In our experience as academics in two Vietnamese universities for several years, the majority of programs are delivered in a full-time mode, and student cohorts are relatively homogenous in tenns of age group and academic ability The compulsory orientation is mostly organized at the beginning of the academic year, both at the university The academic year in Vietnam is over _______ the end _______ May. Câu hỏi trong đề: Bộ đề thi THPT Quốc gia môn Tiếng Anh năm 2021 cực hay !! Will commence the new academic year at time of scholarship awards. Graduated from high school or equivalent. Vietnamese language proficiency at B2 (4/6) or equivalent (for Standard Programs, Vietnamese instructions) IELTS band 5.0 or above (for Advanced Programs, English instructions), or equivalent SCHOLARSHIP INFORMATION: 14/09/2022 Education Follow en.baoquocte.vn (WVR) on WVR/VNA - The Budapest Vietnamese-language centre in Hungary recently launched the 2022-2023 academic year, in response to the Day for Honouring Vietnamese Language in Vietnamese Communities Abroad (September 8). Latest 23:22 | 14/10/2022 Academic Year Calendars. 2020-2021 Academic Calendar 2021-2022 Academic Calendar 2022-2023 Academic Calendar. WINTER SESSION 2023. 3-Week and 5-Week Classes Begin: Monday, December 12: Winter Break (University closed / Winter Session Classes in Session) December 19 - January 2:. President Nguyen Xuan Phuc beat the drum to kick off the new 2022-2023 academic year at the High School for Gifted Students under the Vietnam National University (VNU)'s Hanoi University of Science (HUS) on September 5. igoHc. Asian Development Bank ADB 2020 Vietnam technical and vocational education and training sector assessment. DB, Manila. Available at Accessed 8 Mar 2022Baum A, Dabla-Norris E 2020 Vietnam’s development success story and the unfinished SDG agenda. Available at Accessed 8 Mar 2022Britannica Government and society – Vietnam. Available at Accessed 8 Mar 2022Dang HH, Glewwe PW 2017 Well begun, but aiming higher a review of Vietnam’s education trends in the past 20 years and emerging challenges. J Dev Stud 5471171–1198CrossRef Google Scholar Dollar D 2002 Reform, growth, and poverty in Vietnam. The World Bank, Washington, DCCrossRef Google Scholar Fox DN 1994 Văn Miếu, Quốc Tử Giám Temple of Literature, School for the Sons of the Nation, Hanoi, Vietnam a walking tour. 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Available at Accessed 8 Mar 2022Ministry of Education and Training MOET 2021a Education statistics for the academic year 2019–2020. MOET, Hanoi. Available at Accessed 8 Mar 2022Ministry of Education and Training MOET 2021b Higher education statistics for the academic year 2019–2020. MOET, Hanoi. Available at Accessed 8 Mar 2022Ministry of Labour, War Invalids and Social Affairs MOLISA 2020 Vocational education and training system. MOLISA, Hanoi. Available at Accessed 8 Mar 2022Ngan A 2021, January 27 Minister Phung Xuan Nha listed 9 achievements and 5 limitations of the education sector. Available at Accessed 8 Mar 2022Ngo VTH 2019 The implementation of critical thinking in Vietnamese primary school moral education classes. Issues Educ Res 293732–755 Google Scholar Nguyen MTN 2018a Vietnam’s socialization’ policy and the moral subject in a privatising economy. 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Palgrave Macmillan, Basingstoke, pp 169–185CrossRef Google Scholar Pham MT 2021 The impact of income on lecturer attraction in public universities in Vietnam today. Sci Collect Interconf 5595–111 Google Scholar Phan TH 2021, October 8 Teacher salary after 25 years looking back still not as expected Lương giáo viên sau 25 năm nhìn lại Vẫn chưa được như kỳ vọng. Available at Accessed 8 Mar 2022Pingali PL, Xuan VT 1992 Vietnam decollectivization and rice productivity growth. Econ Dev Cult Chang 404697–718CrossRef Google Scholar Thanh H 2021, November 7 Estimated budget for VN education in 2021 around US$13bil. Available at Accessed 8 Mar 2022Tran LHN, Tran LT 2021 Students’ experiences of teaching and learning reforms in Vietnamese higher education. Routledge, London Google Scholar UNDP 2015 Country report 15 years achieving the Viet Nam Millennium Development Goals. Socialist Republic of Viet Nam, Hanoi. 