2008-E-21
The Internationalization of Higher Education in Vietnam: National Policies
and Institutional Implementation at Vietnam National University, Hanoi
Nguyen Thuy Anh
College of Economics - Vietnam National University, Hanoi
January 2009

Preface

Asian Regional Integration and Education

Set against the backdrop of increasing economic interdependence in the Asia region, the ideaof ‗regional integration‘ is most often articulated as a policy instrument and political ideal.
Arguably, this objective is being pursued to further promote regional competitiveness in theworld economy and to bring about a new stable political order. Nevertheless, any move in thisdirection has been repeatedly challenged from perspectives that emphasize socio-cultural
diversity in the region and shared histories. It is in this context that Waseda University received
the Global COE research grant from the Ministry of Education of Japan. Waseda University was
tasked with establishing the Graduate Institute for Asian Regional Integration (GIARI) to
investigate problems and prospects relating to Asian regional integration. Issues of education are
central to any dialogue that seeks to further integrate political, social, and economic systems in
the region. Taking European integration as a precursor, it is clear that education plays a criticalrole in the integration process. It is certainly, therefore, within the purview and moreover, a
responsibility of Waseda‘s Global COE—sponsored research to examine the role education willcontinue to play in a more comprehensive integration of the Asia region.
There is not a single nexus of research where the study of Asian regional integration andeducation meet; rather, there exist a diversity of approaches that form a matrix of research. A
first feature of regional integration studies is the empirical study of ‗de facto‘ integration of theregion‘s education systems. From this approach, we conclude that education systems, economic
systems and societal values are already intertwined and integrated to a certain degree. This first
approach endeavors to take stock of the extent of actual integration. A second approachemphasizes the purpose(s) and governing principles which inform the integration process. It may
then be possible to derive ordered conceptual frameworks that reveal future pathways of regional
cooperation and integration. This approach asks why we need to integrate and the answers comemainly from historical and philosophical investigations of policy arguments. The third type ofregional integration studies attempt to analyze existing frameworks and institutions for regional
cooperation and integration of education systems. It is a political analysis that reveals practicaland organizational implications for future regional cooperation and integration processes. The
fourth approach focuses on the study of the actors involved in the regional integration process.
Countries and governments are probably the most important actors in these processes, but
educational institutions are also important. The fifth approach is best described as thecomparative study of regional integration drawing on experiences from different regions;education regionalization in Europe, for example.
In doing these researches, we must share a vision concerning Asian regional integration andeducation that can foster mutual trust and a concept of people‘s Asia, and strengthening thecompetitiveness of Asian human resources in the world. By comprehensively discussing andinternalizing diverse views, rather than relying on a single model or ideal, it will be possible tobuild a regional framework for education in Asia that can be expected to contribute greatly to theformation of an Asian Community, and thus, to peace and prosperity in the region.
Kazuo KURODA, Ph.D.
Leader, Education and Asian Regional Integration
Research Group, GIARI

1

1. Introduction
Over the last two decades, globalization has become a central component of any numberof academic discussions; its impact and influence increasingly difficult to ignore. It is an
irreversible process ―that is increasing the flow of people, culture, ideas, values, knowledge,
technology, and economy across borders resulting in a more interconnected and interdependentworld‖ (Knight, 2006). Globalization presents both opportunities and challenges for each country,
depending on the nation‘s specific circumstances. It is a force that permeates all fields of humanlife and academic disciplines. Cultural and social issues have been shaped by this phenomenon
as well and therein education figures prominently as a field undergoing change.
If globalization is seen as an objective and an unalterable process, internationalization isconsidered the riposte. Governments and higher educational institutions all over the world haveadopted policies of internationalization as a response to globalization. Internationalization ofhigher education can be an aim in and of itself, where an international, intercultural, or global
dimension is incorporated into the purpose, functions or delivery of postsecondary education, as
defined by Knight (2003). In addition, internationalization can be defined in broader terms, as―an important resource in the development of higher education towards, first of all, a system inline with international standards; secondly, one open and responsive to its global environment‖(Qiang, 2003).
The past decade has bore witness to a vast growth in student mobility among East Asian
countries and an increasing number of inter-university linkages within the region. East Asia is adiverse region in terms of ethnicity, culture, language, religion, politics, socioeconomic
development and topography. In the field of higher education, variances between East Asian
countries are also remarkable. Their higher education systems stem from different historicalbackgrounds, possess different characteristics and now stand at different stages of development.
2However, despite this diversity, higher education systems in East Asia are also facing similar
problems and challenges as those outside the region; for example, they have wrestled with an
explosion in demand, budget constraints, quality assurance issues and processes ofinternationalization. Therefore, it is fitting that closer, constructive and effective cooperation
within the region be a primary target for regional actors. In so doing, these countries will be able
to promote mutual understanding, share lessons of experience and best practices, and more
effectively support countries in need; helping them solve enduring problems and overcome
obstacles in the development of their higher education systems (UNESCO, 2006).
Since the adoption of the ‗Doi Moi‘ line in 1986, Vietnam, a developing East Asian
country, has undertaken the dual process of transitioning from a centrally planned economy to asocialist-oriented market economy and integration into a rapidly changing world. Along with theopen door policy and market-oriented reforms, in recent years Vietnam has accelerated
international integration in many fields, including education. In the field of higher education,
Vietnam has achieved remarkable progress in terms of the magnitude, quality and efficiency of
its higher education system, narrowing the gap between itself and neighboring countries in theregion. However, like many other systems in the region, Vietnam‘s system of higher education is
also struggling with a range of chronic and emerging problems. While internationalization is
identified as a priority of utmost importance at both national and institutional levels, it ismeaningful and necessary that Vietnam strengthens and accelerates cooperation andcollaboration with other East Asian countries in the field.
The paper will focus on the case of Vietnam National University, Hanoi, examining theinternationalization process as it occurs at the institutional level. Furthermore, this paper willplace these developments in the context of internationalization of Vietnam‘s higher education3

system. Throughout, East Asian dimensions of the internationalization process of higher
education in Vietnam are elaborated.

