Contributions of the private sector to the development of education in viet nam history and future expectations

Final Report Contributions of the Private Sector to the Development of Education in Viet Nam - History and Future Expectations A Research in the Framework of Asia-Pacific Education Policy Research Initiative/Korean Education Development Institute Prepared by: Prof Dr Dang Ba Lam (Project Director) Dr Nguyen Ba Thai Dr Le Dong Phuong (Project Secretary) National Institute for Education Strategy and Curriculum, Viet Nam Hanoi March, 2007 i Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations Contents Final Report i Contributions of the Private Sector to the Development of Education in Viet Nam History and Future Expectations i Contents ii List of tables vi List of figures viii Abbreviations ix Acknowledgement x Abstract xi Introduction 1.1 Socio-economic Background of Education in Viet Nam 1.1.1 Brief Overview 1.1.2 Governmental System 1.1.3 Economic System after Doi moi 1.1.4 Geographical Characteristics 1.1.5 Economic and Social Indicators 1.2 Education System 11 1.3 Rational for Studying of Non-public Education in Viet Nam 14 1.4 Objective 16 ii Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations 1.5 Methodology 16 1.6 Terminology 19 Findings 21 2.1 Brief History of Vietnamese Education and the Role of Private Education in Different Periods 21 2.1.1 Folk Education 21 2.1.2 Education in the Period of Chinese Domination (111 BC to 938 AD) 22 2.1.3 Education in the Period of Feudal Independence (938 to 1884) 24 2.1.4 Education in the Period of French Domination (1884-1945) 26 2.1.5 Education in the Period of the Revolution and the War (1945-1975) 27 2.1.6 Education in Vietnam at Present Time (1975 onwards) 28 2.1.7 Conclusions from the Study on the History of Private Education in Viet Nam30 2.2 Current Status of Non-public Education in Viet Nam 33 2.2.1 Philosophy of the Development of Non-public Sector in Education 33 2.2.2 General legislative framework 34 2.2.3 Classification of non-public education 37 2.2.4 Development 45 2.2.5 Staffing 52 2.2.6 Public Control 53 2.2.7 Finance 54 2.2.8 Physical Basis 55 iii Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations 2.2.9 An Alternative Chance for Learning 56 2.2.10 Contribution of Non-public Schools to the Development of the Education System 59 2.2.11 Current Difficulties of the Non-public Eeducation 60 2.2.12 Support for Non-public Education by the Government 63 2.2.13 Conclusions from the survey 68 2.3 Expectation for Future Development of Non-public Education in Viet Nam 69 2.4 International comparison in non-public/private education 70 2.4.1 General Information 70 2.4.2 The European Union 73 2.4.3 Repubic of Korea 79 2.4.4 Non-public Education in Russian Federation 90 2.4.5 China's Non- public Education 102 2.4.6 Lessons learned from other countries 110 Conclusions/Recommendation 111 Major References 113 Annexes 117 Annex History of Vietnamese Education and the Role of Private Education in Different Periods 116 Annex Questionnaires for the Survey 143 Annex Data analysis of the Survey 163 iv Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations Annex Non-public Education in China ( Report of the Study Tour to China) 218 Annex Main Activities of the Project 241 v Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations List of tables Table Brief Overview of the Nation .3 Table GDP per Capita of ASEAN Countries 10 Table Indicators of Education Development .12 Table The Role of Private Education in Different Periods 32 Table Major Changes in Education System with the Renovation of Education Policy .35 Table Comparison of Current Categories of Non-public Higher Education Institutions 41 Table Changes in Legal Regulation Concerning Ownership of Educational Institutions 42 Table Number of Primary Schools 46 Table Share of Non-public Primary Education in School Year 2004-2005 46 Table 10 Number of Lower Secondary Schools .47 Table 11 Share of Non-public Lower Secondary Education in School Year 2004-2005 .47 Table 12 Number of Upper Secondary Schools .48 Table 13 Share of Non-public Lower Secondary Education in School Year 2004-2005 .48 Table 14 Enrollment in Public and Non-Public Universities and Colleges 50 Table 15 Characteristics of Teachers in Non-public Institutions 52 Table 16 Five Most Important Factors Affecting School Choice by Group of Respondents .58 vi Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations Table 17 The Most Siginificant Contributions of Non-public Schools to the Development of the Education System by Group of Respondents 60 Table 18 Current Difficulties of the Non-public Education by Group of Respondents 61 Table 19 Problems Faced in Teaching by Teachers .62 Table 20 Difficulties in Sending Children to Non-public Schools by Family Living Standards 63 Table 21 Support for Non-public Education from the Government by Group of Respondents .63 Table 22 Expected Support in the Future by Group of Respondents .65 Table 23 Number of Schools by Sectors .80 Table 24 Number of Teachers and Faculty Members by Sectors 81 Table 25 Number of Students by Sectors .83 Table 26 The Revenue of Private Schools, 2002 87 Table 27 The Expenditures of Private Schools, 2002 88 vii Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations List of figures Figure Governmental Structure of Viet Nam .5 Figure Types of Local Governments .6 Figure Map of Viet Nam by Regions Figure Real GDP Growth Rate Figure Foreign Investment Figure Current Education System in Viet Nam 12 Figure Changes in Number of Public and Non-public HEIs in Viet Nam 50 Figure Enrollment in Non-public Institutions as Percentage of Total Higher Education Enrolment 51 Figure Age of Teacher Non-public Institutions by Different Education Level 53 Figure 10 The Spectrum of Education Institutions 70 Figure 11 Distribution of Primary and Lower Secondary Level Pupils (ISCED 1-2) as a Percentage, According to the Type of Institutions They Attend, 1997/98 75 viii Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations Abbreviations ADB Asian Development Bank ASEAN Association of South East Asian Nations CPV Communist Party of Vietnam DoET Department of Education and Training DRV Democratic Republic of Vietnam FTE Full-time equivalent HE Higher education HEI Higher education institution JBIC Japan Bank for International Cooperation MOET Ministry of Education and Training MOST Ministry of Science and Technology PROPHE Program for Research On Private Higher Education, University of Albany, USA RIHED Regional Center for Higher Education and Development SEAMEO Southeast Asian Ministers of Education Organisation SRV Socialist Republic of Vietnam UNDP United Nations