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RESEARCH REPORT

EDUCATIONIN VIETNAMEdition 2018

EVBN 2Education in Vietnam

USEFUL CONTACTS MORE INFORMATION

EU-Vietnam Business Network (EVBN)15th Floor, 5B Ton Duc Thang, District 1Ho Chi Minh City, VietnamT: +84 (0)28 38239515 www.evbn.org

The Landmark, 15th floor, 5B Ton Duc Thang St., District 1, Ho Chi Minh City, Vietnam Tel. +84 (0)28 3823 9515 Fax +84 (0)28 3823 9514 www.evbn.org

This publication was produced with the assistance of the European Union.

The content of this publication is the sole responsibility of EVBN and can in no way be taken to reflect the views of the European Union.

General Statistics Office of Vietnam:http://www.gso.gov.vnVietnam Customs Statistics:http://www.customs.gov.vnVietnam Trade Promotion Agency (Vietrade):en.vietrade.gov.vnWorld Bank Vietnam:http://www.worldbank.org/en/country/vietnam

http://www.evbn.org

http://www.evbn.org

http://www.gso.gov.vn

http://www.customs.gov.vn

http://en.vietrade.gov.vn/

http://www.worldbank.org/en/country/vietnam

http://www.worldbank.org/en/country/vietnam


Contents

List of Abbreviations

Currency Exchange

List of Figures

Executive Summary

Chapter 1: Vietnam Overview

Geo-demographics

Vietnam’s Economy

Structure of consumption expenditures

Chapter 2: Overview of Education

in Vietnam

Structure of education system

Public sector

Private sector

Supplementary sector

Overseas study

Vietnam’s education landscape

Market trends

Market drivers

Chapter 3: Competitive Landscape

Public sector

Private sector


Case Studies

Chapter 4: Profile of End Consumer

Summary

Main Online and Printed Publications

Useful Contacts

References

Chapter 5: Regulatory and Legal

Framework

Laws and regulations on education

in Vietnam

Legal framework for foreign investors

3

5

Glossary 4

5

6

8

10

12

14

53

57

57

Relevance and Impact of EVFTA 59

60

List of Trade Fairs and Exhibitions 61

64

65

66

43

43

45

47

19

23

29

30

33

Vinschool

Vietnamese-German University

British Council Vietnam

47

49

51

16

35

38

Market barriers 39

Opportunities and challenges for

European companies 40

CONTENTS


GLOSSARY

NurseryEarly childhood education, for infants from the age of three months up to three years

KindergartenEarly childhood education, for infants from the age of three years up to six years

Pre-primary school

Early childhood education, incorporating the functions of both nursery and kindergarten, for infants from the age of three months up to six years

Primary school

/ Elementary school

General education, for students from age six to eleven, including grade 1 to 5

Lower secondary school

/ Junior high school

General education, for students from age twelve to fifteen, including grade 6 to 9

Basic educationGeneral education, comprising both primary school and lower secondary school

Upper secondary school

/ Senior high school

General education, for students from age sixteen to eighteen, including grade 10 to 12

Secondary schoolGeneral education, comprising both lower and upper secondary school

College Higher education, narrowly focused in curriculum, duration 3 years

UniversityHigher education, multidisciplinary, with research capacity, duration 4 to 6 years based on field of study

Research instituteHigher education, narrowly focused in study area, highly specialised research capacity

Public institution Educational establishment, owned and invested by the government

Semi-public institutionEducation establishment, set up by the government, jointly invested by the government and members of the public

People-founded

institution

Education establishment, owned and invested by social or economic organisations

Private institutionEducation establishment, owned and invested by individuals or groups of individuals

ExplanationTerm


ASEAN Association of Southeast Asian Nations

BC British Council

CAGR Compound Annual Growth Rate

CIT Corporate Income Tax

EU European Union

EVFTA EU-Vietnam Free Trade Agreement

FDI Foreign Direct Investment

FOE Foreign Owned Enterprise

FTA Free Trade Agreement

GDP Gross Domestic Product

GRDI Global Retail Development Index

K-12 Kindergarten to 12th Grade

MOET Ministry of Education and Training

OECD Organisation for Economic Co-operation and Development

PISA Programme for International Student Assessment

STEM Science, Technology, Engineering and Mathematics

TIMSS Trends in International Mathematics and Science Study

VGU Vietnamese-German University

WTO World Trade Organization

EUR/US$ 0.81

EUR/VND 27,998.64

LIST OF ABBREVIATIONS

CURRENCY EXCHANGE


Figure 1: Map of Vietnam with key cities 10

Figure 2: Vietnam’s population 2013-20f 11

Figure 3: Forecast of rural and urban population in Vietnam and Asia Pacific, 2030 11

Figure 4: Nominal GDP and Real GDP growth, 2013-20f 12

Figure 5: Nominal GDP per capita, 2013-20f 12

Figure 6: Total registered FDI capital, 2010-2017 13

Figure 7: Total registered FDI capital by provinces, 2017 13

Figure 8: Structure of consumption expenditure, 2013-22f 14

Figure 9: Share of Education in GDP and Government Expenditure, 2000-2016 16

Figure 10: Government expenditure on education in ASEAN, 2016 (% of GDP) 16

Figure 11: Gross enrolment ratio in each level of education in Vietnam 17

Figure 12: Literacy rate, adult total (% of 15-35 age group) 17

Figure 13: PISA score of Vietnamese students and International Average in 2018 18

Figure 14: National education system of Vietnam, 2014 19

Figure 15: Top 10 Asian countries in EF English 2017 Proficiency Results 21

Figure 16: Number of institutions by education stage in academic year 2016-2017 22

Figure 17: Number of students by education stage 22

Figure 18: Number of schools in public education 23

Figure 19: Number of students in public education 23

Figure 20: Number of students in each educational level 24

Figure 21: Average number of general education student per class 24

Figure 22: Ho Chi Minh City’s tuition fees of school year 2017-2018 25

Figure 23: Hanoi’s tuition fees of school year 2017-2018 25

Figure 24: Higher education majors’ structure in terms of students, 2017 27

Figure 25: Comparison of university programmes 28

Figure 26: Number of schools in private sector 29

Figure 27: Number of students in private sector 29

Figure 28: Percentage of parents sending kids to extra-classes, 2014 31

Figure 29: Purpose of going to extra-classes, 2014 31

Figure 30: Venues for extra-classes, 2014 31

Figure 31: Number of overseas Vietnamese students, 2013-2016 33

LIST OF FIGURES


Figure 32: Average private tuition fee in some countries, academic year 2015-2016 33

Figure 33: Number of Vietnamese students in some countries, 2013-2016 34

Figure 34: Total spending of Vietnamese students on studying abroad, 2013-2015 34

Figure 35: Proportion of students choosing different study programmes in the US, 2010-2017 34

Figure 36: Number of upper secondary schools and students, 2013-2016 35

Figure 37: Number of private universities and students, 2013-2016 36

Figure 38: Percentage of out-of-school children among different age groups, regions

and ethnicities in 2014 39

Figure 39: List of popular private pre-primary and general education schools 43

Figure 40: List of top private universities in Vietnam 44

Figure 41: Top popular English centres based on Facebook likes, 2015 45

Figure 42 Top English centres with most branches, 2015 46

Figure 43: Average listed tuition of English centres, 2015 46

Figure 44: Market share in terms of sales of high-end English centres, 2015 46

Figure 45: Vinschool’s logo and website 47

Figure 46: Vinschool’s five core values 47

Figure 47 Vinschool’s development over the 2013-2017 period 48

Figure 48: Vietnamese-German University logo and website 49

Figure 49: Programmes offered by VGU, 2018 50

Figure 50: British Council Vietnam’s logo and website 51

Figure 51: British Council Vietnam’s LearnEnglish website 52

Figure 52 Urban-rural spending on education, 2016 54

Figure 53: Reasons for studying English, 2016 54

Figure 54 Top 5 criteria for choosing an English school, 2016 55

Figure 55: Proposed changes to Decree 73/2012/ND-CP 58

Figure 56: Enrolment of Vietnamese students into foreign-invested education institutions

according to Decree 73/2012/ND-CP 59

Executive Summary

With its young population and a long-standing embrace of education, Vietnam offers great

opportunities for investors in the field. Since 1975, education has been at the centre of policy discussions

and reforms. Moreover, since 2000 the government has committed 15% - 20% of its public expenditure

to education, the highest rate amongst all other ASEAN countries. Throughout the last decade, Vietnam

has made considerable headway in primary enrolment rate, literacy rate and PISA ranking, as readers shall

find in this report.

First, Vietnamese people prefer the private education sector over the public school system because of

its superior teaching method and outcome for students. This preference translates into a strong market

for ‘non-public’, ‘supplementary’, and ‘overseas’ services. Second, Vietnamese people increasingly value

supplementary attributes, such as language proficiency and soft skills, to enhance their employability.

Third, there is a growing demand for world-class education through abroad study.

This report seeks to shed light on the education market in Vietnam. First, it provides an overview of

Vietnam’s education landscape by introducing its education system, on-going trends, as well as the

underlying drivers, barriers, and opportunities and challenges for foreign investors. This section will

provide readers with more details on the public, private, and supplementary sectors, as well as overseas

studies of Vietnamese students.

In the second part, the report lays out the competitive landscape for the public, private and

supplementary sectors. Three cases studies are provided featuring Vinschool, a local private institution,

the Vietnamese-German University, a foreign-invested institution, and British Council Vietnam, a

language-training provider. The case studies are followed by a brief profile of end consumer. Interested

investors can find more about related laws and regulations in the final part of this report.

CHAPTER 1

VIETNAM OVERVIEW

Geo-demographics

Vietnam’s Economy

Structure of consumption expenditures


Hanoi

Da Nang

Ho Chi Minh City

Can Tho

Nha Trang

I. Geo-demographics

Vietnam comprises a landmass of 330,972.4 km2, a vast sea area including a large continental shelf and a string of archipelagos stretching from the Gulf of Tonkin in the North to the Gulf of Thailand in the South. In 2017, Vietnam’s population was 95.54 million people and is projected to reach 98.4 million in 2020, an increase of 1% on average between 2015-2020.

Major cities in Vietnam, namely Hanoi, Hai

Phong, Danang, Nha Trang, Ho Chi Minh City, and Can Tho, are well-dispersed geographically. Hanoi, the capital of Vietnam, is the second largest city in Vietnam and is the country’s political and administrative centre. Hanoi is known for its rich culture characterised by South East Asian, Chinese and French influences. Ho Chi Minh City, commonly known as Saigon, is the country’s largest city and the commercial hub of Vietnam. By 2030, Ho Chi Minh City will continue to be the largest city in Vietnam by population with over 10 million inhabitants accounting for 23% of Vietnam’s total urban population.

Imag

e f

rom

ww

w.v

ietn

amto

uri

sm.g

ov.

vnIm

age

fro

m w

ww

.wik

ipe

dia

.org

Figure 1: Map of Vietnam with key cities


Although Vietnam remains predominantly rural, it is expected to undergo significant urbanisation in the next 14 years. By 2030, the urban population is forecasted to increase by 37% from 2017, reaching 45.66 million people, or 43% of the total population of Vietnam. This rapid urbanisation is caused predominantly by the growth of urban cities and the expansion of the urban-based industrial and services sectors. Moreover, high urbanisation rate causes a pressure on the construction sector to increase the number of high-rise apartment buildings and office buildings.

