A number of achievements in higher education of Vietnam over 30 years of renovation (1986-2016)

65 
A Number of Achievements in Higher Education 
of Vietnam over 30 Years of Renovation 
(1986-2016) 
Nguyen Thuy Quynh
1
1
 Institute of History, Vietnam Academy of Social Sciences. 
Email: nguyenthuyquynh289@gmail.com 
Received on 18 February 2019. Revised on 28 February 2019. Accepted on 8 April 2019. 
Abstract: In the cause of comprehensive renovation of Vietnam from 1986 until now, the Party 
and State have implemented many guidelines, policies and measures to renovate and develop the 
higher education. The higher education has been gradually integrating into and moving towards the 
world’s conventional education model. Despite some remaining constraints and challenges, the 
process of renovation of tertiary education system has gained important achievements and made 
great contributions to the socio-economic development. This paper initially studies some 
attainments of the higher education system in Vietnam such as the renovation of higher education 
model, scale-up of education, mobilisation of investments of social strata for education, 
diversification of training forms and enhancement of international cooperation, thereby affirming 
meaningful contributions of the higher education system over 30 years since the renovation process 
of the country (1986-2016). 
Keywords: Vietnam, higher education, renovation, achievements. 
Subject classification: History 
1. Introduction 
From 1986 to 2016, the higher education of 
Vietnam has been gradually renovated and 
developed. After the conference of universities 
in 1987, numerous guidelines, policies and 
measures on education renovation were 
implemented. The guideline on education 
and training renovation is one of the crucial 
contents in congresses and conferences. It was 
clearly presented in thematic conferences on 
education such as the 2
nd
 plenum of the 
Party Central Committee, the 7
th
 tenure in 
1993 and the 4
th
 plenum of the Party Central 
Committee, the 8
th
 tenure in 1996. Notably, 
it is the first time in the history of 
Vietnamese education that the Law on 
Higher Education was issued in 2012 upon 
the promulgation of the Law on Education in 
1998 and 2005. In addition, the Government 
Vietnam Social Sciences, No. 3 (191) - 2019 
66 
has also issued some decrees, circulars, 
directives and strategies on education and 
training development. The system of 
promulgated legal normative documents has 
created the legal framework for quite a 
comprehensive renovation in all spheres of 
the tertiary education of Vietnam. 
Over the past 30 years, the higher 
education has shown strong transformations 
and renovations in various fields such as 
education system structure renovation; 
investment source diversification; facility 
development enhancement; renovations in 
curriculum contents, teaching methods, 
training procedures, student recruitment 
modalities, examination organisation and 
certificate system; international cooperation 
expansion and so on. Besides remaining issues 
and limitations that need to be addressed due 
to subjective and objective reasons, the tertiary 
education has accomplished important 
attainments, contributing to the development 
of education in particular and all other aspects 
of the country in general. The higher education 
has been drastically scaled up and yielded 
some crucial results in the development and 
implementation of some renovation policies 
and measures. 
At present, historical contexts of the 
country and world pose to the higher 
education in particular and education in 
general many need-to-be-tackled challenges 
to continue to bridge gaps with the modern 
education and ongoing knowledge-based 
economic development. Therefore, it is very 
necessary to review the 30-year journey of 
tertiary education renovation, including the 
assessment of achieved results to continue 
promoting attainments and overcome 
remaining issues in the new renovation phase 
to serve practical needs of the country. Based 
on fundamental contents in tertiary education 
renovation, this research analyses some 
achievements of the higher education in 
education model renovation, education scale-
up, mobilisation of investments of social 
strata for education and expansion of 
international cooperation in education. 
2. Renovation of higher education model 
From 1986 until now, the tertiary education of 
Vietnam has undergone strong renovations. 
After the Conference of University Presidents 
in Nha Trang in 1987, the higher education 
system started its renovation process with the 
following measures: 
- Higher education transformed from the 
single training method which is based on 
the plan of giving priorities over the needs 
for staffing of the State and national 
economy to other diverse training modes in 
order to meet the needs for staffing of not 
only the State, but also economic sectors and 
people’s strata. The training has to go hand 
in glove with the demand of the labour pool. 
