Summary of the doctoral dissertation: Nonstate engagement in higher education in Viet Nam at present

Chia sẻ: Minh Tú | Ngày: | Loại File: PDF | Số trang:27

Thêm vào BST

Báo xấu

29
lượt xem 3
download

Download Vui lòng tải xuống để xem tài liệu đầy đủ

Based on clarification of key theoretical issues, assessment of the actual situation of non-state engagement in higher education, the doctoral dissertation proposes viewpoints and solutions to promote non-state engagement in higher education in Viet Nam.

Chủ đề:

Bình luận(0) Đăng nhập để gửi bình luận!

Lưu

Nội dung Text: Summary of the doctoral dissertation: Nonstate engagement in higher education in Viet Nam at present

MINISTRY OF EDUCATION MINISTRY OF AND TRAINING HOME AFFAIRS NATIONAL ACADEMY OF PUBLIC ADMINISTRATION TA THI BICH NGOC NON-STATE ENGAGEMENT IN HIGHER EDUCATION IN VIET NAM AT PRESENT Specialization: Public Management Code: 9 34 04 03 SUMMARY OF THE DOCTORAL DISSERTATION HA NOI, 2021
The doctoral dissertation was completed at: National Academy of Public Administration Supervisors: 1. Assoc.Prof.Dr. Truong Quoc Chinh 2. Assoc.Prof.Dr. Dang Khac Anh Reviewer 1: .......................................................................................... Reviewer 2: .......................................................................................... The doctoral dissertation is defended before the Doctoral Dissertation Assessment Council at the institutional level. Venue: Room for Doctoral Dissertation Defense ……, National Academy of Public Administration 77, Nguyen Chi Thanh, Dong Da, Ha Noi Time: At ………….. Date: ………… The doctoral dissertation can be found at the National Library of Viet Nam and the Library of the National Academy of Public Administration.
LIST OF PUBLICATIONS 1. Ta Thi Bich Ngoc, Non-state engagement in education for building a learning society, Viet Nam Social Sciences Review, 5 (90)-2015, pp.50-54, ISSN 1013- 4328. 2. Ta Thi Bich Ngoc, Policies for non-state engagement in higher education in Viet Nam to develop higher education towards international integration, Journal of Social Sciences and Humanities, Volume 3, 1b (2017), pp. 165-180, ISSN 2354-1172. 3. Ta Thi Bich Ngoc, The current state of non-public higher education in the context of non-state engagement in higher education in Viet Nam, Viet Nam Social Sciences Review, Volume 4, Issue 2b (2018), pp. 143-156, ISSN 2354-1172. 4. Ta Thi Bich Ngoc, Strengthening attraction of off- budget financial sources to promote transformation and development of public higher education, Journal of Social Sciences and Humanities, Volume 5, Issue 2b (2019), pp.138-150, ISSN 2354-1172. 5. Ta Thi Bich Ngoc, Higher education in the context of “new normality”, Journal of Social Sciences and Humanities, Volume, Issue 2b (2020), pp. 218-228, ISSN 2354-1172.
