Globalization of Vietnamese Education

Topic: Culture and Education
Words: 319 Pages: 1

The processes of globalization have a profound impact on the development of higher education in different countries. Engineering education provides effective education in education, and therefore in economics. At the same time, developed countries are striving to improve their status in the international scientific and educational market, spreading their own models of engineering education through academic mobility, export of educational services, as well as using their own standards for accrediting educational programs in other countries.

Reforms related to the liberalization of the economy in the 1980s had a significant impact on the current state of higher education in Vietnam. The country opened up to the world, and a whole series of new international agreements emerged. The next stage in the internationalization of Vietnamese higher education was the country’s accession to the World Trade Organization (WTO) in 2007, which opened up opportunities for foreign countries to enter the Vietnamese educational market. Within the framework of the WTO, Vietnam also became a party to the international agreement on trade in services. According to the country’s regulations, it is allowed to open educational institutions with 100% foreign capital. At present, in Vietnam, neoliberal policies and complete control in the field of economy and education, incompatible with other countries, coexist.

Economic reforms in Vietnam were accompanied by reforms in higher education. So, in the period from 1998 to 2013, the number of universities increased in times from 123 to 427, and this figure continues to grow. The number, in turn, has grown 20 times over twenty years and is currently over two million. Universities gained access to foreign educational models, educational programs, teaching methods, which, however, could not be transferred to Vietnamese universities unchanged due to a number of historical, historical, and cultural reasons. As a result, several directions for the development of engineering education emerged in the country, based on such models as the traditional Confucian, Soviet socialist, French, and American models.

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