- Higher education does not just rely on 
the state budget but also other resources 
outside the state budget such as tuition fees, 
training contracts, contributions of economic 
and social organisations, self-management 
fees of universities, international support and 
so forth. 
- The centralised, bureaucratic and 
subsidised administrative management 
mechanisms in higher education would be 
reduced. Tertiary education does not just 
Nguyen Thuy Quynh 
67 
follow the centralised plan, but it also needs 
to match the trends and requirements of 
society, as while enhancing the autonomy 
of universities in student recruitment, 
training, cooperation and research. 
- Tertiary education would not attach to 
the distribution of graduates which 
followed the subsidised administrative 
mechanism. Graduates manage to find jobs 
by themselves in economic sectors. Job 
arrangement after graduation depends on 
the needs of employers through the 
regulation of the labour market. 
In the implementation of renovations, the 
elite education sector has applied concrete 
policies, programmes and objectives and 
showed fundamental changes in all spheres, 
especially with regard to training models. 
From 1993 until now, the State has issued 
many legal documents regulating the 
framework structure of education and 
training forms of the national education 
system in general and the higher education 
of Vietnam in particular, which were 
defined in a detailed and systematic manner 
and made responsive to international 
practices with the corresponding system of 
degrees and certificates
2
. Specifically, the 
framework structure of the higher education 
system included undergraduate, graduate 
and post-graduate training levels with the 
following specifications: 
- College: The duration is two to three 
years, which depends on the training majors, 
for candidates with high school or technical 
high school diplomas and 1.5 to 2 years for 
candidates with technical high school 
diplomas of the same training majors. 
- University: The duration is four to six 
years, which depends on the training 
majors, for candidates with high school or 
technical high school diplomas, 2,5 to 4 
years for candidates with technical high 
school diplomas of the same majors and 
one to two years for candidates with college 
degrees of the same training majors. 
Training forms at college and university 
levels comprise regular and non-regular 
ones with part-time, articulation, in-service 
and second degree programmes as well as 
public and non-public schools. 
- Graduate training: The master training is 
conducted in two academic years for 
candidates with university degrees. The 
duration of doctoral training
3
 is four 
continuous full-time years for university 
degree holders and three continuous full-time 
years for candidates with master degrees. 
Training forms include full-time or part-time 
formal programmes in accordance with 
regulations of each university. In special 
cases, the duration of doctoral level can be 
extended in accordance with regulations of 
the Ministry of Education and Training. 
Over the past years, the system of issued 
legal normative documents on education 
has developed a legal environment in the 
renovation of education management 
mechanism. This is the first time that 
Vietnam has generated the Law on Higher 
Education with strict regulations for this 
sector. Accordingly, “the education 
management model in the recent time has 
been cognitively shaped as a transformation 
from the management which is conducted 
mainly through administrative orders into the 
law-based one Basically, the legal 
framework for regulating all educational 
activities has been shaped and strengthened 
Vietnam Social Sciences, No. 3 (191) - 2019 
68 
step by step. Standards for the management 
have been continuously developed, finalised 
and is taking effect” [17, p.275]. A big 
success in this period is the system structure 
finalisation of the tertiary education in 
Vietnam for the first time in the history 
with the successful development of master 
and doctoral training levels within the 
country in addition to undergraduate 
education. With diverse and plentiful 
training majors in all fields, the graduate 
training of Vietnam has achieved certain 
successes. From the fact that Vietnam, 
previously, had to send students to foreign 
countries for graduate training, the country 
can now provide training at master and 
doctoral levels by itself in combination with 
overseas training to improve the human 
resource quality. 
If the higher education of Vietnam was 
influenced by and developed towards the 
models of France (from 1945 to 1954), the 
US (from 1954 to 1975 in the South) and 
socialist countries, especially USSR (from 
1954 to the end of 1980s in the 20
th
century) before the renovation process, it 
has integrated into and transformed towards 
the common model of the world’s higher 
education since then until now. Vietnam 
has renovated its higher education towards 
models of Western developing countries, 
among which the most outstanding one is 
the US with a close connection to three 
basic functions, including training, 
scientific research and facilitation to the 
socio-economic development. Education 
has been transformed from a part of the 
social welfare subsidised by the State with 
the complete reliance on a centralised, 
bureaucratic and subsidised model into the 
general cause of the State and society based 
on a decentralised, democratic and 
modernised model. Gaining ground on that, 
the higher education is gradually exposing 
and adapting to requirements of the market 
mechanism at different levels and 
recognised as a commercial service area. 