INTRODUCTION 1. Reasons for choosing the research topic Non-state engagement in public services is seen from the public management perspective as diversification of service providers. In Western economic theories, non-state engagement is considered the government’s solution to market failures; and non-state engagement in public service provision implies the State organizes public service provision which is publicly funded. In Viet Nam, non-state engagement in public service provision is understood as the mobilization of non-state engagement in public service provision, organization of the process under the sate management. Given the difference in notion in different countries, the engagement of non- state actors in performing public tasks is seen from the perspective of public management an inevitable, common trend in the world. Higher education is post-upper-secondary education, aiming at providing learners with knowledge, skills and attitudes concerning a particular discipline or specialization. Non-state engagement in higher education has been remarkable in the recent years in Viet Nam. There has been strong but uneven development in non-public higher education and inadequacies still remain. There is a lack of a strategy for receiving off-budget financial sources which results in limited implementation. Receiving non-financial sources is not under control and much depends on the capacity of individual higher education institutions. Autonomy is strongly promoted and needs a mechanism and a drive to be exercised widely. International cooperation in higher education has been implemented but not commensurate with its potential. With the desire to describe the actual situation of non-state engagement in higher education in Viet Nam, analyze its reasons, and propose solutions to promote non-state engagement in higher education, the author choses the topic "Non- state engagement in higher education in Viet Nam at present" as the doctoral dissertation. 2. Research objectives and tasks 2.1. Research objectives Based on clarification of key theoretical issues, assessment of the actual situation of non-state engagement in higher education, the doctoral dissertation proposes viewpoints and solutions to promote 1
non-state engagement in higher education in Viet Nam. 2.2. Research tasks - To do literature review of the published research works on non- state engagement in higher education - To clarify the theoretical rationales of non-state engagement in higher education - To assess the actual situation of non-state engagement in higher education in Viet Nam, identify achievements, weaknesses and their reasons - To propose viewpoints and solutions to promote non-state engagement in higher education in Viet Nam 3. Research object and scope 3.1. Research object Non-state engagement in higher education in Viet Nam 3.2. Research scope - Scope of content: The doctoral dissertation focuses on five key aspects of non-state engagement in higher education in Viet Nam, including: development of non-public higher education; attraction of off-budget financial sources for higher education; receiving non- financial sources for higher education; autonomy exercise of higher education institutions; international cooperation in higher education. - Scope of time: review of the Communist Party of Viet Nam’s guideline and the legislation on non-state engagement in higher education from 1986 to 2020; viewpoints and solutions to promote non-state engagement in higher education in the 2021-2030 period. - Scope of space: 06 selected universities representing geographical location, type of university, and the piloting of operation transformation according to Resolution No. 77/NQ-CP, namely: Ho Chi Minh City University of Technology (HUTECH), University of Social Sciences and Humanities (Viet Nam National University Ho Chi Minh City), Ho Chi Minh City University of Law, University of Home Affairs, Thuongmai University, and Phuong Dong University. 4. Methodology and research methods 4.1. Methodology The dissertation uses the methodology of the dialectical, historical materialism and are based on the systems of the viewpoints of the 2
Communist Party of Viet Nam on state management of education and higher education. 4.2. Research methods - Desk review: The dissertation reviewed monographs, academic articles; the Party’s documents and resolutions, legal normative documents, current policies on non-state engagement in education and in higher education; annual statistical data of the Ministry of Education and Training; website articles on the issues related to non- state engagement in higher education. - Survey questionnaire: The questionnaire was distributed to 10 lecturers and 50 students who are selected randomly in each university and asked to assess the actual situation of non-state engagement in higher education in Viet Nam. The collected data were processed with the Statistical Package for the Social Sciences (SPSS Statistics). - The in-depth interview method was used to collect information from the stakeholders to assess non-state engagement in higher education in Viet Nam at present, provide inputs for developing solutions to promote non-state engagement in higher education in the coming time. Two groups were in-depth interviewed, including managers in the authorities under the Ministry of Education and Training in charge of management of the issues related to the research and the current managers at university/faculty/department levels in the selected universities. 5. Research questions and hypotheses 5.1. Research questions - What is non-state engagement in higher education in Viet Nam? - Why is it necessary to promote non-state engagement in higher education in Viet Nam? - What is the actual situation of non-state engagement in higher education in Viet Nam? - What solutions are needed to promote non-state engagement in higher education in Viet Nam? 5.2. Research hypotheses - Non-state engagement in higher education in Viet Nam is the process of involvement of the whole society in promoting higher education development under the State's management. 3