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Available at Accessed 8 Mar 2022Xuan H 2021, May 23 Hanoi announces the odds of getting into class 10. Available at Accessed 8 Mar 2022 HANOI, December 22, 2022 – The Embassy in Vietnam is pleased to announce the Fulbright Vietnamese Student Scholarship Program. This scholarship will cover fees related to tuition, round-trip airfare to the United States, a monthly stipend, and health insurance. Established in 1946 and funded by the Congress, the Fulbright Program aims to advance mutual understanding through academic and cultural exchange and this year marks a special milestone of 30 years of Fulbright in Vietnam. The Fulbright Vietnamese Student Program is a competitive, merit-based scholarship program. Successful candidates will pursue a Master’s degree program that begins in the academic year 2024-2025. Competition is open to all applicants who meet the following minimum criteria hold Vietnamese citizenship and reside in Vietnam throughout the application and selection process dual citizenship not permitted; have at least two years of work experience after graduation by the time of their application; and have a valid minimum TOEFL iBT score of 79 or IELTS or PTE-Academic 58 or Duolingo 105. Diverse candidates are encouraged to apply. The Program supports Master’s degree programs in most fields of social sciences and humanities, including but not limited to American Studies, Communications, Education, Economics, Business, Law, International Relations, Journalism, Library Science, Public Administration, Social Work, Public Health, Public Policy, TESOL, Gender and Women Studies, etc. To participate in the competition, applicants must apply online at A complete online application package includes an application form, three letters of reference, diplomas and transcripts including notarized English translations, TOEFL/IELTS/PTE/Duolingo score reports, and a curriculum vitae. The deadline of application submission is 500 April 17, 2023 Vietnam time. Details can be found on the Fulbright web site at Instructors with a or with a Masters’s and three years of post-secondary teaching experience can get a university teaching job in instructors in Vietnam work long hours during the two semesters of the academic year April-July and September-January. They often juggle two or three part-time jobs and face long commutes between campuses. However, emphasizes that the students are great, and the long, paid breaks between semesters leave plenty of time to recuperate. Experience and Qualifications for University Teaching in Vietnam A or a Masters degree and three years of experience teaching college or university courses, ars required Academic publications and conference presentations are required Candidates already residing in Vietnam are often preferred Vietnamese language proficiency is recommended Find out more about Getting a Vietnam Visa Contracts and Salary Expectations for Foreign Instructors at Vietnamese Universities Initially, most instructors will be hired on a part-time basis. The average pay is about $27-$30 per hour. At Vietnamese universities, a teaching session is 90 minutes long. For every 90-minute lesson, an instructor usually gets paid for the entire two hours. This means that an instructor can make about $54-$60 per lesson. This fee includes preparation and travel time. In addition, all employers in Vietnam reimburse travel expenses. For reference, you can also check out Living Costs in Vietnam. Most contracts are for one year. Part-time instructors are paid their full salary for twelve months, from April to March. After submitting their grades at the end of the semester, part-time instructors are not expected to do any work during the six-week summer vacation and the eight-week winter break. Read more about How to Get a Work Permit in Vietnam. Full-time contracts are available but are usually reserved for candidates with PhDs and\or extensive teaching, research, and publishing experience. The salary for these contracts is much higher than for part-timers. Full-time instructors may be required to do research, committee, and administrative work during the breaks between semesters. There is one significant drawback to full-time positions for foreigners an increasing number of Vietnamese universities place a limit on the number of times a full-time contract may be renewed. Instructors are allowed to stay at those universities for a maximum of 5 years. Types of Classes for Foreign Instructors at Vietnamese Universities English oral communication is the main subject taught by foreign instructors. Other courses include writing and reading, test preparation TOEFL or TOEIC, business English, and academic skills. Some Vietnamese universities ask foreign instructors to teach specialty non-ESL courses, particularly those related to International Relations or the culture and literature of various countries. Instructors wishing to teach these classes should have a relevant post-graduate degree. Mandarin, Korean, Spanish, French, and German are some other popular second languages in Vietnam taught by foreigners in Vietnam. How to Find and Apply for Positions at Vietnamese Universities One of the most comprehensive sites about teaching at Vietnamese colleges and universities is the Association for Language Teaching job board. Networking opportunities abound at the annual symposium. Instructors who do not have post-graduate degrees or enough post-secondary teaching experience can start by exploring recruitment agencies. Many of these intermediary employers have contracts with colleges and universities. Getting a university teaching job in Vietnam requires a lot of leg work, but it’s a