2013

2014

2015

2016e

2017f

2018f

2019f

2020f

91.50

92.54

93.57

94.57

95.54

96.49

97.43

98.36 Figure 2: Vietnam's population 2013-20f Source: D&B

Figure 3: Forecast of rural and urban population in Vietnam and

Asia Pacific, 2030 Source:UNDP

*Un

it: m

illio

n p

eop

le

44%RURAL

56%URBAN

AsiaPacific

Vietnam

57%RURAL

43%URBAN


II. Vietnam’s Economy

Gross Domestic Product

In 2017, Vietnam’s nominal GDP per capita reached €2,029, an increase of 5.4% compared to 2016. Nonetheless, the country has been recognised for its effort to increase the GDP per capita, and expects to reach a GDP per capita of €2,529 in 2020. A solid increase in GDP per capita suggests that an average Vietnamese will have more disposable income to spend on more goods than just basic needs.

0

50

100

150

200

250

0

1

2

3

4

5

6

7

8

2020f2019f2018e20172016201520142013

128.4

5.46.0

6.76.2

6.8 6.7

140.0172.5

182.0 193.9208.1

228.6248.8

(€ b

n)

(%)

Nominal GDP (EUR bn) Real GDP growth (%)

Real gross domestic product (GDP) growth is expected to accelerate at 6.7% in 2018, reaching €208.1 billion in value. With this growth rate, Vietnam remains one of the fastest-growing economies in Asia. The solid increase pace is foreseen to continue until 2020, to reach €248.8 billion. The outlook is underpinned by ongoing Government policies regarding the privatisation of state-owned enterprises (SOEs), the maintenance of price stability, the lowering of trade barriers and reduced tax rates.

0

500

1000

1500 1,4031,512

1,8431,924

2,0292,156

2,346

2,529

2000

2500

3000

2020f2019f2018e20172016201520142013

(€)

Figure 4: Nominal GDP and Real GDP growth, 2013-20f

Source: BMI

Figure 5: Nominal GDP per capita, 2013-20f

Source: BMI


In 2017, Vietnam received a record €24 billion of foreign direct investment (FDI). This is a reflection of the increase in trade and production in Vietnam as more global manufacturing giants have decided to move their production facilities to Vietnam to reap the benefits from the numerous incentives to attract investments from the government.

Ho Chi Minh City, Vietnam’s commercial centre, continued to receive the most FDI in 2017 with a total registered capital of nearly EUR 2.7 billion. Provinces such as Binh Duong and Bac Ninh, where LG and Samsung established their manufacturing centres, also received large amounts of FDI at EUR 2.0 and EUR 2.6 billion, respectively. Thanh Hoa and Khanh Hoa are two provinces receiving the highest number of newly registered capital, respectively, due to mega Build – Operate – Transfer Japan’s thermal power projects.

Foreign Direct Investment

20172016201520142013201220112010

15,066

11,90410,530

17,57716,378

18,43619,761

24,041(€ mn)

Other

Binh Duong

Khanh Hoa

Thanh Hoa

Bac Ninh

Ho Chi Minh City(Unit: EUR mn)

2,684.4

2,640.6

2,563.8

2,104.7

2,003.5

12,054.1

Figure 6: Total registered FDI capital, 2010-2017

Source: GSO

Figure 7: Total registered FDI capital by provinces, 2017Source: GSO


III. Structure of consumption expenditures

With this GDP growth and increase in disposable income, consumption expenditure is expected to grow at a rate of 9% during 2016-22f. The increase in the standard of living will likely also raise the price and the quality of goods purchased by Vietnamese consumers.

20142013 2015 2016 2017 2018 2019 2020 2021 2022

Other

Leisure & education

Transport & communications

Health spending

Furnishing and home

Housing and utilities

Clothing & footwear

Food, beverages & tobacco

624 669 715 754 815 883 967 1,060 1,163 1,278

212 228 244 258 279 303 332 365 401 441

515 551 588 618 667 721 787 862 944 1,035

69 74 79 84 91 98 108 118 130 143

149 160 171 180 195 211 231 253 277 305

396 422 450 472 508 548 598 653 714 782

74 80 85 90 97 105 114 125 137 151

588 629 671 706 761 823 899 984 1,078 1,183

EUR

pe

r ye

ar p

er

ho

use

ho

ld

0

1,000

2,000

3,000

4,000

5,000

6,000

Figure 8: Structure of consumption expenditure, 2013-22f Source: BMI

CHAPTER 2

OVERVIEW OFEDUCATION IN VIETNAM

Vietnam’s education landscape

Structure of education system

Market trends

Market drivers

Market barriers

Opportunities and challenges for European companies


I. Vietnam’s education landscape

Education has always played a central role in Vietnam’s society and culture. Vietnamese families are willing to go to great lengths to ensure their offspring get the required education.

The government of Vietnam spends significantly more on education than other countries in the region, with 15% of its total public spending going to education in 2000, and 20% in recent years. The rate of government expenditure on education as a percentage of GDP has oscillated between 5.1% and 5.9% over the 2009-2012 period and increased to 6.3% in 2016, indicating the government’s growing commitment to increase access to education and to improve its quality.

In 2017, education received EUR7.7 billion, which constitutes 20% of all state expenditure on education according to the Ministry of Education and Training (MOET). The proportion of public expenditure on education and training on Vietnam’s GDP is much higher than that of many countries in the region, even countries with higher economic levels.

While it is hard to establish a direct link between spending and performance, Vietnam’s strong emphasis on education correlates with its impressive results in terms of enrolment, literacy and Programme for International Student Assessment (PISA) ranking (where Vietnamese students scored high).

2000

Share of education in GDP (%)

%

2009 2012 2016

3.35.1

5.9 6.3

15.1 16.0

20.0 20.0

Share of education in

Government expenditure (%)

Bru

ne

i

Cam

bo

dia

Ind

on

esi

a

Lao

s

Mal

aysi

a

Phili

pp

ines

Sin

gap

ore

Thai

lan

d

Vie

tnam

3.8

%

2.0

3.3

4.2

6.1

3.42.9

4.1

6.3

Figure 9: Share of Education in GDP and Government Expenditure, 2000-2016.

Source: UNESCO, MOET, Ipsos Business Consulting analysis

Figure 10: Government expenditure on education in ASEAN, 2016 (% of GDP)Source: UNESCO


Figure 11 shows an optimistic picture of universal education in Vietnam. For all levels of education, enrolment rates show an upward trend. Therefore, Vietnamese people have enjoyed better access to education and have become more educated over the last decades.

Vietnam has made strides in literacy over the last seventy years, thanks to government policy reforms. In 2016, 98.1% of the population aged 15 to 35 was considered literate, compared to more than 95% of the population being unable to read or write in 1945 when the country became independent. In 2016, Vietnam still had more than 1.3 million illiterate people, most of which are unable to attend school due to living in remote areas, being unable to afford tuition, or because of old age. The government expects the literacy rate to reach 99% of individuals aged 15 to 35 by 2020.

Remark: Gross Enrolment Rate: Total enrolment

in a specific level of education, regardless of age,

expressed as a percentage of the official school-

age population corresponding to the same level of

education in a given school year. The figures can be

higher than 100% because of early or late school

entrance and grade repetition. Source: World Bank

Enrolment rate

Literacy Rate

2000

%

9.41316.031

22.66128.26

40.513

59.345

70.652

86.755

108.751

97.047104.96

109.97

2005 2010 2016

PrimaryEducation

Pre-primaryEducation

TertiaryEducation

1945

%

5.0

94.098.1 99.0

2000 2016 2020f

Figure 11: Gross enrolment ratio in each level of education in VietnamSource: InterNations

Figure 12: Literacy rate, adult total (% of 15-35 age group). Source: Ministry of Education and Training


PISA is a global study by the Organisation for Economic Co-operation and Development (OECD). It evaluates educational systems by measuring 15-and-over students’ scholastic performance in mathematics, science, and reading. Vietnam ranked among top performers in the developing East Asia and Pacific region in 2018 according to the World Bank. Vietnam

PISA Ranking

ranks higher than the OECD average, which includes the US and European countries. However, sceptics noted that PISA rankings normally correlate to the country’s GDP and prosperity, which would make Vietnam an outlier. One plausible explanation is the fact that the Vietnamese education system is exam-oriented and theoretical.

International Average Vietnam

493525

490 495 493 487

Science Math Reading

Figure 13: PISA score of Vietnamese students and International Average in 2018Source: World Bank


II. Structure of the education system

Vietnam’s education system is divided into five levels:

PRESCHOOL AND KINDERGARTEN

For children aged 3 - 6. This level of education is not compulsory and mostly popular in major cities such as Ho Chi Minh City, Hanoi, Hai Phong, Can Tho, Da Nang, Vung Tau, etc. In the later years children learn the alphabet and basic arithmetic.

PRIMARY SCHOOL

For children aged 6 - 11. The five years of primary school constitute the only compulsory education in Vietnam. It used to culminate in a final exit examination, which was abolished in the 2000s.

LOWER SECONDARY EDUCATION

For children aged 11 - 15. Before 2006, students had to pass the Intermediate Graduation Examination (IGE) (administered by the local Department of Education and Training) to graduate, which is no longer required. The Vietnamese government plans to universalise lower secondary education by making education compulsory for nine years (from grade 1 to 9) by 2020.

Nursery

Kindergarten

Primary School

Lower Secondary School

Upper Secondary

School

University Education

Doctor of

Philosophy4-6 years

Master2 years

College Education

Professional Secondary

SchoolVocational Training

Co

ntin

uin

g Ed

ucatio

n

(No

n-fo

rmat Ed

ucatio

n)

1-5 years

4-6 years 3 years

3 years 3-4 years

4 years

5 years

3 months

3

0

6

6

11

15

18

18

22

24

Age

EarlyChildhood

General

Education

Higher

Education

Home-schooling

Equivalent levels Advancing levels

Figure 14: National education system of Vietnam, 2014Source: Ministry of Education and Training


UPPER SECONDARY EDUCATION

For students aged 15 - 18. Upper secondary education culminates with the completion of Grade 12. Admission to this level is competitive and requires passing a rigorous entrance exam that is used to determine in which schools students can enrol. Students have to choose between natural sciences or social sciences as the focus of their programme.

HIGHER EDUCATION

Institutions of higher education are classified into universities (dai hoc), junior colleges (cao dang) and research institutes (hoc vien). Admission is determined by the students’ scores in the entrance examination. Admission to a public university is considered a great achievement, particularly for those coming from disadvantaged families or rural areas.

HIGH SCHOOL GRADUATION

EXAMINATION

At the end of grade 12, all high school students are required to take the National High School Graduation Examination, which is centrally administered by the MOET, to get their High School Graduation Certificate. In 2015, high school graduation and university entrance exams merged into a single examination. With their results, students can either qualify for high school graduation or apply for higher education. Despite the measures taken to diversify choices for students taking the exam, pressure on candidates remains significant. Before 2015, students were defaulted to take a number of subjects that varied each year. Such policy reduced students’ graduation exam results, especially for those who are not specialised in the examined subjects.