Accordingly, “the role of education in 
society has been changed from “a product 
of the egalitarianism” to “a normal 
investment area” [1, p.89]. On the other 
hand, the development of a learning society 
model is paid special interest to mobilise 
resources for development, as while 
meeting requirements of the multi-sectoral 
market economy development and needs 
for developing human resources, especially 
high-quality one with creativity and lifelong 
learning ability. 
In short, over 30 years after the 
renovation process, the higher education 
has step by step renovated its model to align 
with requirements of the country and 
current trends. Accordingly, the model 
developed by Vietnam has many 
similarities and dissimilarities with the 
common pattern of the world. The 
identification of directions and renovations 
for the development model is considered a 
success of the Vietnamese higher education 
in the context of global changes because the 
problem is not only clarifying how many 
years the education has been lagged behind 
but also marking out the orientation to 
overcome such backwardness. This plays an 
important role in the renovation process of 
education and is the fundamental condition 
for the renovation and development of the 
Vietnamese higher education. 
Nguyen Thuy Quynh 
69 
3. Development of training scale 
Over 30 years after the renovation process, 
the higher education has achieved great 
attainments in the expansion and 
development of training scale. The 
network of universities and colleges has 
been developed and satisfied better the 
learning demand of society. Colleges and 
universities are located in big residential 
areas, regions and provinces. Besides big 
provinces and centrally-run cities such as 
Hanoi, Ho Chi Minh City, Red River Delta 
and southeastern region, the State has 
prioritised the additional establishment of 
universities and colleges in difficult 
regions such as northwestern region, 
Central Highlands and Mekong Delta 
(Table 1). 
For the number of universities and 
colleges, if there were only 96 universities 
and colleges throughout the country in 
1986, this figure increased to 110 
universities with two national universities, 
three regional universities, many other 
specialised, open and people-funded 
universities and 43 colleges [10] in 1997. 
In 2006, the number of universities and 
colleges were 299 with 253 public ones 
and 46 non-public ones [9], [10], [11]. In 
2014, the whole country had 436 
universities and colleges (219 universities 
and 217 colleges), which was 4.5 times 
higher than in 1986 and included 347 
public ones and 89 non-public ones. The 
number of universities increased to 235 
with 170 public ones and 65 non-public 
ones in 2016 [17]. Despite many 
hardships, the facilities and equipment of 
universities and colleges have been 
gradually standardized and modernised. 
The system of lecture halls, libraries, 
internet networks, e-libraries, multi-media 
teaching instruments and learning 
resources is very diverse and plentiful, 
which will facilitate the study and research 
of students and lecturers. 
With regard to the number of teachers 
and students in universities and colleges, 
there were 19,200 teachers and 91,200 
students in long-term programmes in 1986. 
These figures increased to 23,500 and 
236,300 respectively in 1996. In 2006, 20 
years after the renovation process, the 
number of teachers doubled (53,400) with 
24,325 teachers of graduate level, 28,460 
teachers of undergraduate level and 579 
teachers of other levels. Meanwhile, the 
number of students in the same year 
increased by 16 times to 1,666,200 with 
230,000 students successfully getting their 
bachelor degrees [9], [10], [11]. By 2015, 
the number of teachers in universities and 
colleges had been 93,500, including 76,100 
teachers of public universities and colleges 
(81.4%) and 17,400 teachers of non-public 
ones. The number of students in universities 
and colleges of the same year was 
2,118,500 with 353,600 students 
successfully getting their bachelor degrees; 
(see mor ...  
project on technical and vocational training 
(ADB, NDF and AFD as co-sponsors), the 
higher education policy development 
programme and scholarships of Australia, 
Japan, the U.S and so on for Vietnamese 
undergraduates and graduates. In 2014, there 
were another 25 foreign investment projects 
just for higher education with the total 
funding of USD 77.5 million [19]. According 
to statistics of the Foreign Investment 
Agency, by 20 May, 2015, there had been 
213 FDI projects in education throughout the 
country with the total registered funding of 
USD 822 million [8]. 
