Open and Distance learning (ODL) in Vietnam

1. Communication Infra-structure
Vietnam has an adequate communication infrastructure of the postal service, national and local radio and television broadcasts, telephone system, and telecommunication services.

Open learning in the Vietnam was started in 1960; distance education in the universal concept began in 1968 with the establishment of an institution in Hanoi employing correspondence techniques. Since 1978 this institute offered courses in management and administration to managers and administrators of universities, colleges, and professional schools. In 1988 the institution was converted into the Vietnam National Institute of Open Learning (VNIOL).

The institutional network of ODL consists of: in-service training faculties and departments of 64 universities and colleges and 59 secondary vocational school; 1 in-service training school in Haiphong, 1 open university in Ho Chi Minh city and 1 in Hanoi, 1 in Hue city, 1 Foreign Language Training Centre in Hanoi; 43 continuing education centres in different provinces and cities, 160 distance education centres of district level, 340 full-time and part-time complementary schools, more than 290 language and computer centres and literacy and post literacy education courses in 53 provinces and cities.

The annual number of the learners of the ODL system is large. In 1998-1999 academic year there were more than 40,000 undergraduate in-service trainees and learners of open and distance education; 10,000 students of in­-service secondary vocational education, 100,000 learners of complementary education, 400,000 learners of foreign language 250,000 learners of literacy and post literacy education, thousands of participants in various seminars and workshops.

Training duration and curricula are based on the time frame of full-time education. The training period varies from one training profile to another; the duration of secondary education is either 3 or 4 years, and that of higher education is 3 to 5 years.

1. For certificate training programs, the duration is based on the content and curricula, required by the Ministry of Education and Training (for example, language or computer training programs) or on the requirements and needs of localities or learners themselves.

2. The in-service departments of universities, colleges and secondary vocational school may open training courses at their campuses or in other localities.

Under the regulations of the Ministry of Education and Training, no matter where the courses are held, these institutions must bear full responsibility for the entire training process: considering application forms, holding entrance examinations, selecting teachers, planning curriculum, and organizing, examination tests to grant certificates and degrees.

3. The distance education centres are the basic unit of the distance education system at the local level.  These centres are in charge of providing education and training, to meet the diversified learning needs of those who want to raise their intellectual level, develop their capacity, better their understanding, and update their knowledge in order to make it easier to get a job or change their profession.  The distance education centres at different levels must operate in accordance with the regulation of the Ministry of Education and Training.

 

The local authorities promulgate decisions to establish or dissolve these centres on the basis of the conditions and requirements of each community in each stage of socio - economic development.

 

The main task of provincial distance education centres is to establish and maintain links with universities, colleges and secondary vocational schools as well as with experts in different fields, in order to organize undergraduate and secondary vocational training at the local level.

 

The main task of the district distance education centres is to organize literacy and post literacy education courses, complementary education, irregular vocational training, and seminars to update the general knowledge and raise the intellectual level of the community.

4. Complementary education schools have the responsibility to offer complementary programmes equivalent to the secondary education level to adults and youth beyond school age. At present, many of these schools have expanded their functions and responsibilities so as to become district centres of continuing education.

5. The independent language and computer centres established by provincial education and training department, associations, ministries, branches of universities or colleges.  These centres offer level training, programmes in foreign languages and computer. The foreign language programme requires 400 class hours for each level, equivalent to 1-7 basic credits.

2. Media used
From 1960 to 1988 correspondence courses were implemented using self-study materials and postal service. They were taken as the major form of education. Two residential sessions were provided in each school term (six months) when students were given face-to-face instruction. Since 1988, VNIOL has been making use of video and audio teaching tapes, and a small range of operation for radio and television broadcasts for several hours daily.

3. Sources of Financial Supports
From (1) central government and the provincial government; mostly for teachers' and administrations' salaries with only a small amount spent on printing self-teaching materials and producing audio-visual teaching aids; and education fees paid by students used as additional contributions to teachers' salaries.  Financial supports by overseas countries or international agencies or organizations are not available.