Second language

Young Vietnamese are more and more proficient in English, the predominant foreign language in Vietnam. Vietnam ranked 34th on the Education First English Proficiency Index in 2017, and 7th among Asian countries. With the launch of the ASEAN Economic Community and the country’s desire to compete in a global marketplace, it is

crucial for Vietnam to improve its English learning system. In that effect, the Vietnamese government has ordered that public universities implement English as a second language. Vietnam also plans to make English compulsory from grade 3 onward by 2018. As of the time of this report, English is mandatory only in upper secondary education.


Indonesia

Japan

China

Vietnam

South Korea

Hong Kong

India

Philippines

Malaysia

Singapore

Proficiency BandsRankings

66.03

61.07

60.59

56.12

55.81

55.32

55.43

52.45

52.34

52.15

5

13

15

27

29

30

34

36

37

39

Types of educational institutions

Vietnamese schools are divided into two types – public (cong lap) and non-public (ngoai cong lap). Amongst non-public institutions, schools are further classified into three types, namely

semi-public (ban cong), people-founded (dan lap) and private (tu thuc). The various educational establishments are defined in Article 44 of Vietnam’s Law on Education as follows:

Established and monitored by the State. The State also nominates their administrators and determines staff quota. The State invests in infrastructure and allocates funding for their regular expenditure.

PUBLIC EDUCATIONAL ESTABLISHMENTS

PEOPLE-FOUNDED EDUCATIONAL

ESTABLISHMENTS

Social or economic organisations that received permission from the State to set up an institution with non-State budget capital.

SEMI-PUBLIC EDUCATIONAL

ESTABLISHMENTS

Set up by the State and mobilises organisations and individuals in the society to jointly invest in infrastructure.

PRIVATE EDUCATIONAL

ESTABLISHMENTS

Individuals or groups of individuals that received permission from the State to set up and invest in the institution by themselves.

Figure 15: Top 10 Asian countries in EF English 2017 Proficiency ResultsSource: Education First

Notwithstanding the distinctions above, all schools use the same curriculum and must operate according to Vietnamese laws (see more in the section Regulatory and Legal Framework).


THE NUMBER OF INSTITUTIONS AND STUDENTS SEGMENTED BY LEVELS OF EDUCATION

The network of education institutions throughout the country has expanded, thereby offering learning opportunities for everyone and contributing to the achievement of a learning society.

In recent years, the net enrolment rate increased significantly. The high number of students in every stage of education reached a y-o-y growth of hundreds of thousands of students per year, in part caused by the implementation of universal secondary education in certain regions.

Pre-Primary education 14,881

15,052

773

10,155

420

2,391

235

Primary

Basic education

Lower secondary

Secondary

Upper secondary

Higher education

2013

-201

4 1,670,025

1,824,328

1,753,174

1,767,879

15,514,259

5,085,635

4,627,316

4,416,852

4,227,047

15,353,785

15,082,381

14,900,686

2014

-201

520

15-2

016

2016

-201

7

Pre-primary Education General Education Higher Education

Remark: Basic Education includes Primary and Lower Secondary. Secondary includes Lower Secondary and Higher Secondary.

Figure 16: Number of institutions by education stage in academic year 2016-2017Source: Ministry of Education and Training

Figure 17: Number of students by education stageSource: Ministry of Education and Training


1. PUBLIC SECTOR

Number of schools

Number of students

Vietnam has a greater number of public schools than private schools at all educational levels.

However, over the past few years, public pre-primary schools, including nursery, kindergarten, and public primary schools have declined as the demand was shifting to private schools.

Nevertheless, the number of students attending public schools at all educational stage is on the rise.

According to the government, pre-primary education achieved a satisfactory enrolment rate in 2016-2017. The enrolment rate for children aged three to five was 92%, and for children aged five, 98.75%.

Number of schools2013 -2014

2014 -2015

2015 -2016

2016 -2017

Nursery 17 14 13 13

Kindergarten 2,529 2,403 2,315 2,184

Pre-primary 9,585 9,962 10,151 10,397

Primary 15,232 15,171 15,145 14,939

Basic Education 576 570 580 749

Lower Secondary 10,268 10,268 10,281 10,124

Secondary 224 235 241 266

Upper Secondary 2,062 2,092 2,107 2,110

Higher Education 156 159 163 170

Number of students2013 -2014

2014 -2015

2015 -2016

2016 -2017

Nursery 438,205 494,387 484,485 477,870

Kindergarten 3,186,387 3,280,109 3,470,478 3,771,612

Primary 7,391,329 7,494,983 7,732,994 7,733,318

Lower Secondary 4,898,901 5,061,734 5,094,220 5,178,829

Upper Secondary 2,318,920 2,264,503 2,250,972 2,290,929

Higher Education 1,493,354 1,596,754 1,520,807 1,523,904

Figure 18: Number of schools in public education

Source: Ministry of Education and Training

Figure 19: Number of students in public educationSource: Ministry of Education and Training


In the public school system, more students mean larger classrooms. An average public school class has 30 students. As a consequence, students do not always receive sufficient attention.

Primary

Lower Secondary

Upper Secondary

Pre-primary

(Nursery & Kindergarten)

Higher Education

2013-2014

Tho

usa

nd

Stu

de

nts

2014-2015 2015-2016 2016-2017

1,493

2,319 2,265 2,251

3,955

5,094

7,733

3,625

4,899

7,391

3,774

5,062

7,495

1,597 1,521 1,524

2,291

4,249

5,179

7,733

2010

-2011 30.2

30.4

30.5

30.6

31.4

2013

-2014

2014

-2015

2015

-2016

Prel.

2016-2017

Unit: Student

Figure 20: Number of students in each educational levelSource: Ministry of Education and Training

Figure 21: Average number of general education student per classSource: General Statistics Office of Vietnam


Ho Chi Minh City

School year 2017-2018

Group 1

(EUR/student

/month)

Group 2

(EUR/student/

month)

Nursery 7.4 5.2

Pre-primary 5.9 3.7

Primary Free

Lower secondary 3.7 3.1

Continuation lower secondary 3.7 3.1

Upper secondary 4.4 3.7

Continuation upper secondary 4.4 3.7

Hanoi

School year 2017-2018

Group 1

(EUR/student

/month)

Group 2

(EUR/student/

month)

Group 3

(EUR/student/

month)

Nursery4.1 2 0.5

Pre-primary

Primary Free

Lowera secondary

4.1 2 0.5Continuation lower secondary

Upper secondary

Continuation upper secondary

Another downside of the public education system is the state of its facilities. Classrooms, teaching facilities as well as libraries of many public schools are sub-par. Currently, Vietnam has 419,903 classrooms, 323,551 of which are considered well-fortified and durable for at least

According to Decree No. 86/2015/ND-CP, People’s Councils of provinces prescribes the specific annual tuition fees suitable for their province. The Vietnamese public school system offers a reasonable tuition fee, as can be seen below:

Facilities

Tuition fees

50 years, accounting for 77.1% of total classrooms (breaking down to primary 68.7%, lower secondary 85.7%, upper secondary 93.9%). Many schools in Northeast, Northwest, Central Highlands and Southwest, still do not have well-fortified classrooms and sufficient teaching equipment.

In Figure 22, Group 1 refers to Ho Chi Minh City’s urban districts, that is, district 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Binh Thanh, Phu Nhuan, Go Vap, Tan Binh, Tan Phu, Thu Duc, and Binh Tan. Group 2 comprises of suburban districts, such as Binh Chanh, Hoc Mon, Cu Chi, Can Gio, and Nha Be.

The tuition fee in Hanoi is divided into three groups: Group 1 for urban students; Group 2 for rural students; and Group 3 for students from minority ethnic groups.

Figure 22: Ho Chi Minh City's tuition fees of school year 2017-2018Source: Ho Chi Minh Department of Education

and Training

Figure 23: Hanoi's tuition fees of school year 2017-2018

Source: Hanoi Department of Education and Training


Public primary education became free in July 2014. The government is also considering making lower secondary education free. Some of the upper secondary schools have already offered gifted students tuition-free education. Free tuition might become a threat to private education institutions in Vietnam.

Lower and upper secondary schools are either classified as normal or for gifted children. The latter welcome students who have greater potentials in social sciences, natural sciences or foreign languages and offer intensive training in those particular areas.

Public schools have a number of enrolment requirements. First, students must reside in the area

All public schools in Vietnam, at every level of education, follow the standard programme prescribed by the MOET. Some top upper secondary schools offer additional specialised

Business, finance, banking, education, and recently, information technology and foreign languages, are the favourite majors of Vietnamese students.

Enrolment requirements

Curriculum

Higher education majors’ structure

where the school is located (though not in higher education). Second, to attend a lower secondary school for the gifted, students must achieve high scores in Mathematics and Vietnamese and take an English entrance test. As for enrolling in upper secondary schools for the gifted, students must score high on the secondary graduation exam and write a competitive entrance exam.

curriculum for gifted students. The MOET is planning to introduce English to first and second grade students. With the current programme, English only starts in third grade.


15.5%

4.4%

14.7%

5.1%35.0%

4.5%

20.8%

Group 1

Education science and Teacher education

Group 2

Art

Group 6

Health

Group 7

Humanities, Social sciences and behaviour,

Journalism news and information,

Social welfare, Hospitality- tourism

-recreation and personal service,

Logistics, Environment,

National security and defence

Group 3

Business and management, Law

Group 4

Life science, Natural science

Group 5

Math and statistics,

Computer and information technology,

Engineering technology, Manufacturing and processing,

Architecture and construction, Agriculture-forestry-fishing, Veterinary

Because the Vietnamese government offers tuition-free education to students majoring in Education, Group 1 is significant. Group 3, 5, and 7 are the largest groups since the majority of students major in Business Administration, Health, Law, English, Information Technology, Automotive Engineering or Pre-primary Education.

In recent years, transnational education programmes, advanced programmes and high quality programmes have flourished.

New university programs

Name Description Tuition fee Certificate

Standard programme

Based completely on the Ministry of Education and Training’s programme, taught completely in

Vietnamese, has no foreign professors.

An average of EUR553 to EUR737

per year.

Offered by the Vietnamese university and is not recognised

internationally.

High Quality programme

Based completely on the programme of the Ministry of Education and Training, taught partly in English, has foreign professors, applies modern teaching methods of global partner universities.

An average of EUR1,250 per year.


internationally.

Figure 24: Higher education majors' structure in terms of students, 2017Source: Ministry of Education and Training


Name Description Tuition fee Certificate

Advanced programme

Higher entrance scores than High Quality programme, teaching programme borrowed from

reputable global universities, taught mostly in English, has foreign professors, modern facilities, and has the possibility to transfer abroad for one

semester or one year.

An average of EUR2,581 per year.


internationally.

Transnational programme

(2+2)

International programme regularly updated to world’s trends, taught mostly in English, has

foreign professors, modern facilities, comprises of 2 years in Vietnam and 2 years in foreign partner

university.

First 2 years: fees according to

Vietnamese host university.

Last 2 years: fees according to the foreign partner

university.

Internationally recognised.

Post-graduate education

The number of public institutions offering post-graduate programmes has increased over the years. According to the MOET, Vietnam had 180 institutions offering post-graduate education in 2017. In the Mekong River Delta, for instance, there used to be only one institution offering a post-graduate programme. Now, almost every university in the region offers this possibility. Similarly, the Southeast region (excluding Ho Chi Minh City) has gone from two post-graduate

programmes in 2010 to eight today. In Ho Chi Minh City and Hanoi, most institutions offer post-graduate education. A number of universities has started to offer transnational education programme for post-graduate education, such as the Ho Chi Minh City International University, the University of Economics Ho Chi Minh City, the Foreign Trade University, the Academy of Finance, the University of Finance – Marketing, etc.