fulfilling experience for foreigners who wish to spend two or more years in Vietnam. AbstractThis paper is motivated by the ongoing debate on university reform in Vietnam. In particular, there is a need to quantify the level of governmental support for public universities and examine whether or not such a support is adequate. To this end, the present paper estimates training costs per student in different disciplines within the Vietnamese public university education system in 2010. The various estimates of unit costs are based on the definitional approach which defines unit cost as the ratio of total costs over output. In measuring total costs, private costs incurred by university students apart from formal tuition fees are excluded. Further, the opportunity cost method employed emphasizes implicit costs such as imputed land rent. The total output is based on weighted student numbers. Unit costs are then estimated using a variety of primary from survey and secondary data sources. The results obtained suggest that the unit costs of public university education in Vietnam vary considerably between disciplines. The results also support the presence of economies of scale and scope in higher education and a negative relationship between unit costs and teaching quality proxies. The overall unit cost of public universities in Vietnam is very low in absolute terms when comparing with other countries. However, unit cost relative to GDP per capita in Vietnam is more comparable with those of neighboring countries. Nevertheless, the findings of the paper imply that more resources need to be allocated to the public university sector as part of an urgently needed university reform in Vietnam. Access options Buy single article Instant access to the full article PDF. 39,95 € Price includes VAT Ukraine Fig. 1Source MOET 2014aFig. 2Source MOET 2014aFig. 3Source MOET 2014aFig. 4Source OECD 2011, Chart p. 239Fig. 5 aFig. 6 NotesABC is a costing method that identifies all activities in an organization a university in this case and assigns the cost of each activity to all products and services students in this case according to the actual consumption by each are educational institutions and not businesses although in some limited ways universities run like a business. In a competitive market, profit-maximizing firms sell a private good to many buyers who are willing and able to pay for the product. University education is not a usual private good. It is a process of human capital accumulation analogous to physical capital investment. It has some properties of a public good, and it generates positive externalities. It is a service that students direct buyers do not decide for themselves, especially in the case of Vietnam. It is an intermediate good that the ultimate buyers are the consumers or the population. The relationship between teachers and students is not the same as that between sellers and buyers in a competitive market. Universities aim to achieve specific non-commercial targets, not profit maximization. Public universities cannot freely set their fees and select their student numbers. Universities, whether public or private, do not allocate students to different programs by students’ willingness and ability to pay alone. The government also often intervenes in the university sector in many visible assumption is essential to our empirical analysis of multidisciplinary universities. The assumption of cost ratio uniformity can be justified in the context of Vietnam’s public universities. The public university sector is tightly regulated by the Vietnamese government in terms of uniform staff/student ratio for each discipline, salaries, tuition fees, core subjects, etc. Further, public universities tend to employ highly similar combination of inputs in delivering their education has conducted universities survey in 2011 to collect financial information of 60 public universities between 2009 and 2011. Among 60 surveyed universities, 24 universities are managed by MOET, 20 universities are from other ministries, four universities are national universities, and the other 12 universities are managed by Provincial People’s Committees. The data are categorized into four groups, namely staff and faculty group number of teaching hours, number of publications and papers, student group number of students per class, number of students per high-quality class, financial information group revenues, expenditures, usage of state budget, tuition fee and facilities information group total land area, total floor space, number of computers.In a well-cited, large-scale study on survey response rates, Baruch and Holtom 2008 1140 found that the average response rate for studies that utilized data collected from organizations was percent with a standard deviation of Y., & Holtom, B. C. 2008. Survey response rate levels and trends in organizational research. Human Relations, 618, 1140– Google Scholar Bennett, S. 2011. Higher Education Teaching and Learning Costs. Canberra Deloitte Access Economics. Google Scholar Brovender, S. 1974. On the economics of a university toward the determination of the marginal cost of teaching services. 