2. The state of higher education in Vietnam
Since 1986, together with the Doi Moi process, higher education in Vietnam hasdeveloped considerably, contributing to the intellectual advancement of the nation, humanresource training, and to a number of socio-economic improvements.
The number of higher education institutions has increased dramatically, from 153 in 1999
to 322 in 2007. Enrollment numbers have followed suit, with 1,540,201 students enrolled in the
2006-2007 academic year, a 172.4 percent increase from 1999. There are 183 colleges and 139
universities, of which 275 are public and 47 are private (MOET, 2006). The diversity in the typesof institutions and the form of education dispensed has better served the growing demands of the
population and has also helped generate new spaces of higher learning. Vietnam‘s higher
education system has developed so as to be compatible with the global system in terms of
qualifications and degrees granted; specifically, the modular approach (using credit) has been
incorporated into the system in order to enhance the quality of teaching and learning (Nguyen, M.
H, 2005).
Despite these initial achievements, Vietnam‘s higher education system continues tostruggle with many challenges. In general, educational quality remains low and has become amajor social concern in recent years. The output from higher education does not match thedemands that arise from an economy struggling to develop its socio-economic infrastructures.
These problems can be traced to multiple causes. The teaching staff is weak in terms of bothquantity and quality. Many of them do not have the means or necessary conditions to upgrade
their skills, and are furthermore left no choice but to engage in a myriad of income-generating
activities to supplement a meager teacher stipend. Faced with such working conditions, they are4not able to justify conducting scientific research as a top priority. Curricula and teaching
methodology are undergoing a slow process of review and modernization. However at present,
they remain academically biased, with instruction that is incongruous with work skills, and a lackof creativity and vocational guidance. The ubiquitous ‗chalk and blackboard‘ method, as well as
illustrative and dictative methods remain the main tools for delivering knowledge, none of which
encourage active learning. Characteristic of insufficient and ineffective investments in higher
education, lecturer wages remain low and facilities and equipment impede quality teaching andlearning environments. Management in higher education is still characterized by an inflated
bureaucracy, which is still too centralized and in which the division of functions and tasks has
generated gaps, constraining innovation (Tran, Q. T, 2005).
Fully aware of the important role higher education plays in the development process, aswell as the limitations and shortcomings apparent in the status quo, the government of Vietnam
has promulgated and implemented a number of plans, projects and policies to reform its higher
education system. In 2001, the 9th National Congress of the Vietnam Communist Party set up
the Socio-economic Strategic Development Plan 2001-20101 which states: ―In order to meet thedemand for human resources, a decisive factor in the country's development plan in the period
of industrialization and modernization, it is necessary to create radical changes overall in
education and training‖2 (Communist Party of Vietnam, 2001, p. 22).
According to the Strategy for Education Development 2001-2010,3 the goals defined forthe higher education sector are to i) meet the demand for high quality human resources forindustrialization and modernization; ii) enhance Vietnam‘s competitiveness in the process ofinternational economic integration; iii) facilitate the expansion of higher education through1Chiến lược Phát triển Kinh tế - Xã hội 2001-2010 (Báo cáo của Ban Chấp hành Trung ương Đảng khóa VIII tạiĐại hội Đại biểu Toàn quốc lần thứ IX của Đảng)2
Author‘s translation from Vietnamese.
3Chiến lược phát triển giáo dục 2001-2010.

5

diversification of training programs on the basis of a pathway system, suited to the development
framework, employment conditions, local and regional human resource needs and the training
capacities of educational institutions; iv) increase the appropriateness of training to theemployment needs of the society; and finally, v) empowering the workforce to develop
entrepreneurial skills. The Plan also set specific targets for the Vietnamese higher education
sector, such as increasing the ratio of students in tertiary education per 10,000, from 118 in the
2000-2001 school year to 200 by 2010, and increasing the enrollment of master students from11,727 in 2000 to 38,000 by 2010, and of doctoral students from 3,870 in 2000 to 15,000 by
2010 (Ministry of Justice, 2001).
In order to achieve these goals, a number of solutions have been proposed, some of whichhave already been carried out. Among these, internationalization is one of the most important
approaches adopted to ameliorate the higher education system in Vietnam, especially if better
integration in the region and the world is to be achieved.

3. Internationalization of higher education: National processes
3.1 National strategy for international cooperation and integration
Internationalization, as a strategy for the development of higher education, is quite a newconcept in Vietnam. The term has been used in several policy documents at both the national andinstitutional level, as well as in academic papers. However, Vietnamese officials have not yet
provided a specific definition for this process. Generally, the internationalization of higher
education in Vietnam is interpreted as an enhancement of international and regional cooperationand integration in the field of education. This process is considered indispensable to improving
the higher education system in Vietnam. To this end, the Strategy for Education Development
2001-2010 and the Vietnam Higher Education Renovation Agenda 2006-2020 outline policy
targets, listed below:
6