Figure 25: Comparison of university programmesSource: Decree No.86/2015/ND--CP, Ipsos Business Consulting analysis


2. PRIVATE SECTOR

There is a huge demand for education in Vietnam that the public sector cannot satisfy. Wealthier families often send their children to private institutions in Vietnam or overseas, as they do not want their children to follow the public curriculum which focuses on rote memorisation and uses one-way teaching methods. As a result, recent years have seen a growth in the number of private schools in pre-primary and general education, especially in major cities. These institutions offer top-quality education to high-income Vietnamese families and expats.

Private institutions charge higher tuition fees, which vary drastically based on the quality of the teaching facilities.

Number of schools2013-2014

2014-2015

2015-2016

2016-2017

Nursery 9 10 6 5

Kindergarten 180 117 127 127

Pre-primary 1,547 1,697 1,920 2,155

Primary 105 106 109 113

Basic Education 16 15 17 24

Lower Secondary 22 25 31 31

Secondary 130 146 148 154

Upper Secondary 342 294 292 281

Higher Education 58 60 60 65

Remark: Basic Education includes Primary

and Lower Secondary. Secondary includes

Lower Secondary and Higher Secondary

Number of students

2013-2014

2014-2015

2015-2016

2016-2017

Nursery 174,776 167,490 164,310 198,189

Kindergarten 427,679 474,866 508,043 637,964

Primary 44,271 48,649 57,015 68,242

Lower Secondary 33,489 37,096 44,426 56,695

Upper Secondary 213,776 175,416 174,158 186,246

Higher Education 176,669 227,574 232,367 243,975

Private schools are generally more modern and better equipped than public schools. The private school system has grown rapidly with the demand, both in quality and quantity. These private schools provide a variety of learning options for students in major cities.

Figure 26: Number of schools in private sectorSource: Ministry of Education and Training

Figure 27: Number of students in private sectorSource: Ministry of Education and Training


3. SUPPLEMENTARY SECTOR

Language training

Private tutoring

Vietnam’s education system also includes a supplementary sector, which complements students’ formal education by providing extra-curricular activities to develop skills that the formal education system fails to cover adequately. This sector can be divided into three sub-sectors: language training, private tutoring, and short courses.

With Vietnam’s involvement in cross-border trade, cooperation and multi-lateral agreements, language training has become more and more in demand. Domestic and foreign companies have higher expectations of language proficiency and priority is given to candidates who are fluent in more than one foreign language. The rising interest for overseas study and independent travel has also driven demand for language courses. Language training can be divided into communication classes and preparation classes for international standardised tests, such as the International English Language Testing System (IELTS) or the Test of English as a Foreign Language (TOEFL).

After English, the most popular foreign languages are Japanese, Korean and Chinese, according to a Q&Me survey. More and more young people invest

Vietnam has an industry of private tutoring that complements formal education programmes. Based on a survey by Thanh Nien News of 800 parents in 6 selected cities/provinces (Ho Chi Minh City, Hanoi, Da Nang, Quang Nam, Can Tho, Binh Dinh), it is reported that nearly 75% of surveyed parents send their children to tutorial classes after school hours or during weekends.

resources in learning a second foreign language to be more competitive at school or on the job marketplace.

Despite this interest, Vietnam does not rank high in terms of language proficiency. Education First ranks the country 34th out of 80 surveyed countries in terms of ability to use English for communication. In Asia, Vietnam ranks 7th after Singapore, Malaysia, the Philippines, India, Hong Kong and South Korea. This result confirms that language training in Vietnam is insufficient and more should be done to match up with other countries in the region.

As long as the demand for language training persists and the country’s language performance remains average, there is market space for entrants who possess expertise in the field.


74.6%

25.4%

Yes

No

31.2%

25.7%22.3% 21.7%

4.3%

Pressure from teachers

Daycare when parents are too busy

Avoiding falling behind peers

Supplementing basic curriculum

Advancing beyond curriculum

39.0%

16.3% 14.1% 15.3%17.0%

Teachers' house

Supplementary schools/centers

HomeSchool

Others

Of these parents, more than 50% attributed the demand for tutorial classes to the belief that normal school hours are not sufficient; 31.2% of parents want their kids to receive more practise on the knowledge taught at school; and 25.7% want their kids to learn beyond the school

To regulate extra classes and private tutoring, the government issued Circular No. 17/2012/TT-BGDDT. Some points worth noting are:

Extra classes shall not be provided for elementary students, except for extra-curricular activities, such as arts, sports, or life skills..”

Extra classes shall not be provided for students who have attended curricular classes for 2 sessions per day.”

A teacher receiving salaries from wage-fund of public service agencies is banned from:

Holding external extra classes unless he/she conducts external extra classes;

Conducting external extra classes for students who are in his/her curricular classes without the permit of the Head of his/her superior agency.”

In the same survey, 39% of parents reported sending their kids to their teacher’s houses for tutorial classes, 16.3% to supplementary schools, and 14.1% to their children’s school.

curriculum. Other notable reasons include not wanting their kids to fall behind their peers, and not having time to take care of them in the evening. 4.3% of parents reported having to send their kids to tutorial classes under teachers’ pressure.

Figure 28:Percentage of parents sending kids to extra-classes, 2014Source: Thanh Nien News

Figure 29: Purpose of going to extra-classes, 2014Source: Thanh Nien News

Figure 30: Venues for extra-classes, 2014Source: Thanh Nien News


Despite the restrictions, extra classes for pre-elementary and elementary students persist, due to parents’ concern that their children may not match up with their peers. Certain schools even cut class hours from a full to a half day in order to legally conduct extra classes. Moreover, since teachers cannot organise private tutoring classes but are allowed to conduct extra classes outside

of the schools, they turn to supplementary schools. At these centres, there is no monitoring of whether teachers tutor their own students.

The extra-class market is dominated by local educators who have a sound understanding of the Vietnamese curriculum.

Short courses

Apart from language training and private tutoring, Vietnamese people also take short courses that go beyond the curricula established by the MOET, such as soft skills, work-related skills, arts, sports, and life skills.

Life skills, arts and sports courses are usually organised during the summer and with the main purpose of increasing physical fitness and capabilities. Additionally, a number of parents who cannot take care of their children during the summer send their kids to summer courses that provide boarding options.

Vietnamese people are increasingly aware of the value of soft skills. This is due to employers’ perception that university graduates lack tacit knowledge and hands-on experience. Communication skills, teamwork, computer literacy and responsibility are not adequately taught in universities. Navigos Search, a headhunting company in Vietnam, commented that the lack of soft skills is the primary reason of unemployment for recent graduates.

While the workplace becomes more complex and demanding, companies look for candidates with soft skills in addition to their educational background. The demand for skills training creates many opportunities for new investors in the field.


4. OVERSEAS STUDY

Since the 1990s Vietnam has been sending students overseas, first to other Communist countries such as the Soviet Union, Poland, and Germany, then around the world. More and more Vietnamese students are looking to studying abroad today to avoid the antiquated Vietnamese curriculum. According to the MOET, 130,000 Vietnamese students studied overseas in 2016.

As a result of the post-Vietnam War immigration wave, United States and Australia are popular destinations for studying abroad since many Vietnamese have relatives there. With the rising middle class in Vietnam, however, studying abroad is no longer the privilege of a few very rich people with foreign relatives. More and more Vietnamese households send their children to more affordable countries, such as Japan, Korea, and Singapore. Japan is particularly popular because of its retention of international students after graduation, its huge investments in Vietnam, and its relatively flexible study conditions and low tuition costs.

104,500

2013 2014 2015 2016

110,000

120,000130,000

Remark: The figures above consist of only the formal tuition

fee charged by private tertiary institutions for Bachelor’s

level or equivalent, and do not include additional fees such

as housing or textbook. Tuition fees should be interpreted

with caution as they result from the weighted average of the

main tertiary programmes and do not cover all educational

institutions.

Country Unit

Private tuition fee

charged by tertiary

institutions to full-time

foreign students (Bache-

lor’s or equivalent)

United States EUR 23,680

Singapore EUR 8,518

Australia EUR 8.187

Japan EUR 6,827

South Korea EUR 6,646

Figure 31:Number of overseas Vietnamese students,

2013-2016Source: Ministry of Education and Training

Figure 32: Average private tuition fee in some countries, academic year 2015-2016Source: OECD, CNBC


Japan

Australia

United States

2013

Unit: Student

13,000

16,082

26,015

27,550 28,524

31,000

16,579

19,000

28,000

14,726

38,882 38,000

2014 2015 2016

Overseas study is a rising trend in Vietnam since the local education system is perceived as inferior to that of developed countries. It is noteworthy that many overseas Vietnamese students do not return to Vietnam after their study. The scale and impact of this is unknown as there are currently no statistics on the subject. However, most international students cite Vietnam’s bureaucracy and lack of employment benefits as their reason for not returning, especially if their studies abroad were costly.

It is estimated that Vietnamese people spent a total of EUR2.4 billion in overseas study in 2015. As more and more students go abroad every year, the figure is expected to continue to grow. The increasingly affluent Vietnamese are also less dependent on scholarships, with only 4% of overseas students benefiting from government scholarships in 2016, or approximately 5,519 students. The rising income has also changed the distribution of Vietnamese students in US institutions from predominantly community colleges to an equal distribution between community colleges and 4-year institutions.

2013

Unit: EUR billion

1.5

2.4

2015

Remark: The figures above consist of all expenses related to studying abroad, including tuition fees, housing fees, living fees,

travelling costs and other additional costs

2010 2012 2017

Community college 90% 49% 30%

4-year institution

10%

23% 30%

Others

(including high school,

post-graduate, etc)

28% 40%

Figure 33: Number of Vietnamese students in some countries, 2013-2016Source: Ministry of Education and Training

Figure 34: Total spending of Vietnamese students on studying abroad, 2013-2015Source: HSBC

Figure 35:Proportion of students choosing different study programmes in the US, 2010-2017Source: WENR, Capstone Vietnam


III. Market trends

Growing demand for private general education

Decline in non-public upper secondary schools

While the demand for primary and lower secondary education is rising, there has been a steady decline in non-public upper secondary education, both in the number of students and the number of schools. This can be attributed to several factors, such as:

The quality of certain non-public upper secondary schools does not match their high tuition fees. This raises much concern, especially since high school’s quality can decide whether a student would get into a good university in the future.

There is increased competition from vocational schools, which promise more secure jobs and charge considerably lower tuition fees.

Other upper secondary schools are lowering their entrance benchmark, drawing students away from non-public schools (which typically do not require any entrance exam score, if at all).

More and more Vietnamese parents send their children to private primary and lower-secondary schools because they find the public school curriculum heavy, inflexible and antiquated. Furthermore, public school children are often forced to attend “extra classes” in order to keep up with their peers, somewhat offsetting the affordability of those schools. Therefore, parents with rising income prefer private schools, where the curriculum is lighter and students have free time to develop soft skills and have fun.