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Mimeo Department of Economics, Macquarie University. Google Scholar Heaton, C. & Throsby, C. D. 1997. Cost functions for Australian universities A survey of results with implications for policy, Discussion Paper 360 Part 2, Centre for Economic Policy Research, The Australian National Education Financing Council for England. 2010. Review of the Subject Price Groups Using TRACT Data Detailed Commentary. Retrieved June 1, 2012, from HEFCE Data & Statistics H. M. 1981. Cost analysis. In N. Smith Ed., New techniques for evaluation. Beverly Hills Sage. Google Scholar Levin, H. M., & McEwan, P. J. 2001. Cost-effectiveness analysis Methods and applications 2nd ed.. Thousand Oaks Sage. Google Scholar Lloyd, P. J., Morgan, M. H., & Williams, R. A. 1993. Amalgamations of universities are there economies of scale or scope? Applied Economics, 258, 1081– Google Scholar Maelah, R., Amir, A. M., Ahmad A., & Auzair, S. M. 2011. Cost per student using ABC approach A case study. 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Retrieved August 24, 2015, from World Bank Data referencesAuthor informationAuthors and AffiliationsCenter for Economic Development Studies, VNU University of Economics and Business, Vietnam National University, Hanoi, 144 Xuan Thuy Road, Cau Giay District, Hanoi, VietnamVu Thang PhamSchool of Taxation and Business Law, UNSW Sydney, Kensington, NSW, 2052, AustraliaBinh Tran-NamSchool of Business and Management, RMIT University Vietnam, Ho Chi Minh City, VietnamBinh Tran-NamAuthorsVu Thang PhamYou can also search for this author in PubMed Google ScholarBinh Tran-NamYou can also search for this author in PubMed Google ScholarCorresponding authorCorrespondence to Vu Thang informationPublisher's NoteSpringer Nature remains neutral with regard to jurisdictional claims in published maps and institutional paper is derived from a capacity building project commissioned by the Higher Education Project 2 HEP2 of Vietnam’s Ministry of Education and Training MOET. The authors are grateful to many individuals and organizations for their valuable assistance in making this project possible. The authors would also like to thank two anonymous reviewers whose valuable comments result in vast improvement of the paper. The views expressed in this article are those of the authors and do not necessarily reflect the views of any institutions with which they are Survey instrumentAppendix Survey instrument Questionnaires Note Data collected for this questionnaire are the statistical data for the whole university including in joint training activities in other locations managed by the university I. General information 1. Name of university…………………………………………………………………… ………………… 2. Governing organization/ministry…………………………………………………… ………… 3. Is the university willing to participate in a direct interview? $$ {\text{O}}\;{\text{ Yes}}\;\;\;\;\;\;{\text{ O}}\;{\text{ No}} $$ 4. Is the university willing to participate in the workshop for reporting survey results?$$ {\text{O}}\;{\text{ Yes}}\;\;\;\;\;\;{\text{ O}}\;{\text{ No}} $$ Please give information on university’s representatives who will participate in the workshop priority to two senior officers from the university Representative 1Representative 2Full name Position Mobile Email 5. The starting year of bachelor’s degree student enrollment…………………………. 6. The degree of financial autonomy of the university? $$ {\text{O Autonomy 1}}00\% \, \;\;\;\;\;\;{\text{O Partial autonomy}} $$ 7. Please list information on land use rights by the university excluding rent land at 31/12/2010 area m2Location district, provinceLocation 1 Location 2 Location 3 Location 4 … Total 8. Total area of university’s buildings by time period? o Building area before 1990……………………………………………………… ………………. m2 o Building area during 1991–2000……………………………………………… ……………… m2 o Building area after 2000……………………………………………………… …………………. m2 9. In 2010, number of computers for students? By Faculty of Information Technology if any and other faculties Before 20082008–2010Faculty of Information Technology if any Other faculties Total 10. How many additional computers for students should the university equip to ensure educational quality? How much to purchase these additional computers? Additional computersExpected expense mil. VNDFaculty of Information Technology if any Other faculties 11. Total number of book titles in the university library in 2010 is…………………. With the number of students as in 2010, how many additional book titles should the university purchase to increase educational quality?