Cover

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Title Page, Copyright

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Table of Contents

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pp. v-vi

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Foreword

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pp. vii-x

Few concerns are of greater importance in Vietnam than education. It could be characterized as the unifying preoccupation of that country. Today, more personal and public resources are devoted to education than to almost any other comparable form of social activity; nearly every citizen has experienced schooling at some level. ...

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About the Contributors

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pp. xi-xii

Bùi Thái Quyên is currently a PhD candidate at the Vietnam Academy of Social Science and a Lecturer at the Faculty of Management and Tourism, Hanoi University. She received a Masters Degree in Development Economics in 1998. ...

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1. Contemporary Vietnam’s Education System: Historical Roots, Current Trends

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pp. 1-56

Over the last two decades Vietnam has experienced profound changes in all manner of its social institutions. This volume of essays examines developments in the sphere of education. Broadly understood, education refers to social activities that impart knowledge, skills, or morality. ...

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2. Historical Welfare Regimes and Education in Vietnam

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pp. 57-103

Welfare refers to human well-being and to the satisfaction of basic human needs. Welfare regimes are specific institutional arrangements governing the creation and allocation of welfare. Welfare regimes analysis is a body of political economy scholarship that seeks to explain the determinants and stratification effects ...

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3. Education, Education Finance, and the Economy

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pp. 104-131

The government of Vietnam emphasizes expanded investment in human capital to accelerate economic growth. This is appropriate in a country where sustaining rapid economic growth is the stated priority of the government. Human capital is widely seen as a key ingredient for growth, ...

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4. Market-oriented Education: Private (People-Founded) Upper-Secondary Schools in Hanoi

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pp. 132-151

This chapter concerns the private provision of education in Vietnam. Specifically, it examines the activities of private (people-founded) secondary schools in Hanoi as they strive to respond to and benefit from emerging market demand. People-founded schools refer to a particular type of “non-public” school permitted under Vietnam’s law, ...

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5. School Dropout Trends in Vietnam from 1998 to 2006

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pp. 152-170

After more than twenty years of Đổi Mới (renovation) which commenced in 1986, Vietnam has made remarkable achievements both socially and economically. Since 1991, Vietnam’s annual GDP growth has averaged over seven per cent. Education and training have also undergone positive changes ...

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6. “They Think We Don’t Value Schooling”: Paradoxes of Education in the Multi-Ethnic Central Highlands of Vietnam

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pp. 171-211

Based on a sociological survey and ethnographic field research conducted in 2005 in Đắk Nông Province,1 this chapter places education at the intersection of ethnicity and class in Vietnam’s Central Highlands, a region that not only integrates with national and global markets, ...

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7. Higher Education in Vietnam: Boundaries of Autonomy

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pp. 212-236

In 2005, the Government of Vietnam issued Resolution 14, on Higher Education Reform, specifying the means by which the state would achieve a “fundamental and complete renovation” of higher education by 2020. The resolution emphasized the need for “renovating the thinking and system of higher education”, ...

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8. Challenges to Higher Education Reform: A University Management Perspective

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pp. 237-258

Vietnam’s higher education system was designed to generate and circulate knowledge under prescient central management. In practice, these arrangements produced poor results. In the face of urgent new challenges — such as economic globalization — the Vietnamese Government has decided (once again) to reform higher education. ...

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9. Market-led Globalization and Higher Education: The Case of Đà Nẵng University

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pp. 259-276

This chapter explores impacts of globalization on higher education in Vietnam through a case study of Da Nang University (hereafter Da Nang University, or DU). Informed by literature on globalization and based on a survey of 240 DU academic and administrative staff, as well as indepth interviews, ...

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10. Research Institutions, Industry, and Sustainable Development

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pp. 277-298

The twenty-first century presents the world with unprecedented challenges that could either threaten the survival of human societies as we know them or, if addressed in time, lay the foundations for sustainable societies on this planet for centuries to come. ...

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11. WTO Accession, Socioeconomic Transformation, and Skills Development Strategies in Vietnam

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pp. 299-326

In January 2007 — following ten years of negotiations — Vietnam became the 150th member of the World Trade Organization (WTO). To further achievements made since 1986 and meet challenges imposed by current economic reforms such as the WTO accession, Vietnam does not only need “20,000 PhDs” as stated by the government, ...

Index

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pp. 327-341