2013-2014

Non-public upper secondary schools

Non-public upper secondary students

2014-2015 2015-2016 2016-2017

342

294 292 281

213,776

175,416 174,158

186,246

Figure 36: Number of upper secondary schools and students, 2013-2016

Source: Ministry of Education and Training


More students are going to non-public universities

In the past, non-public universities were regarded as “expensive” and suitable only for people who could not get into public universities. That perception has changed, and now more students choose to attend non-public universities. These universities usually provide an international degree, either directly or through twinning programmes, which satisfy the growing demand for a foreign, high quality education. The curriculum is more flexible and generally taught in English, which better prepares students to the job marketplace.

Studying abroad gains popularity

Vietnam had 130,000 overseas students in 2016, with a CAGR 13-16 of 7.55%. Vietnamese students ranked 16th in the US, 3rd in Japan, 2nd in Korea, 9th in France and 30th in Germany in terms of number in 2017. The growing number of study abroad consulting firms also evidences this trend. According to Department of Training and Education, Ho Chi Minh City had approximately 1,000 studying abroad consulting firms in 2015. In Hanoi, there were 300 registered firms at the end of 2015, double the 2014 figure.

2013-2014 2014-2015 2015-2016 2016-2017

58

176,669

227,574 232,367243,975

60 60 65

Non-public universities Non-public universities students

Figure 37: Number of private universities and students, 2013-2016Source: Ministry of Education and Training


Increasing focus on STEM education

“STEM education is an interdisciplinary

approach to learning where rigorous

academic concepts are coupled with real-

world lessons as students apply science,

technology, engineering, and mathematics

in contexts that make connections between

school, community, work, and the global

enterprise enabling the development of

STEM literacy and with it the ability to

compete in the new economy”

Many supplementary schools and non-private institutions have added STEM programmes to their curriculum. In 2015, DTT Eduspec launched an after-school programme named “Hoc vien STEM” (STEM Institution) to help students with a passion in STEM subjects. FPT Primary schools have also incorporated STEM into their compulsory curriculum, starting in 2017. The Prime Minister has mandated the MOET to incorporate STEM education into the next revision of the national curriculum. Currently, 16 primary and lower secondary schools are experimenting STEM education under the joint supervision of the MOET and the British Council. Many education reformers hope that the STEM model will shift Vietnam’s national curriculum from theory to practice and make Vietnamese’s workforce more competitive in the future.

In preparation for Vietnam’s next major education reform, increasing attention is paid to Science, Technology, Engineering, and Math (STEM) education, defined as follows:

Tsupros, 2009

Soft skills are a priority

As mentioned earlier, Vietnam’s curriculum doesn’t provide graduates with essential soft skills such as communication and presentation skills. In the 3rd quarter of 2017, approximately 237,000 recent graduates were unemployed nationwide, which, many speculate, was caused by their lack of soft skills. Therefore, soft skills classes and workshops have become popular amongst students who hope to avoid unemployment.


IV. Market drivers

Government’s commitment to education

A society that places great value on education

Education takes 20% of the government’s annual expenditure. Vietnam’s spending on education constituted 6.3% of its GDP in 2017, the highest among ASEAN nations and higher than that of more economically developed nations. The country is also working on a major education reform that is expected to come into effect in 2020.

Rooted in Confucianism, the Vietnamese culture has always valued education. Education is seen as the ultimate path to success and as a way to fulfil one’s filial duty and make the family proud. Teachers are highly regarded in Vietnam and parents are willing to go to great lengths to ensure that their children receive a good education. As the Minister of Education Phung Xuan Nha put it: “Vietnamese parents can sacrifice everything, sell their houses and land just to give their children an education.”


Low teacher benefit

Theoretical and antiquated curriculum

Despite being highly respected, teachers are not well paid, especially recent graduates. According to the MOET, teachers with less than 60 months of experience make EUR116.6 to 141.24 per month, which is lower than the minimum wage of EUR142.14 per month (for labour in sector I - urban areas according to Decree 141/2017). This drives many well-qualified teachers away from the education sector, and caused the emergence of “extra classes” as a supplementary source of income for teachers.

Vietnam’s theoretical curriculum may help students fare well in academic competitions and might even explain why Vietnam achieves high PISA rankings, but it does not make students competitive compared to their global counterparts. Furthermore, the focus on memorisation is stressful for students and leaves them with little capacity to develop themselves otherwise. Finally, the scope of knowledge in universities is severely out-dated.

Urban

13.0

2.5

8.4

11.9

4.5

12.9

11.0

2.6 3.

61.

98.

1

6.2

3.3

2.8

10.9

3.0

14.2

39.7

34.5

20.6

28.4

18.0

10.5

24.4

5.2

13.8

9.7

5 years old

Primary age (6-10)

Lower secondary age (11-14)

Rural Kinh Tay Thai Muong Khmer Mong Otherethnicities

Unit: %

V. Market barriers

Disparities in access to education

The proportion of out-of-school children is higher in rural areas and varies among different ethnic groups. The Kinh ethnic group – the major ethnic group in Vietnam that includes 80% of the population – the Tay, the Thai and the Muong minority groups have low out-of-school children rates, whereas other ethnicities have higher rates because of poverty and the perception that children should work to earn money.

Figure 38: Percentage of out-of-school children among

different age groups, regions and ethnicities in 2014

Source: 2014 Global Innovation on Out-of-school children


VI. Opportunities and challenges for European companies

1. OPPORTUNITIES

Favourable demographic

Shortage of high-skilled labour

Government support initiatives

In addition to growing incomes and confidence in the future, Vietnam’s demographics also stand to have a positive impact on the education market. As of 2017, around 60% of the Vietnam’s population, or more than 90 million individuals, were under 35 years of age. The enrolment rate of school-aged children has grown. Moreover, the recent growth in disposable income has allowed parents to better support their children to acquire the skills and knowledge they need to be competitive in the workplace.

Despite adding 1 million labourers per year on the job marketplace, Vietnam cannot meet the demand for high-skilled workers. According to Vietnam Briefing, Vietnam’s labourers rank lower than those of Thailand, Singapore and Malaysia, and fall behind in language, cognitive, behavioural, and technical skills. The country faces a major skills gap, and domestic credentials are often not recognised. International qualifications are regarded as a competitive advantage, and even viewed as essential in some fields.

The government continues to be interested in the development of education institutions, whether private or public, from pre-primary education to vocational training and higher education. Additionally, new policies were established to regulate the quality of education and to ensure that graduates meet the needs of the market. Education features prominently in “Vietnam’s Socio-economic Development Strategy for the period 2011-2020,” which seeks to improve human capital development, increase enrolment rates in higher education, and modernise the education system.


2. CHALLENGES

Limited scope of investment

Licensing

Vietnam’s liberalisation of the education sector for foreign investment is limited to selected fields. As of 2017, foreign investment in education was opened to programmes in engineering, natural sciences, technology, business administration and business science, economics, accounting and international law, and to language training. Most of these fields are suited for higher education studies.

Opportunities for foreign investments exist but are limited to general education related to early childcare schools, primary schools and secondary schools.

Obtaining licenses is another challenge in Vietnam. In order to operate in the education sector, foreign schools must obtain three types of licenses:

• Investment registration certificates

• A decision permitting the establishment of educational institutions

• A license for educational activities

Although the process to obtain these licenses is similar, they must be obtained separately and sequentially. And of course, investors would have to navigate the Vietnamese bureaucracy.

Enrolment limitations

The number of Vietnamese children who can enrol in foreign-owned institutions is limited by Decree 73/2012ND-CP (“Decree 73”), passed on 15th November 2012, as follows:

• 0% for international pre-school;

• 10% for primary and secondary international school; and

• 20% or less for international high school.

The restrictions placed by this decree are in contradiction with the increased demand for international education, making investments in this field less attractive.

With regard to staffing requirements, Decree 73 stipulates that foreign teachers must have at least 5 years of experience to teach twinning programmes at Vietnamese or foreign-invested schools, colleges and universities. At higher education institutions, 60% of courses must be delivered by permanent teachers, and 80% of teaching staff must hold postgraduate degrees. The percentage of lecturers with a doctoral degree in foreign colleges and universities must be at least 25% and 35% respectively. These requirements are difficult to satisfy even for state-owned institutions.

Teaching Staff


CHAPTER 3

COMPETITIVE LANDSCAPE

Public sector

Private sector


Case studies


No Name Curriculum Fee Ages Description Location

1

The American School of Vietnam

theamericanschool.edu.vn)

American

A number of lunch and bus fees apply, as does a registration fee and annual tuition fees. For a child in elementary school, the registration fee is EUR1,071 and tuition is upwards of EUR6,286 annually.

3 to 18

TAS provides a world-class American-based curriculum that promotes high standards of academic excellence by enhancing student learning for leadership in a global world. At TAS, over 20 nationalities are represented in the faculty and student body.

Ho Chi Minh City

2

Australian International

School Vietnam

(aisvietnam.com)

IB and IGCSE

Application Fee of EUR114 per student, an acceptance fee from EUR1,142 to EUR2,285, and then an annual fee starting at EUR11,909 (can be paid in instalments).

2 to 18

With over 1,150 students from 40 countries, AIS is a truly international community. At AIS, all students are given a high quality, fully accredited international education across all year levels.

Ho Chi Minh City

3

British International School

(bisvietnam.com)

IB and IGCSE

Application Fee of EUR120, then a Registration fee of EUR2,430 per child for Primary and Secondary school children (this is a one-off fee paid on entry), followed by a security deposit of EUR810 for Primary and Secondary children. Annual fees start at EUR15,515 (can be paid in instalments) from Year 1 (Primary).

2 to 18

BIS is a selective, independent and co-educational day school that provides a diverse international education measured by British standards.

Ho Chi Minh City

4

European International

School Ho Chi Minh City

(eishcmc.com)

IB

Administration fee of EUR150 per student, registration fee of around EUR571 – EUR1,143 depending on children’s age, and an annual fee of up to around EUR17,500

2 to 18

The European International School Ho Chi Minh City (EIS) focuses on academic excellence, multiculturalism and treating each child as an individual.

Ho Chi Minh City

5

International School of Ho Chi

Minh City

(www.ishcmc.com)

IB World

Admission fee of EUR900 with an additional annual development fee. Annual school fees start at EUR14,423 (can be paid in instalments).

2 to 19

ISHCMC, the most established international school in the city, providing a broad-based international education for approximately 950 students of 49 different nationalities.

Ho Chi Minh City

I. Public sector

II. Pivate sector

Public universities are usually students’ first choice. They are attracted not by the low tuition fees but by the quality of education and prestige of the degrees. Previously, all public universities had enrolment quota set by the MOET due to limited funding. This has changed in 2014 when several public universities were given financial autonomy and allowed to set their own enrolment quota.

Remark: List is based on Community Ratings in terms of Curriculum, Quality of Teachers, Campus Facilities, Value for Money on

the Internet.