- Developing an international integration strategy for the country‘s higher education
system within the context of the Vietnamese-American Bilateral Trade Agreement (BTA),
the ASEAN Free Trade Area (AFTA) and the General Agreement on Trade in Services(GATS);- Expanding cooperation with foreign countries and institutions to establish high-tech
centers in higher education institutions and able to carry out joint scientific research
projects;- Launching a strategy on teaching and learning in foreign languages, especially inEnglish. And, selecting and putting into use advanced and modern training programs,
curricula and materials, which are being used in foreign universities and which aresuitable for Vietnam's development needs in the areas of natural science, engineering,
technology and economic management;- Improving the quality of research and training programs with specific national featuresin order to attract foreign researchers and students, while maintaining national identity
and traditional values;- Developing relations by exchanging lecturers and students, joint training and research
programs with foreign universities and continuing to send teaching staff and students
overseas to study in key areas using state funding;- Developing mechanisms and policies to facilitate and encourage study abroad for selffinanced students;- Ratifying the "Regional Convention on the Recognition of Studies, Diplomas andDegrees in Higher education in Asia and the Pacific", and signing similar bilateraltreaties and establishing organizations for the promotion of related activities;- Establishing clear and favorable principles and procedures to encourage foreign entities
with experience, potential and high qualifications to establish education institutions with
100% foreign capital or joint ventures with Vietnamese partners in higher education,
vocational training and distance education, offering courses at regional and international
level;- Exercising quality control in training services (including on-line programs) provided byforeign training institutions;- Participating in and building up relationships with quality accreditation organizations in theregion and in the world to protect domestic learners;- Taking every opportunity to attract highly qualified experts from foreign countries toprovide training and research support, while formulating systematic policies to attract
overseas Vietnamese and Vietnamese citizens trained abroad to come back and makecontributions nation-building;7

- Participating in the international human resource training market, moving towards theexport of skilled labor.
3.2 Staff and student mobility
3.2.1 Study abroad
There has been significant growth in the number of Vietnamese students studying abroadin recent years. These students fall into three categories: i) those who receive scholarships fromforeign countries, institutions or organizations; ii) the Vietnamese government scholarship
recipients; and iii) self-financed students. From 1990 through 2005, the number of students
studying overseas has increased sharply from 1,139 to 25,5054 as can be seen from the follow
graph:
Number of Vietnamese Students Studying Abroad from 1990 to 2005

30000
25000
20000
15000
10000
5000

19
90
19
91
19
92
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
20
05

0

Source: MOET, 2005b
This remarkable change in Vietnamese student mobility can be attributed to a number offactors. First, it can be attributed to the implementation of the open door policy, especially since4This number is much lower than actual figures, because MOET cannot keep records of large numbers of selffinanced students and recipients of foreign scholarships who go abroad to study without reporting to MOET.

8

1991, when Vietnam supported a policy of diversification and multilateralization of external
relations, including significant support for international integration. Thus far, the Ministry of
Education and Training (MOET) has expanded its relationships with a wide range of countries,
international organizations and institutions from all over the world. These countries andorganizations provide scholarships to Vietnamese students to study and research in theircountries or overseas. Among the countries which offer the greatest number of scholarships per
year for Vietnamese students are Australia (150-200), India (110), SNG countries (theassociation of formerly Soviet republics) (700), as well as other countries, such as Sweden,
Netherlands, France, the US, the UK, Canada, Japan and Korea (Tran, V. N, 2000).
Nowadays, more and more Vietnamese students pursue studies abroad without outside
financial help. An increase in living standards and family incomes has allowed for moreindividually financed students to study abroad. From 1991 to 2000, about 3,600 Vietnamese selffinanced students studied abroad, a figure that reached 7,133 between 2001 and 2005 (MOET,
2005c). Many of these students chose to study in Asian countries like Singapore, Japan, China,
Korea, Malaysia, or Thailand, where educational quality has been upheld and recognized byuniversities worldwide. Competitively low tuition fees, affordable living, as well as close
geographic proximity and better opportunities for employment after graduating, are but a few
advantages attracting foreign students to these higher education destinations.
Since 2000, ‗Project 322‘ (Training Scientific and Technical Cadres in Institutions
Overseas with the State Budget) was implemented to train and cultivate leading science andtechnology staff for key sectors. Each year, VND 100 billion of the national budget is spent tosend some 450 students overseas, of which 200 cadres will study in doctoral programs, 100 in
master degree programs, 60 to become engineers and 40 to become scientific trainees. This
policy combines two training methods, including full-time courses in foreign countries and9‗sandwich courses‘. This is the first time Vietnam has used part of the state budget expenditures
to send its staff overseas for training. Priority training sectors are telecommunications,information technology, biological technology, and new materials. MOET has promulgated a
project to train 20,000 PhDs by 2020, in order to provide universities and colleges with qualified
lecturers. Project 322 is seen as one way to realize this target. These newly trained professors
will make up 25 percent of the total lecturers in the higher training network, meeting 50 percentof the country's demand for lecturers at this level. Up to 2007, 3,212 students and cadres had
been sent to study abroad on state funds, of which 2,050 were postgraduate students and 1,162
were undergraduates (MOET, 2007a). Looking at the 2005 and 2007 data of the 322 Project, wenote changes in the host countries where Vietnamese students enrolled. Specifically, Thailand
and Japan have flourished in the higher education market, attracting more and more Vietnamesestudents to their higher education sectors.

Top Seven Countries Chosen for Postgraduate Studies byState-sponsored Vietnamese Students(2005)

450
400
350
300
250
200
150
100
50
0
RussiaAustralia

The USThe UK

10

German y

Cuba

France

2007

400
350
300
250
200
150
100
50
0
Australia

the US

Germany

the UK

FranceThailandJapan

Source: MOET, 2007a
According to a decision issued by the Prime Minister in 2005, the second phase of Project
322 will run until 2014, during which time VND 260 billion will be spent each year to send
students abroad. MOET will sign contracts with foreign countries enabling 10,000 junior faculty
members to study abroad. Among those countries selected, MOET will send 2,500 faculty
members to the United States; 1,000 to the United Kingdom; 1,000 to Germany; 1,000 toAustralia; 1,000 to Japan and 700 to France, as well as a host of other countries.
3.2.2 Foreign students in Vietnam
In the past few years, Vietnam has also welcomed an increasing number of foreign
students to its higher education sector. Between 1998 and 2000, 600 students from 12 countries
came to Vietnam to pursue their studies and research under bilateral agreements. According to11