Development Programme UNESCO United Nations Education, Science and Culture Organization UNESCO PROAP USA UNESCO Principal Regional Office for Asia and the Pacific VNHEAFS Vietnam Higher Education Academic and Finance Survey VNLSS Vietnam Living Standards Surveys WB World Bank United States of America ix Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations Acknowledgement In the middle of January, 2005 Dr Dang Ba Lam, the former Director General of the National Institute for Education Development (NIED), Viet Nam, now senior researcher of the National Institute for Education Strategies and Curriculum (NIESAC), received from the Korean Education Development Institute (KEDI) the announcement that the deadline for the research proposal for the second annual regional research competition funded by World Bank/GDN is extended to January 31, 2005 After consulting with some colleagues, the research team headed by Dr Dang Ba Lam and including Dr Nguyen Ba Thai and Mr Le Dong Phuong sent to KEDI the research proposal with the title "Contributions of the Private Sector to the Development of Education in Vietnam, History and Future Expectations " The research team received the valuable comments to improve the first draft proposal The revised proposal had been selected by AP-EPRI/KEDI for providing the grant to implement it The research team would like to express the sincere appreciation - to World Bank/GDN for funding; - to KEDI for approval the Project and monitoring its implementation; - to the reviewers for valuable comments; - to Prof Dr Nguyen Loc, the Deputy Director G of NIESAC for the guidance - to Vietnamese colleagues from NIESAC: Phan Thi Ngoc Anh, Trinh Thi Anh Hoa, Dinh Thi Bich Loan, Hoang Van Thinh, Bui Thanh Tu and staffs of various institutions for their help in different activities along the duration of the Project implementation x Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations education Especially, when China carried out the strategy “Science and Education for the Development of Nation” and publicly implemented “the Outline of Reforming and Developing China’s Education” in 1990s China’s private education restored In 1999, the Third National Conference on Education showed out that it is necessary to build and develop the system of public education and private education under the decisive control of the State If all the forms of education are in conformity with the relating regulations of State’s law, they can carry programs on education experiments to make great progress in the aspect of private education These decisions encourage and attract the interest, investment of the society, extend the scale of private education, train many talents who are necessary for the work of reforming and developing the economy, meet the demand of training of people to make it become the force to promote effectively the process of modernization of China’s education According to the insufficient statistical data of China’s Ministry of Education and Training, in 1997, there were more than 50 thousand of schools and private education foundations The number of people at schools and private education foundations was nearly 11 million people; the number of the enrolment was more than million people and the number of graduated students was more than millions The specific situation of each level, each branch of education as follow: Preschool education: 24,463 private nursery classes Primary education: 1,806 private primary schools Secondary education: 1,702 private upper and higher secondary schools Vocational training: 1,036 private schools Tertiary education: 157 private universities 20 universities are qualified to confer the bachelor degrees 1,095 universities are not qualified to confer the bachelor degrees Other education foundations more than 20,000 private schools 103 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations To 2001, the private education developed with the following scale: Preschool education: 44,526 private nursery classes Primary education: 4,486 private primary schools Secondary education: 1,915 private upper and 699 higher secondary schools Vocational training: 41 vocational upper secondary private schools and 934 higher secondary private schools Tertiary education: 37 private universities, of which there are 32 popular private universities for adults Until the end of 2002, the Law on the Development of Private Education was officially issued by the 31st Conference of the Standing Committee of the National Congress of People’s Delegates The Law remarked the new historic period of the fast and healthy development of the private education in China under the protection of the law The law on the development of private education has solved two problems surrounded by controversy on the private education Firstly, the investors are “reasonably repaid”, meanwhile carry out the regulation by the method of tax collection and land incentive, it means to use the method of reasonable “playing principles” in stead of impractical “ moral sentiment” before The second problem is the change the rights of managing assets of foundations of private education during the time of existence and operation of private education institutions Managing and using the assets no longer belonging to “education agency” but the private school itself, which releases the suspicion of many investors and attracts the positive investment of society, improves the social status of teachers and students in private schools Some problems in policy of China to private education The main problems: The common awareness of the whole society as for the significance and value of developing the private education is not relevant yet Firstly, there is not the equal treatment between the private and public education institutions Some local authorities think that the obvious representatives of education system 104 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations must be the public schools They defy the rights of engaging in education that the Constitution hands over to people, consider the private education as “heterodox object”; or they think that if the private education is developed, it affects negatively the public education, that causes the situation of fighting over the of students recruitment , teachers and may break the stability of the public school In case the public can afford to ”satisfy” the basic demand of education of people, the development of private education is not necessary, even some ones think that the development of private education is the negation of merit of public school and proves that public schools not well their education work These misconceptions created the opposition between the private