Figure 39: List of popular private pre-primary and general education schoolsSource: expatarrivals, edarabia, and Ipsos Business Consulting analysis

http://www.theamericanschool.edu.vn


http://www.aisvietnam.com

http://www.bisvietnam.com

http://www.eishcmc.com

http://www.ishcmc.com


No Name OriginFee (excluding Application

Fee)Year of

entering Description Location

1

RMIT

Un

iver

sity

Vie

tnam

(rm

it.e

du

.vn

)

Au

stra

liaUndergraduate degree programs: EUR22,623 – 29,250 (288 - 384 credits)

Postgraduate degree programs: EUR18,900 – 21,359 USD (144 - 192 credits)

2000

RMIT University Vietnam brings a world-class education and globalised study environment to the heart of Asia. We are part of Melbourne-based university RMIT - Australia’s biggest tertiary institution. RMIT University Vietnam offers programs in business, technology, communication, design and fashion, and boasts an impressive range of extra-curricular activities that encourage students to break new ground in their areas of interest.

Hanoi and Ho Chi Minh

2

Brit

ish

Un

iver

sity

Vie

tnam

(bu

v.ed

u.v

n)

Sin

gap

ore

British University Vietnam provides teaching for University of London and Staffordshire University degrees

- Staffordshire University Programme (3 years): EUR23,500

- University of London Programme (3 years): EUR27,300

- MBA Programme (2 years): EUR15,000

2012

British University Vietnam is the first full British university to offer a range of prestigious UK business degrees delivered entirely in Vietnam. The university is committed to providing a world class education and learning experience for our students. Our 100% international faculty brings together academics with extensive teaching experience as well as practitioner and research capabilities.

Hanoi

3

PSB

Co

lleg

e Vi

etn

am

(psb

colle

ge.

edu

.vn

)

U.K

Undergraduate degree Programme (15 months): EUR6,400

2003

PSB College Vietnam is the official branch of PSB Singapore in Vietnam, and is 100% foreign-invested. PSB College Vietnam provides twinning options for bachelor programs, in collaboration with our partners in Singapore, Australia and the UK.

Ho Chi Minh

4

Am

eric

an U

niv

ersi

ty

in V

ietn

am

(au

v.ed

u.v

n)

U.S Not available 2011

AUV is ideal for those who demand superb instruction, advanced career skills, a supportive learning environment, and direct placement for graduate studies in the USA.

Danang

5

Toky

o H

um

an H

ealth

Sc

ien

ces

Un

iver

sity

Vie

tnam

(to

kyo

-hu

man

.ed

u.v

n)

Jap

an

Undergraduate degree: EUR1,930 per year 2016

Tokyo Vietnam Medical University, with their educational philosophy of “Bringing health and well-being to everyone”, will bring a lot of human resources to Vietnam and train professionals who will be able to provide the best quality.

Hung Yen

6

Fullb

rig

ht

Un

iver

sity

Vie

tnam

(fu

v.ed

u.v

n)

U.S Undergraduate degree

program (1 year): EUR14,8222016

Fulbright University Vietnam is a private non-profit university in the Saigon Hi-Tech Park in Ho Chi Minh City, Vietnam. It is one of Vietnam’s first private, non-profit institutions of higher education.

Ho Chi Minh

Remark: List is based on Community Ratings in terms of Curriculum, Quality of Teachers, Campus Facilities, Value for Money on the Internet.

Figure 40: List of top private universities in Vietnam Source: expatarrivals, edarabia, and Ipsos Business Consulting analysis

http://www.rmit.edu.vn

http://www.buv.edu.vn

http://www.psbcollege.edu.vn

http://www.auv.edu.vn

http://www.tokyo-human.edu.vn

http://www.fuv.edu.vn


III. Supplementary sector

The most popular English language training centres are ILA, ACET, VUS, KTDC and British Council, with the highest number Facebook likes, according to Q&Me. Meanwhile, the providers with the largest coverage in terms of number of branches are Apax (with 50 branches), Than Dong (32), ILA (31), Apollo (28), and VUS (23).

ACET

(acet.edu.vn)

ILA

(ila.edu.vn)

VUS

(vus.edu.vn)

KTDC

(ktdcgroup.vn)

British Council

(britishcouncil.vn)

Description

ACET is an Australia-based

education organisation,

which provides language training,

standardised tests, and

overseas study consulting.

ILA is an English language training

provider that has existed since 2001,

specialising in courses for both communication

and test preparation purposes.

VUS specialises in English courses for all groups, ranging from kids to adults

and corporates. The centre also

provides test preparation

courses.

Founded in 2009, KTDC focuses on providing

courses for IELTS preparation and business English.

KTDC also provides overseas study consulting.

British Council provides a vast array of services

in language training, UK education promotion,

cultural exchange, and

capacity building.

Facebook likes (as of 5 May)

139,746 47,187 190,836 7,496 198,175

Number of centres

4 37 13 2 5

LocationHanoi

and Ho Chi MinhNationwide Nationwide Ho Chi Minh

Hanoi

and Ho Chi Minh

CourseIELTS

Academic English

Academic English Communication

English Corporate

training Summer abroad

study

TOEFL, IELTS Academic English Communication

English Corporate

training

IELTS

IELTS Academic English Communication

English Corporate

training

Cost of basic IELTS training

(EUR per hour)

7.82 7.63 3.78 5.49 10.00

TeacherNative and Vietnamese

Native onlyNative and Vietnamese

Native onlyNative and Vietnamese

Remark: Tuition fee is based on most basic IELTS course. Upon completion, learners are expected to achieve the score band 4.5 – 5.5.

Figure 41: Top popular English centres based on Facebook likes, 2015Source: Q&Me, Ipsos Business Consulting analysis

https://acet.edu.vn

https://ila.edu.vn

https://vus.edu.vn

http://ktdcgroup.vn

https://www.britishcouncil.vn/


Apax

ILA

Than Dong

Apollo

Outerspace

Cleverlearn

AMA

Saigon Vina

50

37

32

28

20

20

20

18

I Can Read 17

British Council 10.0

8.9

8.1

7.3

6.5

6.5

5.5

4.9

4.1

3.2

3.2

Wall Street English

ILA

ACET

Apollo

YOLA

KTDC

AMA

Outerspace

VUS

VATC

42%

ILA

15%10%

8%

8%

6%4%

4% 3%

Wall

Street

English

YOLA

British

Council

Apollo

ACET

I Can ReadApax RMIT

The market for English training can be also be divided by tuition fee. The high-end segment comprises of centres charging hourly rates above EUR5.67. The middle segment charges EUR3.24 – 5.67 per hour, while the low-end segment charges below EUR3.24 per hour.

Within the high-end segment, ILA currently holds the majority of the market shares (42%) and the lead position in the market. Following ILA are Wall Street English (15% of market share), YOLA (10%), British Council and Apollo (8% each).

Figure 42: Top English centres with most branches, 2015Source: Q&Me

Figure 43: Average listed tuition of English

centres, 2015Source: Q&Me, Ipsos Business Consulting analysis

Figure 44: Market shares in terms of sales of high-end English centres, 2015Source: Q&Me


IV. Case studies

1. VINSCHOOL

Established in April 2013, Vinschool started out as a not-for-profit education

service provider in Hanoi and was committed to dedicate 100% of its profits to re-

investment. The school is an affiliate of VinGroup, a conglomerate operating in real

estate, retail, tourism and entertainment, and healthcare. A venture of VinGroup,

Vinschool received EUR4.86 billion in chartered capital and is under full ownership

of VinGroup. Vinschool possesses certain advantages over other local private schools

in Vietnam. For example, Vinschool is able to partner with other members of the

VinGroup conglomerate to organise career orientation programmes for its students.

Sou

rce

: Fu

sio

n R

eso

rts’

We

bsi

te

Figure 45: Vinschool's logo and websiteSource: Vinschool

Figure 46: Vinschool's five core valuesSource: Vinschool


The school enjoys generous tax incentives from the government. In its first 4 years of operation, Vinschool was exempt from corporate income tax, and in the subsequent 5 years, enjoyed a 50% exemption from tax payable. Vinschool only started paying the full corporate income tax rate, equivalent to 10% per annum, after this period.

In its first year, Vinschool provided kindergarten education to 1,500 students exclusively. In its second year, it expanded its operations to K-12 education with 6,300 students and recorded its first profit. In 2017, Vinschool expanded its network to Ho Chi Minh City with its Central Park campus and changed its status from not-for-profit to non-profit. The distinction is in the tuition fee structure, which is set by dividing the expected expenses by the expected number of students, leaving no margin. Any loss would be marked up by VinGroup. This demonstrates Vinschool’s commitment to non-profit making.

After 5 years of operation, Vinschool has a wide network of schools consisting of twelve kindergartens, one primary school, one high school and two K-12 schools. Admission is highly selective and requires students to submit academic records and pass a unique entrance exam administered by the school. In addition, priority is given to students who have attended another Vinschool, whose family resides in VinHomes residences, or who are relatives of VinGroup employees.

Vinschool’s education philosophy builds upon five core values: inquisitiveness, proactiveness, integrity, caring, and respect. Its curricula centres on five foci: knowledge, English, physique, arts, and soft skills. Once admitted to the school, students choose between two pathways: Vietnamese university preparation or overseas study. Vinschool’s tuition fees range between EUR268 and EUR418 per academic year depending on the level.

2013 2014 2015 20172016

Established as a

not-for-profit school

Focused on

kindergarten

Number of students:

1,500

Expanded to K-12

education system

Number of students:

6,300

No revenue EUR8.2 million EUR18.4 million

Award from the

Ministry of

Education and

Training for

excellent

achievement in

implementing

comprehensive

education model

EUR25.6 million

Award from the

Ministry of

Education and

Training for

excellent

achievement in

implementing

comprehensive

education model

Expanded to Ho

Chi Minh with its

Central Park

campus

Changed to

non-profit

Number of students:

13,000

EUR14.4 million

in the first 6 months

Figure 47: Vinschool's development over the 2013-2017 periodSource: Vinschool, Ipsos Business Consulting analysis


2. VIETNAMESE-GERMAN UNIVERSITY

First imagined in 2005, the Vietnamese-German University (VGU) launched in 2008 in Binh

Duong, a province adjacent to Ho Chi Minh City. VGU was a collaboration between Herr

Udo Corts, Hessen State Minister of Higher Education, Research and the Arts (HMWK), and

Dr. Nguyen Thien Nhan, MOET. This initiative soon became a German-wide cooperation

and broadened its stakeholder network to include the Federal Ministry of Education

and Research (BMBF), the Ministry of Higher Education, Research and the Arts in Baden-

Wuerttemberg (MWK), as well as the German Academic Exchange Service (DAAD), the

World University Service (WUS) and the VGU-Consortium. VGU is now recognised as the

world’s fourth largest bi-national university with German participation.

Sou

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: Fu

sio

n R

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rts’

We

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te

Figure 48: Vietnamese-German University's

logo and websiteSource: Vietnamese-German University


In the 2016-17 academic year, VGU had a body of nearly 1,200 students. With a new construction project scheduled to conclude in late 2018, the university expects to have capacity to host up to 12,000 undergraduate and postgraduate students. There are two admission periods for undergraduate students in May and July, and one in September for postgraduate students. For both levels, students must submit previous academic records and take an entrance test. German is not required upon admission, but the entrance examination tests English proficiency.