the Global Education Digest 2007 (UNESCO, 2007), the number of inbound mobile students in
Vietnam in 2005 is 2,053, of which 2,016 students are from East Asian and the Pacific countries.
The Vietnamese government recognizes the need to enhance the presence of foreign
students in their higher education sector. The potential exists for educational institutions togenerate increased revenues by levying international tuition fees from foreign students. In
addition, with an increased number of foreign students passing through Vietnam, one
consequence will be the spread of Vietnamese culture throughout the world. However, in order
to attract more foreign students, it is necessary to increase the number of educational programs
offered in English so that these students will be able to study not only Vietnamese andVietnamese studies, but other specializations as well.
3.3 Foreign education programs
Since 2000, there has been tremendous development in the establishment of foreign
operated education programs, run either entirely by foreign universities or through some form ofjoint venture. Two policies were instrumental in enabling this progress, Decree No. 06/2000/NDCP (March 6, 2000) and especially, the issuance of Decree No. 18/2001/ND-CP (May 4, 2001)
on the ―Establishment and Operation of Foreign Cultural and Educational Agencies in Vietnam‖.
In order to protect domestic learners and assure the quality of educational services provided
through foreign education programs, MOET issued a circular in 2004, which required foreignorganizations wishing to operate in Vietnam to submit an establishment license from their homecountry to the Ministry of Foreign Affairs and MOET. This was done to prevent theestablishment ―ghost‖ organizations, educational institutions that in fact have no real existenceoutside of Vietnam. MOET also encouraged foreign institutions to develop training programs forscientists, technicians, managers and experts in economics, technology, natural sciences, theenvironment and culture (IIE, 2005).
12

The Royal Melbourne Institute of Technology (RMIT) International University ofVietnam was the first 100 percent foreign owned international university in Vietnam. Establishedin 2000, it comprises two campuses located in Hanoi and Ho Chi Minh City, and a third is underconstruction in the urban district of Saigon South. At the same time, a number of foreign
institutions have also entered into joint ventures with Vietnamese institutions, many of which
may involve a study abroad component. Some of these programs include the University of
Hawaii MBA program, in partnership with the Hanoi School of Business; Washington State
University MBA program with the National Economics University; University of Houston, Clear
Lake undergraduate degree with the Hanoi University of Technology; Troy State University
undergraduate degree in collaboration with the International College of Information Technology
and Management, to name just a few.
In September 2007, the Prime Minister of Vietnam agreed to establish a German
university in Vietnam, which is to specialize in the fields of shipbuilding, seaport and airport
construction, and tourism. This university is to open its doors in 2008. In another notabledevelopment, MOET agreed to help the Intel Product Vietnam Corporation by inviting aprestigious American university, with expertise in the field of information technology, toestablish a specialized university in Vietnam. The Vietnamese government is now considering a
co-investment in this university.
3.4 Internationalization of curricula
Curriculum development is an important ingredient in improving the overall quality ofhigher education. Cognizant of this, in 2004 the government of Vietnam issued document
No.1269/CP-KG, which assigned leading higher education institutions the task of designing―advanced curricula‖. Advanced curricula refer to curricula which are ―properly designed and13established by universities on the basis of the curricula currently used at prestigious universities
in the world, including the content, teaching methods, organization and training management
processes and are taught in English‖ (MOET, 2008, p.3).
In academic year 2006/2007, MOET allowed 9 universities to offer 10 advanced
programs as pilot projects. These universities include the College of Science, Vietnam National
University (VNU), Hanoi, College of Science, VNU, Ho Chi Minh City, College of Technology,
VNU Ho Chi Minh City, Can Tho University, Hue University, Da Nang University, National
Economics University, Hanoi University of Technology and University of Agriculture No 1.
After two years implementing the pilot projects in nine universities, MOET decided to
implement these programs in a larger number of Vietnamese universities. As of November 2008,
there were 17 universities nationwide, offering 23 advanced programs as shown in Table 1. In
2008, MOET officially proposed the project ―Training by advanced programs at someVietnamese universities in period 2008-2015‖ which was then approved by the Prime Minister in
Decision 1505/QD-TTg dated October 15, 2008. The overall target of this project is to ―put into
operation some advanced programs at higher education level in order to establish and develop a
number of fields, faculties and universities which reach the regional standards and international
ranking; contribute to enhancing the quality of and carrying out fundamental and comprehensive
renovation programs of Vietnam‘s higher education; endeavor to have some Vietnameseuniversities being ranked in the top 200 of the world universities by 2020‖ (MOET, 2008, p.2).

14

Table 1: Advanced programs being implemented in Vietnamese Universities

Ord.

Vietnamese Universities

Programs,
Starting year

1.

The University ofArchitecture of HCM City

Urban Design, 2008

Oxford Brookes
University, UK

Biomedical
Engineering, 2008

Duke University –Durham, USA

Mechatronics Engineering,2006

California State
University-Chico,USA

Material Science andEngineering, 2006

University of Illinois at
Urbana-Champaign,USA

2.

Hanoi University ofTechnology

Partner Universities

3.

University of Transport andCommunications

Civil and StructuralEngineering, 2008

University of Leeds,
UK

4.

Water Resources University

Water Resources
Engineering, 2008

Colorado State
University, USA

5.

Thai Nguyen University of
Tecnology

Mechanical Engineering,
2008

State University of
New York at Buffalo,USA

6.

Nong Lam University

Food Science andTechnology, 2008

University ofCalifornia - Davis,
USA

7.

Hanoi Architectural
University

Architecture, 2008

Universityof Nottingham , UK

Aquatic Culture, 2008

Auburn University,
Alabama State , USA

Biochemistry andMolecular Biology /Biologytechnology Major,
2006

Michigan State
University, USA

8.

Can Tho University

9.

National Economics
University

Finance, 2006

California State
University - Long
Beach, USA

10.

Foreign Trade University

International Economics,
2008

Colorado State
University , USA

11.

Hanoi University ofAgriculture

Agricultural Business
Administration, 2008

Universityof WisconsinMadison, USA

15

Ord.