………………….. book titles. Estimated expense for purchasing these additional book titles is…………………. mil. VND 12. Do students have rights to use international and internal electronic database for studying? $$ {\text{O}}\;{\text{ Yes}}\;\;\;\;\;\;\;{\text{ O}}\;{\text{ No}} $$ If yes, the number of these database sources in 2010 is……………………….. Total expense for purchasing the license of these sources in 2010 is ………………….. mil. VND. 13. Number of articles published in scientific journals from full-time teachers and staff in the university in 2010 o National scientific journal ……………..………………………………………………… o International scientific journal.….….……………………………………………….. o Patents ….……….….…………………………………………………………… …………. According to the university, at least how many articles published in scientific journals do each full-time teacher write to increase the educational quality? o Prof./Ass. Prof.…………………………………………………………..articles/person/ year o Dr./Senior teacher………………………………………………………articles/person/ year o Other teachers…………………………………………………………….articles/person/ year 14. If the university receives additional 5% 10%, 15% of the state budget for formal undergraduate training expenditures in 2013, which areas will the university give priority to spending more on to improve the educational quality? Priorities are listed in descending order + 5%+ 10%+ 15%Priority 1 Priority 2 Priority 3 Priority 4 Priority 5 15. If the university receives less than 5% 10%, 15% of the state budget for formal undergraduate training expenditures in 2013, which areas will the university give priority to spending less? Priorities are listed in descending order + 5%+ 10%+ 15%Priority 1 Priority 2 Priority 3 Priority 4 Priority 5 16. How many first year students and classes were there in 2010? Differentiate by regular’ and high-quality’ programs, in which the latter means advanced/high quality/talented/taught in English or similar programsNote Fill all the available disciplines in 2010 17. Total equivalent teaching hours Note Use the conversion rates which are in use by the university 2nd semester2009–20101st semester2010–2011Permanent teachers Guest teachers II. FINANCIAL INFORMATION 18. Total revenue in 2010 dongs1State budget funding including National Targeted Program In which Funding on recurrent expenditure Funding on researches Funding on capital expenditure Funding for other state-assigned tasks survey, environment protection tasks, marine-islands protection tasks, etc. 2Tuition and fees 3Teaching support 4Revenue from other education services general education, entrance examination preparation, professional short courses, etc. 5Revenue from cooperation with foreigner programs 6Other revenues TOTAL REVENUE 19. Total expenditure in 2010 dongs1Recurrent expenditure from all sources mentioned in Question 177 In which expenditure including salaries, wages, allowances, remunerations to local people and expatriates, bonuses, welfares, contributions, other payment to people, extra-teaching payments, thesis introduction, administrative management, etc. to students expenditure public service payment, stationeries, communication, seminars, per diems, rents, repairs, etc. on large purchases and repairs of fixed assets such as automobile, equipment… if any from current expenditure funding expenditure on other education services if any general education, entrance examination preparation, professional short courses, etc. recurrent expenditure 2Capital expenditure 3Other expenditure Total expenditure 20. Depreciation of fixed assets calculated from 1/1/2010 to 31/12/2010 is………………… mil. VND. 21. In 2010, what percentage of current expenditure for regular undergraduate students did revenue from tuition and fees of these students meet for?………………. percent. 22. Total procurement of fixed assets excluding building construction during 2006–2010 mil. VND 23. Total expenditure for research activities by full-time teachers and staff in the university in 2010 o National……………………………………………………..mil. VND o International….…………………………………………..mil. VND 24. Estimated cost/revenue ratio of training services secondary education, college exam preparation, professional training, short training… in 2010 is……….. percent. 25. Does the university have building and internal roads over 50 years of age? $$ {\text{O}}\;{\text{ Yes}}\;\;\;\;\;\;\;{\text{ O}}\;{\text{ No}} $$ If yes, how much is estimated value of this construction?……………………….. mil. VND. 26. About information on students, teaching staff, facilities and building, the university is recommended to offer period statistical reports for DPF-MOET in the schooling year of 2009–2010 and 2010–2011 Tables 2, and 6. Please send this questionnaire via postal mail, fax or email address xxxxx The research team would like to thank you for your cooperation!Rights and permissionsAbout this articleCite this articlePham, Tran-Nam, B. Estimating unit cost of public university education in Vietnam. Educ Res Policy Prac 20, 279–305 2021. citationReceived 12 February 2019Accepted 03 September 2020Published 28 September 2020Issue Date October 2021DOI costUnit costEconomies of scaleEconomies of scopeUniversity reformVietnam

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