In addition, many international 
cooperation models with foreign partners 
have been efficiently implemented. New 
universities have been developed such as the 
Vietnam-Germany University, Vietnam-
Russia University of Technology, British 
University in Vietnam, Vietnam-Japan 
University, American University in Vietnam 
and others. Togerther with the renovation in 
student recruitment and standardisation of 
training curricula, the Ministry of Education 
and Training has also focused on directing 
leading schools to pilot the training 
programmes based on advanced programmes 
and course books of some countries in 
accordance with the stewardship of the Prime 
Minister from 2004. Many universities have 
trained their students with international 
Vietnam Social Sciences, No. 3 (191) - 2019 
76 
advanced programmes, some of which are 
directly taught in English by professors 
from prestigious universities in the world. 
The cooperation models have made 
important contribtuions to promote the 
integration of the Vietnamese higher 
education into advanced ones in the world. 
Many universities have even launched 
partnership programmes with foreign 
establishments. By 2012, 163 partnership 
training programmes with foreign 
establishments at 58 training facilities had 
been approved all over the country. These 
programmes focus on economic, financial 
and banking sectors with training levels 
ranging up to that of the master’s degree. 
Some universities and colleges invested 
with foreign capitals have been established 
and put into operation in Vietnam. Vietnam-
Germany University and University of 
Science and Technology of Hanoi (or 
Vietnam-France University) were founded as 
the results of international cooperation 
models with special organisation and 
operation mechanisms to attract foreign 
financial support. 
In the assignment of students to study in 
foreign countries, many scholarship projects 
and programmes funded by the state budget 
have yielded positive results
7
. In addition, by 
effective policies, Vietnamese students 
studying in foreign countries are continuously 
increasing. The reception of foreign students 
enrolled in Vietnamese training facilities is 
proceeded by Agreements, scholarships, 
bilateral cooperations and self-funding with 
countries having the capacity of thousands of 
foreign students such as Laos, Cambodia, the 
Republic of Korea, the Democratic Republic 
of Korea, China, Mongolia, Russia, France, 
Poland, etc. Foreign students are granted 
scholarships by the State of Vietnam in 
accordance with Agreements signed 
between the Socialist Republic of Vietnam 
and their countries. Particularly, the trend of 
studying abroad of Vietnamese students is 
ever-increasing at the tertiary education 
level [5, p.53]. The number of students sent 
abroad for training in 1986 was 4,188 
people, including 273 PhD students and 725 
undergraduates [10, p.299]. By 2013, the 
Ministry of Education and Training had 
managed and granted scholarships to nearly 
6,000 Vietnamese people to study in nearly 
40 countries in the world, nearly 4,000 
foreigners studying in Vietnam and more 
than 100 experts teaching in African and 
Asian countries [2, p.106]. According to 
statistics of the Department of Training 
with Foreign Countries under the Ministry 
of Education and Training, by 2016, more 
than 10,000 foreign students, most of whom 
come from Laos and Cambodia, were 
studying in Vietnam and nearly 110,000 
Vietnamese citizens, increasing by 5% in 
comparison to 2013 [3], were studying in 
foreign countries (mainly the US, Australia 
and Japan). Together with scholarships 
from the government, it is estimated that 
about 20,000 students are studying abroad 
by their own budgets and this figure 
increases every year. The number of 
students studying in the US and Western 
European countries is ever-rising. By 2020, 
the Ministry of Education and Training will 
plan to send about 2,500 lecturers for 
training in the US, 1,000 in the U.K, 700 in 
France and 1,000 in Germany and other 
countries [14], [4, p.69]. 
In short, international cooperation 
activities in education have ensured the 
requirements of bilateral and multilateral 
Nguyen Thuy Quynh 
77 
cooperation in a better manner, contributing 
to the development of education and 
improvement of the position and role of 
Vietnam in the region and world. These 
cooperation models have made crucial 
contributions to the integration of the 
Vietnamese higher education into advanced 
ones in the world. Not only public schools, 
but also people-funded ones have initially 
and actively expanded their international 
cooperation relationships. Through the 
implementation of projects, agreements and 
others, the Vietnamese education has 
acquired experience in education from 
countries in the world, as while enhancing 
resources for the domestic education with 
assisting projects and foreign investments. 