Vietnamese Universities

Programs,
Starting year

Partner Universities

Crops Science, 2006

University ofCalifornia – Davis,
USA

Embedded computing
System, 2008

Universityof Washington, USA

Electronics Engineering,
2006

University ofWashington, USA

Physics, 2006

University of Virginia,
USA

Mathematics, 2008

Universityof Washington ,Seattle, USA

Chemistry, 2006

University of Illinois
at Urbana-Champaign,
USA

Computer Science, 2006

Portland State
University, Oregon,
USA

16.

Ho Chi Minh University ofTechnology

Electrical and Computer
Engineering (major inPower and Energy
System), 2006

University of Illinois
at Urbana-Champaign,
USA

17.

University of Information
Technology

Information System, 2008

Oklahoma State
University , USA

12.

Da Nang University

13.

Hue University

14.

15.

Hanoi University of Science

Ho Chi Minh University of
Science

According to this project, the advanced curricula are entirely ‗imported‘ from prestigious
universities which are listed among the top 200 universities in the world or belong to a grouping
the best 20 percent of training programs in the discipline ranking tables of national orinternational level accreditation associations and organizations. Moreover, these curricula mustbe suitable with Vietnam‘s socio-economic development orientation. Except for the MarxistLeninist science courses compulsory for Vietnamese students, all other courses are delivered in
English by invited faculty from partner universities and/or by Vietnamese lecturers. The project16

receives financial support from the Vietnamese government who pays VND 860 billion (equal toabout US$ 50.8 trillion) or 60 percent of the total expenses for the first three courses, while
universities themselves spend 25 percent; the other 15 percent is expected to come from tuitionand other sources.
By way of these programs, which are taught in English and considered to be of highquality, MOET hopes that by 2015 Vietnam will be able to attract about 3,000 international
students and at least 700 international scientific staff who will come to Vietnam to deliverlectures and do research at training institutions in advanced programs.
However, during the first two years of the pilot project, universities have encountered anumber of problems in implementing these programs as identified by MOET in its project
proposal. One of the difficulties most frequently reported is the English ability of the Vietnameseteaching staff and their students, which is not yet adequate for them to teach and study in English.
The lack of faculty is another important problem. Many universities dispose of only the bareminimum Vietnamese teaching staff and face difficulties inviting professors from their partner
institutions, not only because of the lack of financial resources but also due to the tight schedulesof these professors. MOET is now urging the universities with advanced programs to coordinate
with one another so that they can arrange the course schedules in order to take advantage of one
professor coming to Vietnam at a certain point of time so that he/she can give lectures in several
different universities (MOET, 2008).
Besides the problems identified by MOET, questions can be raised about theappropriateness and attractiveness of these programs in comparison with joint or double degree
programs operated by a Vietnamese institution and a foreign partner. Graduating from these joint
programs, students are guaranteed to receive degrees from the foreign universities which areinternationally recognized. Meanwhile most of the current advanced programs can just offer
17Vietnamese domestic degrees to their graduates. The selective entrance requirements of these
programs are also an obstacle for a vast number of students to benefit from a good quality
education. Moreover, the higher tuition fees that students have to bear may also discourage themand their families to take part in these advanced programs even when they are academicallyqualified. Another question that can be asked is whether the target to attract 3,000 international
students into these advanced programs by 2015 is feasible or not. Supposing that by this year thenumber of these advanced programs will be 30 as planned by MOET, this means that in nine
years, from 2006 to 2015, each of these programs will have to enroll about 11 international
students. These students will make up 20 percent of the planned total number of students in eachprogram per academic year as specified in MOET‘s proposal. It is not clearly stated in the
proposal whether or not these programs will accept foreign students who come to Vietnam to
study via bilateral agreements made at the governmental level. Universities will have a hard time
attracting privately funded international students given the above-mentioned disadvantages,
especially when they have to compete internationally for this cohort of students. MOET and
Vietnamese universities need to have concrete strategies and plans to realize this ambitious target.
With regard to the internationalization of curricula, Vietnam is very much influenced by
the Anglo-Saxon tradition of higher education, especially the American higher education
experience. In order to achieve international standards in higher education quickly, Vietnam aims
to develop similar curricula, materials, teaching methods and educational management as thoseused in developed countries. An Asian dimension is rarely found in this aspect ofinternationalization of higher education, because Vietnam wants to access and capture the socalled ―source technology‖ in higher education, which is believed to belong to Western countries.
3.5 Other activities of international cooperation in higher education18

In the past few years, MOET has encouraged and assisted Vietnamese higher education
institutions to build up and expand relationships with international organizations and foreign
institutions. Via such cooperation, Vietnamese institutions can take advantage of and utilizefinancial, technical and equipment support with the aim of improving educational and training
quality at home. To date, there have been approximately 100 projects of different sizes carriedout at both undergraduate and graduate levels. However, most of these projects operate withconstrained budgets and are only implemented in several key universities that have establishedgood bilateral relations with foreign universities and organizations. Loan projects account for 25
percent of total loan amounts and grant projects make up 40 percent of total grants for the sector(MOET, 2005a, p.76). These projects have contributed to an improvement in the quality ofhigher education in Vietnam and have helped strengthen the relationships between Vietnamese,
regional and international institutions (MOET, 2005a).
Vietnam plays a role in supporting other less developed countries in the region improvetheir higher education system, such as Laos and Cambodia. Besides training students from thesecountries, Vietnam also helps to develop there educational infrastructure. For example, Vietnam
has supported Laos to establish several upper secondary boarding schools in Sekong andChampasac provinces and a dormitory for foreign students in Vientiane National University(MOET, 2005a).
Promoting and strengthening cooperation with Southeast Asian and East Asian countries
is considered to be one of the priorities in Vietnam‘s international cooperation strategy, both at
the national and institutional levels. In November 2007, the First ASEAN Education Forum washeld in Hanoi. The Ministry of Education and Training of Vietnam (MOET), the Vietnam
National Council of Education and the Asian Strategy and Leadership Institute jointly organized
this inaugural forum. The forum‘s objective was to address crucial issues facing higher education19

in the region today, such as broadening access to and improving equity and quality in education,enhancing standards and excellence in higher education, and harmonization education systems
within the ASEAN region. The forum focused on exploring the role of education in building an
ASEAN identity, enhancing people-to-people interactions, enabling ASEAN youth to adopt a
culture of innovation and technology, and finally, pushing developing countries forward
through training and skills development (MOET, 2007b).

