Competitive advantages

Mar 18, 2010

In the context of Vietnam’s rapid socio-economic developments, this is the opportune time for the Netherlands to broaden its co-operational ties and activities in the country. As Vietnam is looking abroad to educate the student elite what are the strengths of the Dutch market in the global education market?

 

First of all Vietnam is actively looking for foreign partners to help educate its students and reform the education system. Vietnam is inviting qualified educators and universities to co-operate with local institutions, particularly in the development of fields like natural and environmental sciences, information technology, business management, economy, accounting, and international laws.

 

Vietnamese higher education institutions are generally very open to cooperating with foreign institutions and there are many examples of such academic ventures. Existing joint ventures include collaborative projects, staff/student exchanges, offshore provision of courses and services, aid projects involving the upgrading of vocational education, university upgrade programmes and many other interrelated activities including the granting of joint degrees. The government is generally supportive of these arrangements. Vietnamese universities are also actively seeking foreign academic partners to develop these programs for the many tangible (e.g., quality academic programs, additional revenue, training of future professors and researchers for the university) and intangible benefits (e.g. prestige, improved academic discourse) that accrue.

 

Several of the higher education goals set out by the Vietnamese Ministry of Education and Training coincide with areas of Dutch expertise, these include:  curriculum improvement and development; quality assurance & accreditation; developing a two-tiered system of education; initiating and promoting better linkages between education, skills training and the labour market (i.e. education based on ‘society needs’); management and leadership skills training for education administrators in-country and abroad; reforming the financial mechanism for Vietnam’s Higher Education so as to lessen the financial burden on state funds; and further developing and implementing the accreditation system in Vietnam’s higher education.

 

To strengthen capacity building in Vietnam, it is strongly recommended that Dutch higher education activities focus on the priority sectors. These priorities are aligned with Vietnam’s Socio-Economic Development Plan 2006/2010, which sets out the government’s national development strategy. The key sectors highlighted in the Development Plan offer opportunities to capitalize on Dutch expertise: flood management and delta technology; agriculture/ fisheries (food safety and hygiene, research on the environmental and socio-economic impact of agricultural activities); the financial sector; shipbuilding; urban planning (lowland and flood prone areas); logistics and distribution; tourism and culture; design, fashion and architecture; music technology, heritage conservation and healthcare.

 

Vietnam is also in dire need of VMBO and MBO-level training centers, or the equivalent of (Preparatory) Vocational Secondary Education, and HBO education. The target demographic of the MBO (re-)training programs would mostly be young adults in major cities who have no access to higher education because the country’s higher education system cannot meet demands of the expanding student population. Another possible group consists of farmers from the rural parts of the country in need of retraining because they sold their land and now need to find work in the new industries (which are often set up on their former agricultural plots). It needs experts (Bachelors, Master’s and PhD degree holders) in specific sectors and at various levels, many of which coincide with the Dutch areas of expertise listed above.

 

Vietnamese development aid linked to the Dutch GDP has decreased in recent years. That Vietnam is well on its way to becoming a middle income country. Financial opportunities are forming in several sectors, and these should become increasingly apparent to the Netherlands.  Broadening the bilateral relations does not only require financial means, but also necessitates the exchange of knowledge, ideas and experiences. The Netherlands should continue its in-country investments in order not to lose its position in the field of education. Other countries, notably Germany, the United States, England, Japan and France have already stepped up their initiatives and expressed interest in further investing in Vietnam’s educational infrastructure.

 

It is important to point out though that developments in the education sector are often financially motivated or ‘money driven’. There is an underlying expectation among local stakeholders that the other party expresses the willingness and ability to invest. This is typically a pre-requisite or necessary prelude to further negotiations.  Funds may come from a plethora of sources such as the corporate sector, foreign development aid, foreign investment, etc. Due to the vast differences - in resources, leadership, political clout, outlook and mentality - between regions, cities, People’s Committees, as well as within the various sectors and levels of administration, it is essential to adopt the most suitable approach in each case. Nuffic Neso Vietnam can facilitate in this process.

 

 For the complete report please contact mstokhof@nesovietnam.org

 

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