This has contributed to the accomplishment 
of important objectives of the sector such as 
improving the capacity to formulate 
education development policies and 
strategies, strengthening the facilities for 
schools, developing and renovating the 
teaching contents and frameworks and 
fostering the professional knowledge for 
teachers as well as research and 
management staff. 
6. Conclusion 
Over 30 years (1986-2016), the 
Vietnamese education has increasingly 
renovated to find the right direction in line 
with the current trend and new context of 
the country. In the renovation process, in 
spite of many difficulties, weaknesses and 
limitations, the higher education has 
gained some important achievements, 
contributing to the development of the 
education in particular and the country in 
general such as the renovation of higher 
education models, expansion of training 
scale, mobilisation of investments of social 
strata for education, diversification of training 
forms and enhancement of international 
cooperation and integration. Gained 
achievements have affirmed the crucial role 
and meaningful contributions of the higher 
education sector in the structure of the 
national education system, improvement of 
the people’s intellect, training of human 
resources, especially high-quality one and 
promotion of talents for the country. At the 
same time, attainments in higher education 
have also made important contributions to 
the cause of socio-economic development of 
the country over 30 years of renovation. At 
present, education in general and higher 
education in particular are facing major 
challenges in the trends of globalisation and 
international integration. Therefore, attained 
achievements are important foundations and 
precious lessons for the cause of renovating 
and developing higher education in the years 
to come. 
Notes 
1
 The paper was published in Vietnamese in: Nghiên 
cứu Đông Nam Á, số 9, 2018. Translated by Vu 
Xuan Nuoc. 
2
 These documents include: Decree No.90/CP dated 
24 November, 1993 by the Government regulating 
the framework structure of the national education 
system and the system of degrees and certificates on 
education and training of the Socialist Republic of 
Vietnam, the Law on Education of 1998, the Law on 
Education of 2005, the Law on Education (revised) 
of 2009 and especially the Law on Higher Education 
of 2012 and the Law on Higher Education (amended 
and supplemented) of 2014. 
3 
The training with two levels (Candidate, or 
Associate Doctor, and Doctor) was replaced by the 
Vietnam Social Sciences, No. 3 (191) - 2019 
78 
training with one level (Doctor) in 1993. In 2000, at 
the discretion of the Prime Minister, the Ministry of 
Education and Training issued the decision on 
unifying the academic titles of “Doctor” and 
“Associate Doctor”. 
4
 Resolution No. 29-NQ/TW dated 4 November, 2013 
of the 8
th
 plenum of the Party Central Committee, the 
11
th
 tenure on fundamental and comprehensive 
innovation in education, serving industrialisation and 
modernisation in a socialist-oriented market economy 
during international integration. 
5
 The contributions to the development of important 
legal documents such as the Law on Education, the 
Law on Higher Education, the Law on Teachers, the 
Draft Education Development Strategy in the 
periods of 2001-2010 and 2011-2020, regulations on 
organisation, management and charter of universities 
and policies on tuition fee, student recruitment target 
and entrance examination and so on. 
6
 Schools with foreign investments mainly focus on 
the higher education sector due to the high demand of 
people and appropriate levels of investment. In 2007, 
there were nearly 70 facilities for foreign language 
training and professional knowledge development 
partly invested by foreign capitals and two 
universities of 100% foreign investments (RMIT 
University (Australia) and Dresden Training Centre 
(Germany) in Hanoi University of Science and 
Technology). By 2010, five universities of 100% 
foreign investments had been established in Vietnam. 
7
 Outstanding projects include Project 322/356 on 
training scientific and technical officials in foreign 
countries with the state budget, Project 165 on 
training leaders and managers in foreign countries 
with the state budget, Project 911 on training 
lecturers of doctoral level for universities and 
colleges in the period of 2010-2020, the Project 
“Training Officials in Foreign Countries with the 
State Budget in the Period of 2013-2020” (Project 
599), Training programme for legal experts of the 
Ministry of Justice and so on. 
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