4. The internationalization of Vietnam National University, Hanoi
4.1 Introduction of Vietnam National University, Hanoi and its missions
Vietnam National University, Hanoi (VNU) is one of two national universities inVietnam which was established in 1993 by decree of the Prime Minister and for the purpose ofreorganizing and amalgamating three big universities in Hanoi, namely, the University of Hanoi,
the Hanoi Pedagogy University No.1 and the Hanoi Pedagogy Foreign Language University.
Thus far, VNU has undergone various stages of development: the precursor Indochina University,
which was established in 1906 under French colonial rule; Vietnam National University(November, 1945); and the University of Hanoi (June, 1956).
VNU is the largest comprehensive higher education and research center in Vietnam.
VNU has been entrusted with the task of producing highly qualified human resources andtalent for the industrialization and modernization of the country. VNU holds a special
position in the [sic] Vietnam‘s higher education system, operating according to a special
regulation promulgated by the Prime Minister. VNU belongs and reports directly to thePrime Minister and has high autonomy in organization, personnel, training programs,
scientific research and technological development, planning and finance, international
relations and other fields. VNU is entitled to work directly with ministries, ministerial
level organizations, governmental bodies, people‘s committees of central cities andprovinces concerning affairs related to VNU. VNU‘s colleges and institutes maintaintheir juridical person status as a higher education and scientific research institution as
regulated by the Law on Education and the Law on Science- Technology (VNU, 2008a).
VNU now comprises 12 colleges, faculties, schools and training centers. There are 8
research institutes and centers and another 10 service units. At present, the number of VNU staff
20

total 2,886 of which 2,215 are faculty members consisting of 546 professors and 746 PhDs. The
number of full-time undergraduate students is 18,716, whereas master students and PhD students
total 5,275.
VNU‘s mission includes a provision to rapidly develop into a leading comprehensive
university and the most prestigious institution of excellence for higher education, science andtechnology in Vietnam, comparable to other advanced universities in the region, and gradually
striving to achieve international standards (VNU, 2008a). Moreover, VNU has a key role to playin Vietnam‘s higher education system, participating in the preparation of national policies andstrategies on socio-economic development and providing various forms of academic support toother universities and colleges throughout the country. VNU is also aiming at becoming an
advanced higher education center capable of creating new knowledge, producing highly qualified
human resources and providing original intellectual and academic services (VNU, 2008a).

4.2 The Internationalization process at Vietnam National University, Hanoi
The concept of ‗internationalization‘ has not been clearly defined in VNU‘s official
documents. However, it can be inferred from its development strategy and plans, thatinternationalization at VNU means achieving regional and international standards. In order torealize this goal, VNU focuses on establishing training programs congruent with international
standards, developing a teaching and management staff with international qualifications, whereas
the expanding and strengthening of international cooperation with regional and international
institutions is considered the main method of implementation.
4.2.1 International cooperation
In the last few years, VNU has developed close and sustainable relationships with morethan 130 higher education institutions, research institutes and educational organizations all over21

the world. In the period from 2001-2007, VNU signed about 150 Memoranda of Understanding
and Memoranda of Agreement with internationally recognized institutions and organizations, ofwhich more than 50 percent were from Asian countries. Japan and Korea are the two countries
which have the largest number of MOUs signed with VNU, as illustrated by the following graph:panMemoranda Singed with Foreign Organizations(2001-2007)