4. Trends of Development in Distance Education
An upward trend toward greater development is due to (1) the economic development and a growing cooperation in economy, science and technology between Vietnam and other countries requires more modern teaching content; (2) working adults need to take DE courses while working because of the limited government budget to support formal education; and (3) the distance education system is perceived as the only practical approach to provide education for millions of people in remote mountainous areas, and islands, as well as to minority  groups.

5. Legal Status

Fully supported by legislature and regulations.

6. Aims      
The aims varied during the past decades. During 1960 to 1985, the aim was to provide (1) Secondary school level vocational training courses to workers and farmers; (2) Up-grading higher-level technical courses to technicians; (3) Staff development courses in economics and technology to provincial government administrators and district governors. Since 1985, distance education has aimed to provide more short-term teaching programs with content realistic and specific to production and business to encourage private capital accumulation, the investment of individual families in the private economic sector, and also of overseas companies, especially to young people aged 20 - 25.

7. Control and Management
Distance education is controlled and managed by national, provincial district authorities. At the national level, distance education is under the Ministry of Education and Training (MOET), which approves the teaching, programs of secondary level; inspects the actual performance of the program; approves the list of graduates to be awarded a degree; pays the salaries of personnel.

At the provincial and district levels, the provincial and district governments, and the union of factories organize and manage the local distance education centres by providing, houses, lecture halls, carapus, motor vehicles, and expenses needed for the courses offered at the local study centres, as well as pay staff members of the Distance Education Centres (DEC). They select and recommend graduates to gain entry at local places of employment, and supply students with education fees, room and board.

The whole system of distance education in Vietnam is essentially directed by University of Open Learning in (1) designing and producing video and audio teaching tapes to be sent to provincial DEC'S, students, and the central and local radio and television stations; (2) compiling, writing and printing of bulk self-teaching, materials; (3) offering staff development courses to teachers, administrators and managers of distance education centres; and (4) conducting research into theories of world distance education, and introducing its experience in distance education to the distance education institutions of Vietnam.

8. Instructional System
Major instructional methods used during 1960 to 1988 were (1) self-study materials and instructional books, (2) mail, and (3) face to face contact. Since 1988, a limited number of video and audiotapes of moderate quality, and a few hours a week of teaching broadcasts were added to the existing instructional methods. The. First-three methods are commonly used in many Centres.

9. Geographical Coverage

Distance education courses are provided in all 51 provinces and cities of Vietnam, including six northern border provinces and those in the central part, which are mountainous areas where transportation is still not convenient. Among those, the DECs have been established in 30 provinces. Each DEC, with a staff of 20-100 administrators, managers or monitors, constantly offers DE courses for people in the designated areas.

10. Research Activities
Research in distance education covers the evaluation of quality of distance education for students of different ages and different professions in social sciences, natural sciences for state employees, private businessmen, and employees at overseas companies.

On-going research activities are:

1. examining the experience and methods of designing audio and video teaching tapes for public information, secondary and higher courses; and

2. a focus on the methods of compiling and writing self­-learning materials and video and audio teaching tapes to groups of minorities.

11. Problems and Constraints
Other than a limited existing infrastructure, there is no serious problem for the implementation of open and distance learning, in Vietnam. During a decade of implementation, useful information about has been obtained:

1. ODL is functional and useful for working adults;

2. In subjects of social science, the senior managers and administrators usually perform better than younger people;

3. Farmers and minority groups perform comparatively poorly in theoretical study, but are more successful in practical actual work and production;

4. Subjects presented in colour video tapes are easier for learners to study than those supported with only reading materials and lectures; and

5. In language learning, young students’ performance is better than older ones.

Educational Statistics

Statistics of the Educational and Training Branch

(Source: Ministry of Education and Training)

International Schools

Academic Title and Qualification of Teachers