Vietnam are still heavy on theory, and students lack experimental activities. Respondents also reported that transformative education is consistent with the sustainable development of higher education in Vietnam. Our study also provides several suggestions regarding to how to apply transformative education in Vietnam in the long term.