o
M s
al
ay
Ph si a
ili p
in
s
Ir a
n

or
e

La

ap
Si
ng

5

Ta
iw
an
Ch
in
a

Ko
r

ea

Ja

10

an
y
Ru
ss
Be ia
lg
Ne ium
th
er
la
nd
En
s
gl
a
Ne n
w d
Ze
al
an
d

15

er
m

20

G

25

US
A
Au
st
ra
lia
Fr
an
ce

Number of Memoranda

300Countries

Source: VNU’s website: http://www.vnu.edu.vn/en/contents/index.php?ID=943
By way of these close relationships, VNU has carried out a number of joint research
projects, training programs, joint workshops/conferences and staff and student exchange
programs. From 1996 to 2007, among the exchange and cooperation projects undertaken, 76
programs and projects worth USD 20 million were concluded. These activities have contributed
to strengthening VNU‘s development potential, improving its physical infrastructure andupgrading the academic staff‘s qualifications. VNU has organized, in collaboration with otherforeign institutions, many international and local training courses, international and national
workshops and conferences with the participation of experienced visiting professors. This has
given VNU‘s staff and students opportunities to upgrade their skills, as well as to discuss
scientific issues.
22Each year VNU receives important financial support and assistance from different
international funds originating in Australia, Japan, Korea, the USA, among other countries.
These funds are offered in the form of scholarships for qualified, but disadvantaged students.
Those students with a strong academic record and proven research abilities are recommended by
the university to receive a certain amount of money, usually ranging from USD 100 to USD
1,000.
VNU has also established a French University Center and in the last few years, VNU has
worked closely with JICA on the establishment of the Japan-Vietnam International School with
grant aid from the Japanese Government. All these projects contribute to VNU‘s mission toachieve parity between its training programs and international standards, which will in turn help
VNU speed up its integration into regional and world higher education communities.
VNU is now a member of international and regional organizations that regulate andoversee higher education networks, such as the ASEAN University Network (AUN), the Asia
Pacific Quality Network (APQN), the University Mobility Asia Pacific (UMAP), and the
Association of South-East Asian Institutions of Higher Learning (ASAIHL). Therein, common
concerns relating to higher education, programs, resources and activities can be shared.
In 1999, VNU became a member of BESETOHA, an annual forum of the four leading
national universities in East Asia; namely, the University of Tokyo, Peking University, Seoul
National University and Vietnam National University, Hanoi. This is a place where senioradministrators of the four universities can meet and promote mutual understanding in order toadvance common initiatives aimed at improving the development of each institution. At the 8th
annual BESETOHA forum, hosted by VNU in November 2006, four presidents signed the―Hanoi Declaration.‖ This declaration endeavors to make the BESETOHA forum an official
network, serving the goal of cooperation in higher education and the promotion of academic
23exchanges, not only among East Asian countries, but with institutions worldwide. In 2007, at the
9th BESETOHA forum, VNU together with the other three universities, signed an MOU topromote cooperation among the four institutions. By participating in this important forum, VNU
can succeed in improving the quality of Vietnamese higher education and enhance its recognitionin the region and throughout the world.
4.2.2 Staff and student mobility
Ensuring VNU staff the possibility to upgrade skills and qualifications, is one of the mostimportant challenges VNU faces in order to enhance the quality of teaching, learning andresearch. VNU has implemented policies that encourage staff and faculty to upgrade their
qualifications abroad. For example, lecturers retain tenure status and a percentage of their salaryduring the period spent pursuing studies overseas. VNU also offers good working conditions forthese lecturers and researchers upon completion of their programs, so that they can continue todevelop their research and careers, while contributing to the development of the university.
Each year, VNU sends a great number of faculty, staff, researchers and students overseas
for short and long-term training courses, joint research projects, workshops and conferences.
However, the number of faculty members going abroad to pursue graduate degrees is still modest
and needs to be augmented. For example, from 1999 to 2007, only 18 lecturers of the College ofTechnology were sent abroad for master and PhD programs. Similarly, in the six years from2001 to 2007, the College of Economics had 13 lecturers sent abroad to further their studies.
In recent years, opportunities to study abroad have become increasingly accessible for VNU‘sstaff and students. Students and staff pursuing an overseas education belong to one of the three
categories: i) those funded by the Vietnamese government, receiving scholarships fromgovernmental bilateral agreements or being sponsored by local budgets; ii) those sent under24

bilateral agreements between VNU and other foreign institutions or organizations; and iii) thosewhom are privately financed.
The following graphs present figures for VNU students who have studied abroad inrecent years, as well as destination countries:

Number of Countries

Host countries for studying abroad of students from the College ofSocial Sciences and Humanity, VNU,H
20
0

15
10

1

1
Non-Asian countries

6

1

16

5

9

6

2

1

7

8

2003

2004

0

13

Asian countries
13

7

0
2000

2001

2002

2005

2006

2007

Year

Source: Annual Reports of the College of Social Sciences and Humanity, VNU

Host countries for studying abroad in Academic year 2006-2007 ofStudents from the College of Sciences, VNU,H

Russia (3/27)
Canada (1/27)

Singapore (9/27)

France (1/27)

Taiwan (1/27)
China (1/27)
Korea (1/27)

Japan (8/27)

25

Source: Annual Report 2006-2007 of the College of Sciences, VNU
As illustrated in the diagrams above, East Asian countries have become a popular
destination for VNU students wishing to further their studies. There are two reasons for this new
trend. First, most of these students chose to study in Japan, Korea, China and Singapore because
they receive scholarships from these governments; part of overseas aid funds earmarked for
Vietnam‘s education sector. Another possible explanation is the choice to study in a given field;
this is particularly true for students belonging to the College of Social Sciences and Humanities.
Most of these students belong to the Faculty of Oriental Studies, and their majors are in oriental
studies: Japanese studies, Korean studies or Chinese studies. It is for this reason as well that East
Asian countries make up a large portion of host countries among students of this college.
VNU acts a host institution for scientists and students from foreign countries, as well.
Each year, VNU receives about 500 foreign students for short or long-term courses and research
projects. These students can be broken down in similar categories as those students going abroad
to pursue their studies. It must be noted, however, that foreign governments send most students
via bilateral agreements between countries. A large number of foreign students in VNU comefrom East Asian countries, especially China, Japan, Korea, Thailand, Laos and Cambodia.

Number of Foreign Students in Short-term courses of the College ofSocial Sciences and Humanity
Academic Year 2006-2007
America, 25, 9%Thailand, 14, 5%

China, 248, 86%26

Source: 2007 Annual Report of the College of Social Sciences and Humanity, VNU

Number of Foreign Students at the Collegeof Sciences from 2003-2007
5
4
2

Number of 3
Students 2

0

1

2

0

2

3

2

3

2

3

Laos
Cambodia02003 2004 2005 2006 2007

Source: 2007 Annual Report of the College of Sciences, VNU

Those students arriving via more developed countries, such as the USA, Japan, Korea or
China, usually come to VNU to study the Vietnamese language and Vietnamese culture in the
final years of their programs. However, for less developed countries, such as Laos and Cambodia,
VNU helps to train their students in scientific majors on a full-time basis in pursuit ofundergraduate degrees.
Attracting more foreign students, especially in joint and high quality education programs,
is considered of utmost importance for VNU. This will lead to greater regional and internationalrecognition and will contribute to a more international study environment, as well as generating
financial resources. However, thus far, no specific and detailed plans to achieve this target have27