- It is necessary to promote non-state engagement in higher education in Viet Nam to reduce the budget burden while ensuring the provision of the human resources at higher education level; providing learning opportunities to build a learning society and meet the lifelong learning needs; creating competition in the system, setting requirements for enhancing capacity in state management of higher education; and promoting the potentials in society, increasing activeness of the stakeholders to improve the quality of higher education. - The key expressions of non-state engagement in higher education in Viet Nam are present, specifically: Non-public higher education is developed earliest with the fast growth rate but the effectiveness has not yet been gained as desired. Receiving non-financial resources for higher education is a regular and widespread activity; however, the stakeholders remain inactive and have not promoted their potential. University autonomy has been piloted in the initial stage on a small scale; therefore, the impact has not bean clear; Attraction of off- budget financial sources for higher education and international cooperation in higher education has not been implemented but not commensurate with the potential. - To promote non-state engagement in higher education in Viet Nam, it is necessary to raise awareness of the importance of non- state engagement in higher education; to complete policies and legislation on non-state engagement in higher education; to organize the effective non-state engagement in higher education; to ensure conditions to promote non-state engagement in higher education. Despite the current limitations, non-state engagement in higher education will play a productive role if the solutions are well implemented. 6. New contributions of the doctoral dissertation First, the doctoral dissertation studies non-state engagement in higher education from the public management perspective as non- state engagement in a specific public service. Non-state engagement in higher education is systematically examined through specific expressions in five aspects, which makes the dissertation different from the existing research works that study this activity in a single aspect. The dissertation contributes to formation of a systematic perspective concerning non-state engagement in higher education. 4
Second, in terms of theoretical contribution, based on analysis and arguments, the dissertation gave a definition of non-state engagement in higher education, identified the aspects and characteristics, assessed the role of non-state engagement in higher education, and pointed out the factors influencing non-state engagement in higher education. Third, in terms of practical contribution, based on the research findings, the doctoral dissertation has made specific assessment of the actual situation of non-state engagement in higher education in Viet Nam. The concluding statements are based on serious research, originality, contributing to the depiction of the actual situation of non-state engagement in higher education in Viet Nam and the reasons of the actual situation. From the public management perspective, the dissertation has developed viewpoints and proposed specific solutions to promote non-state engagement in higher education in Viet Nam. The solutions are proposed based on the reasons of the actual situation, therefore, are specific, evidence- based, and different from those stated in the published research works on individual aspects of non-state engagement in higher education. 7. Scientific and practical significance of the doctoral dissertation The research findings contribute evidence of non-state engagement in a specific public service, assert and develop arguments on non- state engagement in public services, non-state engagement in education, and non-state engagement in higher education. They also give a review of non-state engagement in higher education in the country and in the world. The doctoral dissertation provides an assessment of the actual situation of non-state engagement in higher education in the five key aspects and recommendations to complete the system of policies on non-state engagement in higher education in Viet Nam and promote higher education institutions to implement non-state engagement in higher education. 8. The structure of the dissertation In addition to the introduction, conclusion, references, the doctoral dissertation has four chapters. 5
CHAPTER 1: LITERATURE REVIEW OF THE RESEARCH WORKS RELATED TO NON-STATE ENGAGEMENT IN EDUCATION AND NON-STATE ENGAGEMENT IN HIGHER EDUCATION 1.1. International research works Engagement of actors in society in improving the quality and competitiveness of higher education attracts interest of many scholars in the world. The expressions of engagement are different in different countries due to specific historical conditions and social contexts. In the United States, university autonomy is the main philosophy and the strongly development of the educational system provides abundant practices for research. In Europe, the implementation of academic and student exchange (Erasmus), the effectiveness of mass open online courses (MOOCs), and university autonomy are getting more attention for research. Meanwhile, in China, non-state engagement in higher education is associated with financial contribution and under transformation in the cause of education modernization. 1.2. Domestic research works Viet Nam places education and training along with science and technology on the top of the national policies. Development and strong investment in education is not only the Communist Party of Viet Nam’s guideline and public policies but also a tradition practices in each Vietnamese family, which creates a foundation to inspire and promote non-state engagement in education. Generally, research works on non-state engagement in education are varied. 1.2.1 Research works on non-state engagement in education Higher education is the highest level in the national education system. While non-state engagement in higher education is not studied yet, non-state engagement in lower education levels are thoroughly examined. There have been no research works addressing non-state engagement in higher education as a research object, which is a theoretical gap for conducting the doctoral dissertation. `1.2.2. Research works on aspects of non-state engagement in higher education Non-state engagement in higher education is seen a series of activities. Non-state engagement in higher education in Viet Nam 6