Below are the programmes offered by VGU and its German partner institutions:

VGU’s seeks to provide world-class and well-recognised qualifications to its students. Teaching is conducted by visiting guest lecturers from Germany and high-ranking Vietnamese lecturers with international experience. With its close relationship with the German industry, VGU is able to establish research collaborations and knowledge exchanges between Vietnam and Germany. In 2010, VGU’s first research centre was founded, in conjunction with TU Darmstadt and the University of Transport and Communications. VGU’s wide network also allows students to take

Level of qualification Program German partner institution

Bachelor

Electrical Engineering and Information Technology

Frankfurt University of Applied Sciences

Computer Science Frankfurt University of Applied Sciences, TH Köln and Bonn-Rhein-Sieg University of Applied Sciences

Mechanical EngineeringRuhr-University Bochum and Otto-von-Guericke University Magdeburg

Business Administration Goethe University Frankfurt

Finance and Accounting Goethe University Frankfurt

Master

Computational Engineering Ruhr University Bochum

Mechatronics and Sensor Systems Technology

Hochschule Karhsruhe

Sustainable Urban Development

TU Darmstadt

Global Production Engineering and Management

TU Berlin

Business Information SystemUniversity of Science of Furtwagen and University of Science of Heilbronn

SEPT MBA Leipzig University

scholarship-funded study visits to its German partner universities.

VGU’s programmes and curricula are delivered in cooperation with German partner universities, following German degree programmes. Upon completion, students receive German degrees, which are recognised worldwide. Besides English, the main language of instruction, students are required to complete at least 4 courses of German language, equivalent to a B1 level on the CEFR framework.

Figure 49: Programmes offered by VGU, 2018Source: Vietnamese-German University


3. BRITISH COUNCIL VIETNAM

British Council (BC) Vietnam promotes UK’s culture, language and education in

Vietnam. With a presence in Hanoi and Ho Chi Minh City (3 teaching centres in

Hanoi and 2 in Ho Chi Minh), BC Vietnam covers a vast array of services in language

training, UK education promotion, cultural exchange, and capacity building.

Sou

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te

BC Vietnam was founded in 1993 as the cultural section of the British Embassy in Hanoi. It has many achievements and has made great contributions to the UK – Vietnam relations since its foundation. In 1995, BC Vietnam was

the coordinator of two prestigious British scholarships, the Chevening Scholaship and the Technical Cooperation Training (TCT). It expanded to Ho Chi Minh City in 1997. In 1999, BC Vietnam started promoting UK education and

Figure 50: British Council Vietnam's

logo and websiteSource: British Council Vietnam


in 2000 held the first Education UK Exhibition, which welcomed 4,500 visitors. In 2001, BC Vietnam became independent from the British Embassy. Until 2002, BC Vietnam worked mainly with Vietnamese universities, institutions, and government officials; after 2002, it became open to public members and started its first English language teaching courses in Hanoi and Ho Chi Minh City. In 2009, the government awarded BC Vietnam the status of ‘Foreign Independent Cultural, Education and Non-Profit Organisation’ in recognition of its work in Vietnam.

BC played a key role in the establishment of the Vietnam-UK International Standards University under a Memorandum of Understanding between the two countries, and launched the Vietnam-UK Institute for Research and Executive Education. In 2016-2017, 13,000 students studied at BC Vietnam’s language centres, 2,500 English teachers participated in its programme for language instructors, and 72 government officials received full-time language training.

Today, BC Vietnam is renowned for its high-quality language training and the promotion of UK culture. Its language centres provide English courses for general purpose as well as for standardised test preparation (e.g., IELTS, GCSE, and A-level test), targeting youth, adults and the corporate sector. BC offers a resourceful online learning system, comprising of the LearnEnglish website (learnenglish.britishcouncil.org) and mobile applications. It also serves as the authorised test centre for the IELTS, GCSE, and A-level tests. BC also supports teachers with is Virtual Teacher Support website.

In addition to language training, BC Vietnam carries out activities to promote UK-Vietnam relations as well as UK culture and education. Interested readers can consult BC’s online resources for studying in the UK, including information on living and studying abroad,

university profiles, information on the application process, and scholarships and financial support. BC hosts education fairs and alumni functions and works extensively in arts and creative industries, capacity building and community projects in Vietnam.After 25 years in the country, BC Vietnam has gone from a language training centre to a one-stop shop for academic exchange and cultural promotion, as well as a highly recognised capacity builder and partner to the government of Vietnam.

Figure 51: British Council Vietnam's LearnEnglish websiteSource: British Council's LearnEnglish


CHAPTER 4

PROFILE OFEND CONSUMER


In 2015 - 2016, the National Centre for Socio-Economic Information and Forecast surveyed households with children attending school in six provinces/cities (Hanoi, Phu Tho, Thanh Hoa, Ha Tinh, Dong Nai and Ho Chi Minh). The total number of households surveyed was 3,200. Results have shown that Vietnamese household’s spending on education is relatively high. On average, a household spends about EUR93 per child monthly, with households in urban cities spending 2.7 times more than those in rural areas (EUR110 to EUR41 per child per month). The average household’s education spending rate was 34.7%, higher in urban cities than in rural areas (35.5% compared to 30.5%). Education spending rates in Hanoi and Ho Chi Minh City are similar and the highest amongst the six provinces/cities (about 36.5%). Ho Chi Minh City has the highest average expenditure of the six provinces/cities (EUR125 per child each month); Hanoi came second (EUR100 per child each month).

Education accounts for the major part of Vietnamese household’s expenditures. In the urban areas such as Ho Chi Minh City, it was recorded in 2016 that nearly 500,000 out of almost 600,000 primary students were taking foreign language supplementary classes, mainly in English (accounting for 50%). Another 10,000 students were learning other foreign languages such as French, Japanese, Korean, Spanish, and Chinese. The reasons for this include genuine learning demand from students, insufficient curriculum coverage, teachers making a living due to low salary and high expectations from parents.

Datasection Vietnam conducted a data mining research of online forums and found that most people take English classes for work purposes, that is, job interviews, communication with customers, and travel. This is great news for centres focusing on teaching Communication English.

Methodology: Survey was conducted on 3,200 households

in six cities/provinces in Vietnam (Hanoi, Phu Tho, Thanh Hoa,

Ha Tinh, Dong Nai and Ho Chi Minh).

Methodology: Online data mining and analysis of online discussion threads on related topics.

Rural

41

110

Urban

Unit: EUR/child/month

Communication at work

Basic knowledge

Enhance

TOEIC test

University entrance exam

IELTS test

Other

62.8%

8.9%

6.9%

4.7%

4.4%

3.4%

8.9%

Figure 52: Urban-rural spending on education, 2016Source: National Centre for Socio-Economic Information and Forecast

Figure 53: Reasons for studying English, 2016Source: Datasection Vietnam


When choosing an English centre, people list as their top priority flexible schedules for a variety of levels.

Time

Fees

Program

Location

Trial classes

26.4%

17.2%

16.8%

12.5%

12.1%

Methodology: Online data mining and analysis of online discussion threads on related topics.

Figure 54: Top 5 criteria for choosing an English school, 2016Source: Datasection Vietnam


CHAPTER 5

REGULATORY AND

LEGAL FRAMEWORK

Laws and regulations on education in Vietnam

Legal framework for foreign investors

Relevance and Impact of EVFTA


The Law on Education 2005, the Law on Vocational Training 2006 and the Law on Higher Education 2012 constitute the legal framework for education institutions that operate in Vietnam. The first two laws set out the education system structure, quality assurance mechanisms, levels of qualification, objectives, duration, and syllabi for both education and vocational training. The Law on Higher Education 2012 governs tertiary-and-above education, and deals with quality assurance, research, scope of universities, and classification and ranking.

The MOET is the government body responsible for the governance of all education and vocational training activities in Vietnam. The MOET’s centralised authority covers every level of education in the country, including pre-school, general education, professional education, tertiary

The most important regulation for foreign investors is Decree No.73/2012/ND-CP, which specifies requirements for foreign-invested education institutions about chartered capital, facility, curriculum and teaching staff. This decree applies to education and vocational training, foreign-invested tertiary institutions, schools

I. Laws and regulations on education in Vietnam

II. Legal framework for foreign investors

education and continuing education. The MOET’s responsibilities cover a vast array of aspects in education, from education policy to curriculum, textbook, student enrolment and management, assessment procedure and quality assurance, infrastructure and facility, and staffing. Moreover, the MOET is in charge of education development plans and policy proposals related to education. In short, the MOET is the highest authority in the field of education in Vietnam.

Beside laws on general education, investors should also refer to laws on supplementary education, such as the Vietnam’s Language Proficiency Framework, Circular 17/2012/TT-BGDĐT on private tutoring, and Circular 04/2014/TT-BGDĐT on Promulgating the Regulation on the management of life skills education and extra-curricular educational activities.

and kindergartens, twinning programmes, and representative offices of foreign education institutions. The decree is being reviewed to include quality assurance mechanisms for tertiary education. The proposed changes are outlined in Figure 55 on the next page.

Foreign cooperation and investment


Decree No.73/2012/ND-CP on the foreign cooperation and

investment in educationDraft decree on foreign investment in education

Minimum required investment capital

300 billion VND 1,000 billion VND

Limits on number of enrolled Vietnamese students

Children under 5: Not admitted Primary & middle school: Not exceeding 10% High school: Not exceeding 20%

Each school will determine the proportions of international and domestic students. Foreign-invested institutions are required to include a basic Vietnamese curriculum such as Vietnamese language, history, geography and culture.

Facilities

Institutions with registered plan to operate for more than 20 years need to establish their own facility prior to recruiting students.

Foreign investors are allowed to use existing education facilities.

Qualifications of instructors in HEIs

80% of instructors must hold a master’s degree or higher.

35% of instructors must hold a doctorate.

All instructors are required to hold a master’s degree or higher.

50% of instructors must hold a doctorate.

Types of legal entities

Foreign-invested institutions are Vietnamese legal entities.

Foreign-invested institutions are affiliates of the investment entities.

On investment and enterprise

The Law on Investment 2014 considers education and vocational training a priority and offers the following incentives for foreign investments:

• 10% CIT for entire life of the project

• 4 years of CIT exemption

• 5 years of 50% reduction on payable CIT

Meanwhile, the Law on Enterprises 2014 defines different entity structures for foreign education institutions:

• 100% foreign-owned institutions: An entity that receives 100% capital from the foreign investor(s).

• Joint venture: An entity jointly established by one foreign and one Vietnamese investor.

• Business cooperation contract: Most frequent form of foreign investment in education in Vietnam, in which foreign investors cooperate with Vietnamese investors without the need to create a new entity.

• Representative office: A cooperation form that allows foreign institutions to build local relationships and investigate the market prior to its official entry into the market.

Figure 55: Proposed changes to Decree 73/2012/ND-CPSource: Ministry of Education and Training


On education programmes, curriculum and textbooks

Foreign investors should also note that the MOET has the authority to regulate the programmes, curricula and textbooks used in general education, according to Decree 31/2011/ND-CP on Amending and supplementing a number of articles of the

In response to the demand for high-quality, world-class education in Vietnam, many foreign investors, including European companies, are looking to enter the market. The EU-Vietnam Free Trade Agreement (EVFTA), which is set to come into force in 2018, is aligned with the Most-Favoured Nation principle. Accordingly, if a World Trade Organisation (WTO) member offers lower customs duty to another country, this favourable treatment must be applied to all other members of the WTO. As such, European countries can expect to be treated at no disadvantage to other countries.

