the academic year in vietnam

The programme built on the 1981-1986 pilot student exchanges, and although it was formally adopted only shortly before the beginning of the academic year 1987-1988, it was still possible for 3,244 students to participate in Erasmus in its first year. Vietnamese Language Course in the academic year 2022-2023 Sunday - 26/06/2022 21:56 I. One-year courses 1. Training Curriculum and Duration - Training curriculum: from degree 1 to degree 6, the Vietnamese Language Proficiency Framework for Foreigners. - Training duration: from September to July, annually. 2. Fees - Tuition fee: 1300 USD/ year. 3. Thursday, 15/09/2022 11:17 (GMT+7) On September 13, the Nguyen Du Lao-Vietnamese bilingual school in the Lao capital of Vientiane held a ceremony to launch the 2022-2023 academic year. Students at the Nguyen Du Lao-Vietnamese bilingual school at the ceremony (Photo: NDO) The school has 30 classrooms from kindergarten to high school level. Vay Tiền Online Me. 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Available at Accessed 8 Mar 2022Viet Nam News 2019, December 6 VN gets high scores but not named in PISA 2018 ranking. Available at Accessed 8 Mar 2022Vietnam Australia International School Kindergarten tuition school year 2021–2022. Available at Accessed 8 Mar 2022VNA 2021, November 10 Vietnam’s monthly income in 2020 down 1 percent. Available at Accessed 8 Mar 2022World Bank 2020 Improving the performance of higher education in Vietnam strategic priorities and policy options. World Bank, Washington, DC. Available at Accessed 8 Mar 2022World Bank 2021a The World Bank in Vietnam. World Bank, Washington DC. Available at Accessed 8 Mar 2022World Bank 2021b Indicators. World Bank, Washington DC. 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 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. Journal of Political Economy, 823, 657– Google Scholar Communist Party of Vietnam. 1991. Seventh National Congress Documents. Hanoi Foreign Languages Publishing House. Google Scholar Creedy, J., Johnson, D., & Valenzuela, A. R. 2003. A cost function for higher education in Australia. Australian Journal of Labour Economics, 61, 117–134. Google Scholar General Statistics Office of Vietnam. 2011. Socio-economic Situations in Ten Years, 2001–2010, Part 1. Hanoi The Statistical Publisher. Google Scholar Haughton, J. 2011. Taxation in Vietnam Who pays what? In G. P. Shukla, D. M. Pham, M. Engelschalk, & T. M. Le Eds., Tax Reform in Vietnam Toward a more efficient and equitable system pp. 215–241. Washington DC World Bank. Google Scholar Hayden, M., & Lam, Q. T. 2007. Institutional autonomy for higher education in Vietnam. Higher Education Research and Development, 261, 73– Google Scholar Heaton, C. 1996. The cost structure of Australian universities. 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. In 2011 International Conference on Economics and Business Information, IPEDR, 9, 40– W. F., Sullivan, T. A., & Mackie, C. D. 2012. Data needed for improving productivity measurement in higher education. Journal of Research & Practice in Assessment, 7, 5–15. Google Scholar Ministry of Education and Training MOET. 2013. Education Statistics 2013. MOET Financial Planning Department. Google Scholar Ministry of Education and Training MOET. 2014a. Official Letter 1279/BGDDT-DPF- Announcement of list of public universities and colleges, of Education and Training MOET. 2014b. Education Statistics 2014. MOET Financial Planning Department. Google Scholar OECD. 2011. Education at a Glance 2011 OECD Indicators. Paris OECD Google Scholar OECD. 2018. Education at a Glance 2011 OECD Indicators. Paris OECD Publishing. Google Scholar Pham, T. 2011. “Doi Moi” Renovation and higher education reform in Vietnam. International Journal of Educational Reform, 203, 210– Google Scholar Santiago, A., Largoza, G., & Conchada, M. I. 2007. What does it cost a university to educate one student? International Journal of Education Policy and Leadership, 22, 1–11. Google Scholar Schreyer, P. 2010. Towards measuring the volume output of education and health services A handbook, OECD Statistics Working Paper 2012/02. Paris K. 2014. The global competitiveness report 2014–2015. Geneva World Economic Forum. Google Scholar Temmerman, N. 2019. Transforming higher education in Vietnam, University WorldNews, February 1. Retrieved May 6, 2020, Higher Education Coordinating Board. 2009. Texas Public University Cost Government of Vietnam. 2010. Decree 49/2010/ND-CP, dated May 14th, 2010. Promulgating regulations on tuition fee exemption, discount and support for studying cost; tuition fee collection and utilization mechanisms for institutions in the national education system, 2010–2011 to 2014–2015. The Government of C. D. 1986. Cost functions for Australian universities. Australian Economic Papers, 2547, 175– Google Scholar Throsby, & Heaton, C. 1995. Postgraduate education of overseas students in Australia, Working Paper No. 95/2, Economics Division, The Australian National B. 2003. Education reform and economic development in Vietnam. In B. Tran-Nam & C. D. Pham Eds., The vietnamese economy pp. 214–231. London RoutledgeCurzon. Google Scholar Truong, B. T., & Le, Q. T. 2017. Assessing Vietnam’s Tax Incentive Policies. Hanoi Oxfam and UN Women. Google Scholar UNESCO Institute for Statistics. Education. Retrieved from August 24, 2015, from UNESCO Institute of Statistics University Grants Committee. 1996. Higher Education in Hong Bank. 2008. Vietnam Higher Education and Skills for Growth, Human Development Department. Washington DC World Bank. Google Scholar World Bank. 2013. Projects and Operations. Retrieved August 23, 2015, from World Bank Bank. a. PPP conversion factor, GDP LCU per international $. Retrieved August 24, 2015, from World Bank Data Bank. b. Official exchange rate LCU per US$, period average. 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 According to the plan for new academic year of the Ho Chi Minh City People’s Committee yesterday issued, preschools start the new academic year from September 5. Also the plan set the primary schools, high schools, continuous education centers will start the start the new academic year from September 5 but students gather in schools on September 1. The school year ends in May, 2021. Students will take Tet holiday scheduled from February 8, 2021 to February 16. Directors of departments of education and training were assigned to keep an eye on plan for the new school year as well as decide students to stop learning when natural disasters or dangerous pandemic happen. Before, the Ministry of Education and Training has issued the plan for the new academic year 2020-2021 for preschools, high schools and continuous education facilities. As per the plan, schools open the academic year 2020-2021 on September 5, 2020. The Ministry also guided that preschoolers and high schoolers must study at least 35 weeks including 18 weeks for the first semester and 17 weeks for the second semester while learners in continuous education institution must study at least 32 weeks. Plan for the new academic year will be changed to suit localities’ real condition. By Thu Tam – Translated by Uyen Phuong, SGGP Related

the academic year in vietnam