takes places in the five key aspects. Therefore, the research works are divided into groups by aspects on non-state engagement in higher education for review. 1.3. Review of the related research works and issues to be further studied in the doctoral dissertation The research works are mainly in the form of academic articles, reference books and doctoral dissertations and examine non-state engagement in education in general. Most theoretical studies on non- state engagement in education focus on introducing state institutions on non-state engagement and solutions to perfect state institutions on non-state engagement in education in general and non-state engagement in preschool education, primary and secondary education. There have not been any research works on reviewing and clarifying theoretical issues and examining the practice of non-state engagement in higher education, which is a research gap in Viet Nam at present. The research works in the literature review examine non-state engagement in higher education by expressions mentioned in the theoretical framework of the doctoral dissertation. The research works on non-public higher education have clarified the formation and development of non-public higher education in Viet Nam, analyzed its advantages and limitations, and pointed out solutions based on the management practice. The research works on attraction of off-budget financial sources for higher education focus on public universities and considered the attraction of off-budget financial sources a prerequisite for university autonomy. The research works on receiving non-financial resources for higher education study the "hot" and "difficult" legacy issue which are the relation between research institutes and universities. They have mentioned the role of enterprises in its relation with universities but not clarified other stakeholders’ contribution to higher education. The research works on university autonomy focus on theoretical issues, identifying the conceptual content and the scope of autonomy for universities based on the lessons learned from other countries. There are not many research works on international cooperation in higher education which are case studies with specific recommendations. These studies analyze each specific aspects of higher education as an independent issue, and there are no studies that analyze these issues as 7
expressions of non-state engagement in higher education. This is a gap for the dissertation to comprehensively examine non-state engagement in higher education through connecting these issues. There is a gap in research on non-state engagement in higher education in Viet Nam. The doctoral dissertation aims to clarify the key theoretical issues of non-state engagement in higher education, assess the actual situation of non-state engagement in higher education in Vietnam, identify the achievements, limitations and their reasons. It develops viewpoints and solutions to promote non- state engagement in higher education in Viet Nam in the coming time. The dissertation studies five main aspects of non-state engagement in higher education in Viet Nam from the public management perspective. The practice of these five aspects is examined as the actual expressions of non-state engagement in higher education in Viet Nam. CHAPTER 2: THE SCIENTIFIC RATIONALES OF NON-STATE ENGAGEMENT IN HIGHER EDUCATION 2.1. Concepts 2.1.1. Concept of "non-state engagement" Non-state engagement is understood in Viet Nam as the process of mobilizing and organizing the wide, active participation of people, organizations in provision on the basis of promoting creativity and contribution of everyone to build a responsible community to meet the social demand. This concept is differently perceived in Western countries. The term non-state engagement emphasizes the engagement of non-state actors in public service provision, affirming the role of these actors as different members in society. 2.1.2. Concept of "higher education" Higher education is non-compulsory education after general education. The goal of higher education is to provide learners with knowledge, skills and attitudes concerning a particular discipline, specialization; to increase learners' professional understanding and their employability for earning a living. Higher education comprises teaching, research, and supporting activities for teaching and research. In our country, higher education includes undergraduate, 8