been put forward. Furthermore, VNU still lacks a center offering special support services forforeign students. Both the International Relations Department and the Political-Students Affairs
Department are charged with overseeing international students at VNU. Each member college
and faculty within VNU contains these two departments to help and supervise foreign students interms of student life, academics and official procedures.
4.2.3 International education programs
Over ten years, VNU has established 34 joint degree training programs with 24
international education institutions, many of which are prestigious universities, such as the
University of New South Wales, La Trobe University (Australia), Massey University (New
Zealand), Paris-Sud University (France), to name but a few. These comprise 14 undergraduate
and 20 graduate programs, offering courses in various fields. The most popular fields of study injoint programs are economics and business administration, with 7 out of 14 programs at theundergraduate level and 9 in 20 courses at the graduate level offered in these fields. Most ofthese programs are jointly offered by VNU and non-Asian international universities. There are
only 9 out of 34 joint training programs that have Asian institution partners, of which 4 are from
Malaysia, 4 are from China and 1 institution from Taiwan.
The implementation of joint training programs with international universities is
considered to be an important way to enhance the quality of education and achieve regional andinternational standards. Although these joint programs have helped VNU to generate revenues,
financial gain is not the main purpose for developing such programs. Rather, there are a numberof rationales for developing such kinds of international training programs, as perceived by VNU
and its member institutions‘ managers and administrators. Firstly, these programs offer very
good opportunities for students to study advanced programs, allowing greater access to digital
libraries and modern study environments. VNU‘s faculty and professionals can better their28

qualifications via curriculum and technology transfer, accessing and utilizing international
knowledge and teaching materials, learning from experiences in curriculum development,teaching methods, student assessment methods, as well as management skills. Moreover,together with the implementation of joint and sandwich programs, VNU and its member
institutions can gain regional and international recognition because their curricula and training
programs are compatible and comparable with foreign university systems and standards. This isan essential way VNU is strengthening its reputation and prestige in the international community.
In recent years, VNU has become more selective in signing MOUs and establishing joint
training programs with international institutions. In the mean time, VNU is preparing a
regulation document concerning VNU‘s international cooperation activities and that of its
colleges and faculties. Colleges and faculties at VNU are encouraged to diversify relationships
and cooperation with prestigious universities all over the world. Joint training programs must be
implemented by VNU with universities in the top 500 of the world ranking. They must offer highquality education programs which are suitable to Vietnam‘s development.
4.2.4 Strategy to achieve regional and international standards
VNU‘s Strategic Development Plan sets as an objective achieving the level of an ‗advanced
university‘ in the Southeast Asia region by 2010, and achieving international standards in several
key fields and sub-fields. VNU‘s long-term goal is to be ranked in the list of top Asianuniversities and later, recognized as a prestigious university internationally (VNU, 2008b).
In 2007, VNU launched the ‗16+23 Project,‘ which will continue until 2010. This projectfurthers VNU‘s efforts to achieve its development goals. The project focuses on establishing anddeveloping 16 scientific/high technology and socio-economic fields and sub-fields at VNU, bothof which are to achieve international standards by 2010.

29

The project gives priority to international training programs and student and staff
exchange, targeting qualification upgrades in key science and technology fields. VNU will invest
a large amount of money to support their faculty in improving foreign language ability, and inorder to send lecturers and researchers abroad for qualification upgrades. VNU‘s goal is to attract
about 400 scholarships for staff and students to study abroad each year. VNU and its member
institutions also introduced policies to encourage their faculty and professionals to developscientific research, to actively take part in and present at international conferences, as well as
increasing the number of publications in regional and international peer-reviewed journals. VNU
intends to maximize international sponsor resources in order to improve physical infrastructuresand equipment throughout its facilities, as well.
In the coming years, VNU will focus on promoting cooperation with powerful countries
in the field of education and scientific research, namely with North American, EU, Northeast
Asian and Eastern European countries. VNU will also strengthen longstanding relationships with
Russia, Laos, and Cambodia. At the same time, VNU will enhance bilateral and multilateralrelations with governmental and non-governmental organizations, and regional and international
associations, especially via university networks such as AUN, UMAP, BESETOHA, andCONFRASIE.
In its international cooperation strategy, VNU places a significant emphasis on the
promotion of close and sustainable cooperation with countries and educational institutions in
ASEAN, particularly in East Asia. This is perceived as a good way for VNU to quickly attain ahigher quality in higher education, while preserving its national character and identity (Mai, T.N,
2007).
VNU supports and contributes to the higher education harmonization process among
ASEAN countries. It is now seeking the ‗AUN label‘, an accreditation of quality standards used30

by the ASEAN University Network. These types of accreditation are necessary for the mobilityof staff and students, because they help bring about mutual recognition of degrees within theregion. In the mean time, VNU is finalizing the Quality Standard for Program Accreditation,
based on AUN quality standards. This is an essential step forward in harmonizing education
between VNU and other AUN universities (Mai, T.N, 2007).
5. Conclusion
Since 1986, Vietnam‘s higher education sector has made tremendous progress. Howeverat present, the system is still faced with a wide range of problems and challenges.
Internationalization is considered an important policy approach to secure the development andprogress of Vietnam‘s higher education sector, while striving to achieve international standards
and greater regional cooperation.
At both the national and institutional levels, an East Asian dimension tointernationalization is discernable; and this, most often in the form of student and staff mobility.
The number of Vietnamese students going to East Asian countries to further their studies has
been on the rise. Vietnam has strengthened relationships and collaboration with countries in East
Asia and has become a member of organizations and associations concerned with higher
education in the region. Vietnam is now playing an active role in promoting the harmonization ofhigher education within the Southeast Asian region and amongst East Asian countries, as well.
However, with regard to international standards at both the national and institutional
levels, it seems that Vietnam is orienting itself toward Western models of regulation andstandardization. This shift is evidenced in the internationalization of curricula and theestablishment and implementation of joint training programs, where universities from AngloSaxon countries dominate.

31

It is necessary for Vietnam to invest more in academic research and data collection anddata analysis at both national and institution level on internationalization of higher education as
the basis for policy and strategy direction in the near future. In order to achieve regional andinternational standard, Vietnam should strengthen and enhance the quality assurance system aswell as prepare man power and financial resources necessary for the development andinternationalization of higher education. Vietnam needs to build the road map for further stages
in the internationalization process and identify its position in at regional and international context.

32

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GIARI Working Paper Vol. 2008-E-21,
January 31 2009
Published by Waseda University Global COE Program
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