It should be noted, nonetheless, that Vietnam’s education field is not fully open to foreign investors. The higher education space is restricted to a number of selected disciplines, i.e., engineering, natural sciences, technology, business administration, business science, economics, accounting, international law, and language training. Other fields such as medicine, civil law, policy, etc., are not yet open to foreign investors. In the general education space (from pre-school to high school), the government places restrictions on the number of Vietnamese students that foreign-owned institutions can recruit, as per Decree No.73/2012/ND-CP.

To see the complete tariff schedule under the EVFTA, please follow this link: http://wtocenter.vn/content/full-text-vietnam-eu-free-trade-agreement-evfta

Government’s Decree No. 75/2006/ND-CP of August 2, 2006, Detailing and Guiding a number of articles of the Education Law. At the higher education level, MOET mandates compulsory units without clearly specifying which ones.

III. Relevance and Impact of EVFTA

Level of institutions Regulation

Pre-schoolVietnamese children under five years of age are not allowed to enrol in foreign education programmes

Primary and middle school 10 per cent limit on Vietnamese pupils

High school 20 per cent limit on Vietnamese pupils

TertiaryNo limitation on the percentage of Vietnamese students at foreign-invested universities and colleges

Figure 56: Enrolment of Vietnamese students into foreign-invested education institutions according to Decree 73/2012/ND-CP. Source: Ministry of Education and Training

http://wtocenter.vn/content/full-text-vietnam-eu-free-trade-agreement-evfta


Summary Vietnam’s education industry is dominated by public institutions. However, Vietnamese people find the

private sector and overseas institutions more and more appealing. They are also looking to enhance their

profile by taking supplementary language and soft skills courses. Noteworthy trends in education

include a growing demand for non-public general education and non-public higher education, more

interest in overseas study, a rising attention to STEM education, and more emphasis on soft skills training.

Overall, Vietnam is a promising destination for education investments. Interested investors will benefit

from the government’s support, Vietnamese’s favourable attitude towards education, and rising

spending on education throughout the country. As of 2017, the government’s spending on education

reached 6.3% of the total GDP and accounted for 20% of public expenditure. A major education reform

is expected in 2020. Meanwhile, Vietnam’s demographics is favourable to foreign education investors:

people place great value on education, and parents are willing to go to great lengths to get adequate

education for their children. The population is young and enjoys higher disposable income, which can

be spent on education services.

At the same time, foreign investors should be aware of a few caveats. Vietnam has only opened a few

selected fields of education to foreign investments. The government does not allow children under 5 to

attend foreign-invested pre-schools. It also restricts the recruitment of Vietnamese students in primary

and secondary schools. Applying for the required licenses is a lengthy and bureaucratic process. Finally,

instructors in foreign-invested higher education institutions must have 5 years of teaching experience

and 80% of the teaching staff must have postgraduate degrees.

A few laws and regulations should be kept in mind when investing in education in Vietnam. The Law on

Education 2005, Law on Vocational Training 2006, and Law on Higher Education 2012 set out the legal

foundations for Vietnam’s education system. The MOET is the centralised authority for education policy

and planning in the country. Any programme structure, curriculum and textbook is regulated by the

MOET, and the government mandates compulsory units in higher education. Investors should also be

mindful of Decree 73/2012/ND-CP on the foreign cooperation and investment education and its new

draft, which is expected to be adopted soon. Finally, investors should refer to the Law on Investment

2014 and the Law on Enterprises 2014 for investment incentive and market entry forms.


LIST OF TRADE FAIRS AND EXHIBITIONS

Name & Content Time Venue Organiser

Vietnam Global Education Fair

(https://vietnam.globaleducationfairs.net)

International higher educationAnnually

Danang, Hanoi, Ho Chi Minh City

HCMC: Sheraton Saigon Hotel

HN: Pullman Hanoi Hotel

BMI Media

GSE-beo International Education Fairs

(http://www.beo-corp.com/services/exhibitions.html#201705)

International higher education AnnuallyHanoi,

Ho Chi Minh CityGSE-beo

Vietnam Education Conference

(http://vec2018.vn/home)

Improving Vietnam’s education

Annually Hanoi

National Assembly’s Committee for Culture,

Education, Youth and Children

(CCE)

SEAMEO International Conference on TESOL

(http://www.vnseameo.org/events/9th-annual-international-conference-on-tesol-breakthroughs-in-english-language-

teaching-in-the-21st-century/)


Annually Ho Chi Minh City SEAMEO RETRAC

https://vietnam.globaleducationfairs.net

http://vec2018.vn/home

http://www.vnseameo.org/events/9th-annual-international-conference-on-tesol-breakthroughs-in-english-language-teaching-in-the-21st-century/



http://www.beo-corp.com/services/exhibitions.html#201705

https://vietnam.globaleducationfairs.net/


SEAMEO International Conference

(http://www.vnseameo.org/InternationalConference2018/)


Annually in July

Ho Chi Minh City SEAMEO RETRAC

EduExpos

(http://eduexpos.edufindme.com/)

International Higher Education

Annually in Spring

Hanoi and

Ho Chi Minh City

FPP EDU Media and EDUFINDME.

com

StudyUSA Higher Education Fair

(http://recruit.capstonevietnam.com/)

US Higher EducationBi-annually

Big cities including Hanoi, HCMC, Da Nang, Hai Phong and

Nha Trang

Capstone Vietnam

International Higher Education Day in Vietnam

(http://vied.vn/en/)

International Higher Education

AnnuallyHanoi and Ho Chi Minh City

Vietnam International

Education Development

(VIED)

Study UK Exhibition

(https://www.britishcouncil.vn/en/study-uk)

UK Education

Annually

Big cities including Hanoi,

Hai Phong, Da Nang and HCMC

British Council

http://www.vnseameo.org/InternationalConference2018/

http://eduexpos.edufindme.com/

http://recruit.capstonevietnam.com/

http://vied.vn/en/

https://www.britishcouncil.vn/en/study-uk

https://eduexpos.edufindme.com/


New Zealand Education Fair

(https://www.studyinnewzealand.govt.nz/)

New Zealand Education AnnuallyHanoi and

Ho Chi Minh City

Education New Zealand

Canada Education Fair

(https://vietnam.canada-edu.org/trang-chu/hoi-thao-trien-lam.html)

Canada EducationAnnually

Hanoi, Da Nang and Ho Chi Minh

City

Embassy of Canada and Consulate General of

Canada

https://www.studyinnewzealand.govt.nz/

https://vietnam.canada-edu.org/trang-chu/hoi-thao-trien-lam.html


MAIN ONLINE AND PRINTED PUBLICATIONS

PwC’s Report Spotlight on Vietnam:

The leading emerging market

General Statistics of Vietnam’s Report

Vietnam Yearbook 2016 – Education

Technavio’s Report on K-12 Education

Technology Market in ASEAN

UNESCO’s Reports on Higher

Education in Asia: Expanding Out,

Expanding Up

Asian Development Bank’s Reports

on Viet Nam: Preparing the Higher

Education Sector Development Project

HSBC’s Reports on ASEAN

Connected

Australian Government’s Overview

on the Legal Framework affecting

the Provision of Foreign Education

in Vietnam

Hogan Lovells’ Report on

Vietnamese Higher Education:

Opportunities and Challenges for

foreign institutions

The Consulate General of Canada

in Ho Chi Minh City’s Report on

International Education Market in

Vietnam

https://www.pwc.com/vn/en/publications/2017/spotlight-on-vietnam.pdf

http://www.gso.gov.vn/default_en.aspx?tabid=515&idmid=&ItemID=18533

https://www.technavio.com/report/asia-pacific-k12-and-higher-education-k-12-education-technology-market-asean-2016-2020







http://unesdoc.unesco.org/images/0022/002275/227516e.pdf

https://www.adb.org/sites/default/files/project-document/63090/42079-01-vie-tacr-01.pdf


https://www.business.hsbc.com.au/en-au/au/campaign%20sub%20page/asean-connected









https://internationaleducation.gov.au/International-network/vietnam/PolicyUpdates-Vietnam/Documents/Overview%20of%20Vietnam's%20legal%20%20framework%20for%20foreign%20Education%20providers%20Aug%202012.pdf

https://www.hoganlovells.com/~/media/hogan-lovells/pdf/2018/2018_jan_22_education_alert_vietnamese_higher_education_v2.pdf?la=en

http://www.bccie.bc.ca/sites/bccie_society/files/Market%20Report%20-%20Vietnam2012-final%20-%20EN%20-%20pdfsecure.pdf














USEFUL CONTACTS

Ministry of Education and Training (MOET)

35 Dai Co Viet, Hoan Kiem District, Hanoi, Vietnam

Phone: +84 243 869 5144

Website: https://www.moet.gov.vn

Website: http://vied.vn/en/

Vietnam International Education Cooperation Department (VIED)

21 Le Thanh Tong, Hoan Kiem District, Hanoi, Vietnam

Phone: +84 243 933 5795

Associations:

Website: http://vaefa.edu.vn

Vietnam Association for Education for All (VAEFA)

7th floor, 27 Huynh Thuc Khang, Dong Da District, Hanoi, Vietnam

Phone: +84 243 773 5303

Ministries and Administrations:


REFERENCES

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Education First. (2017). EF English Proficiency Index. https://www.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v7/ef-epi-2017-english.pdf

European Chamber of Commerce in Vietnam. (2018). Whitebook 2018.https://www.eurochamvn.org/Whitebook

General Statistics Office Vietnam. (2016). Vietnam Education Yearbook.

Hogan Lovells. (2018). Vietnamese higher education: Opportunities and challenges for foreign institutions 22 January .

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Ministry of Education and Training. (2014). Thong tu Ban hanh Khung nang luc ngoai ngu 6 bac dung cho Viet Nam. https://thuvienphapluat.vn/van-ban/Giao-duc/Thong-tu-01-2014-TT-BGDDT-Khung-nang-luc-ngoai-ngu-6-bac-Viet-Nam-220349.aspx

Ministry of Education and Training. (2014). Thong tu Ban hanh Quy dinh quan ly hoat dong giao duc ky nang song va hoat dong giao duc ngoai gio chinh khoa. https://thuvienphapluat.vn/van-ban/Giao-duc/Thong-tu-04-2014-TT-BGDDT-Quan-ly-hoat-dong-giao-duc-ky-nang-song-ngoai-gio-chinh-khoa-222480.aspx

Ministry of Education and Training. (2012). Thong tu Ban hanh Quy dinh ve day them, hoc. https://thuvienphapluat.vn/van-ban/Giao-duc/Thong-tu-17-2012-TT-BGDDT-day-hoc-them-139414.aspx

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Technavio. (2016). K-12 Education technology market in ASEAN.

The Consulate General of Canada in Ho Chi Minh City. (2012). International Education Market in Vietnam.

The Government of Vietnam & World Bank. (2017). Vietnam Public Expenditure Review: Fiscal Policies towards Sustainability, Efficiency, and Equity. http://documents.worldbank.org/curated/en/156711508765460281/pdf/120605-PER-v1-PUBLIC-44p- VietnamPublicExpenditureReviewSummaryReportEN.pdf

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WTO Centre Vietnam and VCCI. (n.d.). Hiep dinh Thuong mai tu do Viet Nam - EU: Tom tat chuong 8 - Dich vu, Dau tu, Thuong mai dien tu. http://www.trungtamwto.vn/sites/default/files/chuong_8_evfta.pdf

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