master, and doctoral training conducted in higher education institutions. 2.1.3. Concept of "non-state engagement in higher education" Non-state engagement of higher education is the process of mobilizing the participation of society as a whole in promoting higher education development under state management. The participation of the whole society is expressed in many aspects and in the form of mobilized resources. Public management aims to realize public goals; therefore, non-state engagement in higher education is seen a solution to improve the quality of higher education towards fundamental, comprehensive educational transformation. 2.2. Aspects, characteristics, and role of non-state engagement in higher education 2.2.1. Aspects of non-state engagement in higher education Development of non-public higher education; Attraction of off- budget financial sources for higher education; Receiving non- financial resources for higher education; Autonomy exercise of higher education institutions; International cooperation in higher education. 2.2.2. Characteristics of non-state engagement in higher education Non-state engagement in higher education is characterized with diversity of actors in provision of higher education service. Non-state engagement in higher education does not reduce the State’s responsibility for management of higher education; rather, it takes place under the State’s macro management. Non-state engagement in higher education is a society-oriented activity, serving the shared interests of the community. 2.2.3. The role of non-state engagement in higher education Non-state engagement in higher education reduces the burden on the budget while ensuring the supply of human resources at higher education level; providing learning opportunities to build a learning society, meeting the lifelong learning needs; creating competition in the system, setting requirements for enhancing capacity of state management of higher education; promoting potentials in society, encouraging the stakeholders' active engagement to improve the 9
quality of higher education. 2.3. Factors influencing non-state engagement in higher education Socio-economic development level; public policies and legislations on non-state engagement in higher education; awareness, consensus and capacity of higher education institutions and communities in promoting non-state engagement in higher education; the reality of deep, wide international integration and foreign partners' investment in higher education; the actual situation of higher education and the initial results of the implementation of non-state engagement in higher education. 2.4. International experience concerning non-state engagement in higher education and lessons for Viet Nam Though the term of non-state engagement in higher education may be interpreted differently in different countries, governments promote mobilization of the participation of society as a whole in higher education development under the State’s regulation at macro level. The common practice of non-state engagement in higher education in the world has revealed three lessons learnt which are: sharing higher education costs, expanding the autonomy of higher education institutions, and developing the model of enterprise university. CHAPTER 3: THE ACTUAL SITUATION OF NON-STATE ENGAGEMENT IN HIGHER EDUCATION IN VIET NAM 3.1. Overview of higher education in Viet Nam 3.1.1. Higher education institutions Viet Nam’s higher education system comprises 237 higher education institutions including 172 public, 65 non-public higher education institutions by the end of the 2018-2019 academic year and 52 and 17 respectively in the 1999-2000 academic year. These figures reflect remarkable growth. 3.1.2. Enrollment In the 2018-2019 academic year, the total enrollment was 1,526,111 students, reaching 212% compared to the enrollment in the 1999-2000 academic year (in which the number was 719,842 10
students). The total enrollment began to still from 2014 after continuous increase. 3.1.3. Lecturers In the 2018-2019 school year, the total number of lecturers in the whole system was 83,587 people, 22.52% of which work for non- public higher education institutions. There are 20,198 people with doctoral degrees, 44,634 people with master's degrees. 3.2. The political and legal basis of non-state engagement in higher education in Viet Nam 3.2.1. The political basis of non-state engagement in higher education in Viet Nam Since the renovation in 1986, the education reform was initiated in accordance with the Party's guideline on mobilizing broad participation of society as a whole in the education and training development. 3.2.1.1. The Party’s viewpoints: from the Sixth to the Eighth National Party Congress The Party's viewpoints were more focused from the Sixth to the Eighth National Party Congresses. Non-state engagement was a guideline; non-state engagement in education was officially stated in the Party Congress Documents and clearly written in the thematic resolutions. These viewpoints were important orientations for non- state engagement in higher education in that period, promoting booming development of non-public higher education and various cooperation in higher education across the country. 3.2.1.2. The Party’s viewpoints: From the Ninth to the Eleventh National Party Congress During the period from the Ninth Congress to the Eleventh Congress, the content of the concept of non-state engagement in higher education has been defined more specifically and covered more aspects than it was in the previous period, which provided a basis for policy formulation. In reality, non-state engagement in higher education was more focused and in diverse expressions. 3.2.1.3. The Party’s viewpoints: From the Twelfth to the Thirteenth National Party Congress The Documents of the Twelfth and Thirteenth National Party Congresses continue to affirm the trend of promoting the public 11
service provision according to the market mechanism and non-state engagement in public service provision. Many issues of non-state engagement in higher education are identified as priority tasks in the coming time. This is an important orientation for the further development of non-state engagement in higher education in Viet Nam. 3.2.2. Legislation on non-state engagement in higher education in Viet Nam Based on the Party's guidelines on non-state engagement in higher education, the State has issued legal normative documents and guiding documents to institutionalize the guideline and organize its implementation. 3.2.2.1. The legislation promulgated before the 1998 Education Law Before the 1998 Education Law was promulgated, legal normative documents regulated non-state engagement in education. The most obvious expressions of non-state engagement in education which attracted attention were the growth rate of non-public education institutions and the management of the funds providing material assistance for education. 3.2.2.2. The 1998 Education Law The legislation identified and encouraged investment in non-public education. The regulations on operation and financial management of non-public education establishments and Charter of the Association of Non-Public Colleges and Universities was approved. Although the term non-state engagement in education was not stated in the law, the spirit of non-state engagement in education associated with social justice in education was clearly expressed in the law. 3.2.2.3. The 2005 Education Law Non-state engagement in education was stated in the law and regulated as a responsibility of the Ministry of Education and Training. The law provisions on promoting autonomy of public higher education institutions and development of non-public higher education institutions were more specific. 3.2.2.4. The 2009 Law Amending and Supplementing a Number of Articles of the Education Law The law continued to be aligned with the guideline on non-state 12
engagement in education and amended, supplemented many specific aspects of non-state engagement in education. 3.2.2.5. The 2012 Law on Higher Education The term non-state engagement in higher education was stated for the first time in a legal document. Many aspects of non-state engagement in higher education were specified in the law and related documents. 3.2.2.6. The 2018 Law Amending and Supplementing a Number of Articles of the Law on Higher Education The Law Amending and Supplementing a Number of Articles of the Law on Higher Education was adopted on November 19, 2018. The 2018 Law continued to emphasize the development of non- public higher education, especially non-profit higher education institutions. Attraction of off-budget financial sources is mentioned in more detail. Autonomy and accountability are specified and categorized in three types, including: Autonomy in academic and professional activities; Autonomy in organizational structure and personnel matters; Autonomy in financial and property management. Scientific and technological activities in higher education institutions are regulated to comply with the regulations on autonomy and self- responsibility and non-state engagement is encouraged. 3.3. Analysis and assessment of the results of non-state engagement in higher education in Viet Nam 3.3.1. Concerning the development of non-public higher education 3.3.1.1. The size of non-public higher education After nearly 30 years, non-public higher education is still small in size and has not changed significantly. Non-public higher education establishments and enrollment is less than public ones, which is not commensurate with the potentials of the system and fails to achieve the development goals set by the government. 3.3.1.2. Bias against non-public higher education Non-public higher education is promoted to deal with the issues that public higher education cannot solve; however, biases against non-public higher education have still remained over the past 20 years. Although the authorities always state the guiding viewpoints on no discrimination between public and non-public higher education 13
institutions, there have not been any strong policy measures to remove the biases. Some regulations even make this discrimination worse. 3.3.1.3. Perception of lecturers and students about the status of non-public universities Non-public university lecturers and students have higher level of perception about the equal status of non-public universities in society, in state management, and in the labor market than public university lecturers and students do. Lecturers show positive attitude towards the viewpoints of no discrimination between public and non- public universities reflected in the public policies. Obviously, non- public higher education institutions have been successful in internal communication. However, they should make more effort to raise their prestige in the higher education system, change the perception of society and the labor market about non-public higher education. Authorities should continue to maintain the policies promoting no discrimination between public and non-public higher education and improve the effectiveness of the policy implementation to enhance the level of perceptions of lecturers and students about opportunities and trust in the system. It is necessary to continue the exchange and cooperation activities so that public and non-public higher education can get more information and understand each other, which promotes unbiased perception about the training providers. 3.3.2. Concerning attraction of off-budget financial sources for higher education 3.3.2.1. Tuition fees Lecturers and students both support the changes in the tuition policy and believe in their positive impact on the higher education system. Lecturers and students from non-public higher education institutions, from higher education institutions in the South, and from the higher education institutions piloting the autonomy scheme have higher level of perception. 3.3.2.2. Scientific and technological activities, production, business, and service In the research-oriented universities, the services provided are mainly short-term training (granting certificates, professional certificates). Some of them provide policy consultancy to the local 14
organizations on request but not often. This situation shows difficulty of higher education institutions in expanding their scientific and technological activities, production, business, and services. 3.3.2.3. Sponsorship, aid, donation State budget is the main financial source of public universities. It takes time for tuition fees which is gradually changing to become the main financial source. Science and technology activities, production, business, and services of the university are potential financial sources if promoted based on the open policies. There is a lack of specific orientation for sponsorship, aid and donation. 3.3.3. Concerning receiving non-financial resources for higher education 3.3.3.1. Linking activities of training institutions with research institutes The learning process is designed to comprise different stages so that student could be trained in both institutions. Besides, universities and research institutes also collaborate in individual teaching activities to make the most of their strength. Specifically, researchers of the research institute are invited to participate in teaching and supervising students, and in the Bachelor Thesis Evaluation Council. Research institutes develop and implement many research projects with the participation of lecturers. This collaboration takes place mainly in big universities with high professional reputation and is largely based on the relationships of leading scientists. Lecturers and students are well aware of the activity of visiting lecturers which is a common activity. 3.3.3.2. Linking activities of training institutions with employers The linkage between universities and employers is very common and expressed through various specific activities. Lecturers and students, especially those from non-public universities, universities in the South, and the universities non-piloting the autonomy scheme, have positive attitude towards this linkage. All lecturers and students have high expectations for publicizing the content and results of cooperation with each partner to strengthen the commitment of the parties which provides an important premise for the linkage to produce more important values in the coming time. 3.3.3.3. Strengthening the role of students in quality control and 15
supervising the activities of higher education institutions As a central element in the modern teaching process, learners play increasingly important part in higher education institutions. It is necessary to increase the awareness of learners about the right to supervise the activities of higher education institutions, to strictly implement regulations and use appropriate methods to promote learners’ role in universities. 3.3.4. Concerning the autonomy exercise of higher education institutions 3.3.4.1. Separation between state management of higher education and internal management of higher education institutions According to the 2018 Law on Higher Education, the Government, the Ministry of Education and Training, ministries, ministerial-level agencies, and province-level People's Committees are responsible for state management of higher education. The existing detailed regulations on responsibility for state management of higher education are specified in Decree 115/2010/ND-CP. These regulations are outdated and no longer consistent with the 2018 Higher Education Law because they were formulated based on the 2009 Education Law. 3.3.4.2. Piloting transformation of operation towards autonomy in a number of public higher education institutions In order to encourage public higher education institutions to reasonably and effectively use resources to improve training quality, reduce state budget expenditures without restricting poor students to access to higher education, the Government issued Resolution No. 77/NQ-CP dated October 24, 2014 on piloting transformation of operation of public higher education institutions in the 2014-2017 period. Lecturers have higher level of perception and expectations about piloting university autonomy than students do. Lecturers and students from the north have the most pesimistic view on this issue while lecturers and students from the non-public universities are the most optimistic group of the respondents and have more expectations about university autonomy. 3.3.5. Concerning international cooperation in higher education 3.3.5.1. Joint training and research cooperation As of 2019, Viet Nam has 525 projects for cooperation with 16
foreign countries in the field of education with a total investment of nearly 4.4 billion USD. Currently, there are five foreign-invested higher education institutions and more than 450 international training programs conducted in 70 higher education institutions. Joint training is relatively common and well recognized by lecturers and students when universitites actively seek partners and establish relationships. Cooperation in scientific research and technology transfer with foreign partners is recognized to a lesser extent by lecturers and students who should be kept informed because they are the subjects of this activity. 3.3.5.2. Academic and student exchange Academic and student exchange is a common activity but conducted unevenly in higher education institutions. Due to financial constraints, exchange activities are mainly initited by foreign partners or requested by the superior agencies through provided programs and projects. Most higher education institutions are willing to promote exchange to provide lecturers and students with opportunities of exposure. Lecturers and students are well aware of this activity. 3.3.5.3. Library linkage, information exchange for training and research Library is not the strength of many higher education institutions. Library linkage with foreign partners is very limited, especially in non-public institutions. Information exchange for training and research is not often, mainly conducted by individual researchers. Although lectures are required to produce in-depth research, they have not received appropriate support from the university library with database and often have to search information from many other sources. This is the concern that most institution-level managers expressed in in-depth interviews. Financial constraints are attributed to the main cause of this situation. Lecturers are better aware of information exchange for training, science and technology activities; training program delivery; exchange of publications, documents, and results of training, science and technology activities with foreign partners than students. 3.3.6. General assessment of the results of non-state engagement in higher education 17