education and public education Secondly, right and responsibility of private education management are not clear Managerial agencies have not had the macro management and planning for private schools and taken the development of private school into their observation They leave private schools alone to spontaneously generate and destroy themselves and completely consider these schools as public facilities of society They deny the function of managing the private schools In the development of private schools, it is very seldom for private schools to receive the assistance from managerial agencies, especially in the management of school reports of students and personal file of teachers, even in some places they collect “management fee” or implement pecuniary penalty with private schools The State’s management mechanism is not complete For a long time, the management functions of the competent authorities have been too concentrated The space for education and training institutions to develop is very narrow In terms of education management, due to the shortage of intermediary education organizations, so the relation between the competent authorities and the private schools is the “one-sided relation”, the competent authorities have their own policy and the private schools have their 105 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations own policy Between private education institutions negative competition in recruitment of teachers, advertisement for the school, striving for enrollment source and so on cause some chaos Some local authorities in response to the high demand of people on the source of highquality education, opened private schools to make profit In some provinces and cities, the manner of managing private education is of centrally planned period For example for private school the tuition fee is unique regardless of the scale, different conditions and the reputation of the schools The unique level of collecting school fees is unsuitable with both the demand of the market economy and principle of self-control of private schools Headmasters of private schools always have to deal with a pile of documents, instructions and they must take part in continuous meetings These headmasters not have enough time for guiding the teaching of the schools Mechanisms of internal management in private schools are not perfect; framework of managing the legal personality of private schools has not been established Presently, some investors of private schools are still implementing the management manner of patriarch They put their relatives in the Steering Board or other important managerial positions The differentiation of responsibilities and rights of Chairman of Steering Board and headmaster or vice versa is still short of standard norms Thus, sometimes the chairman of the Board intervenes too deeply in the administrative work of headmaster or vice versa, the headmaster has almost the rights As the result, it is difficult for the chairperson of board to supervise and control headmaster as must to give the important decision for the development of the schools Together with the above problem is the problem due to the shortage of legal framework of private schools Thus, organizer of private school and investor in the school always consider the assets of school as their private assets; they transfer the assets of the 106 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations school on their own initiative without controlling by anyone Although the Law on private education development defines clearly the school ownership, the problems that who ensures and how to ensure the assets of school are always violated during the time of existence and operation Policy of promoting private education The major policies to promote private education in China in coming time are as follow: - Complete the decentralized administration and strengthen the regime of legal entity, build the new institution of education with the content that the competent authorities commonly manage, the school has right of self-control in doing education and intermediate social structures also take part in the management as regulated in the law - Build and complete the, policy that can mobilize the governments at various levels, organizations of legal entity and the public to invest in the private education Specifically as follow: (1) make every effort to develop private education in the non-obligatory stage, extend the size and rate of the private pre-school education, develop private secondary education and private tertiary education (2) encourage all types of doing education according to the joint-stock regime; corporation regime and the regime of cooperation with foreign countries; increase the source in accordance to the regime of personal entity, regional and international cooperation (3) Reform the policy of public finance for education, policy of the assets management and investment institution, capital contribution (4) The State uses the way of establishing education foundations and specialized fund, covering the expenses of education, setting up the policy of credit and lease, transferring 107 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations the asset-free use rights under the State’s ownership as well as the preferential policy of land use for education and so on in order to develop private education (5) Build and strengthen the policy of personal management that is useful for itinerating the talented teachers on the basic of ensuring the equality of legal position between the teacher of private schools and teachers of public schools (6) Learn and apply the experience in reforming the public education regime in the world, develop the private education according to the orientation of combining public education and private education With this orientation, the private schools are also received the public finance, the boundary between the public schools and private schools is narrowed, the type of pure public schools or pure private schools are mitigated c) Persist with the policy of developing, diversifying the types and form education institutions, diversifying the specification and quality of training; specifically, encourage to develop types of private schools, increase the diversity and choice of methods of education supply, promote the exploitation and training of the diversified talent source Meanwhile, build the regime of self-control in doing education with the focus of quality and character, interest in the market information and demand of students, clearly define the objective, and create the cultural character to improve the quality and effectiveness of doing education This means that it is necessary to build the regime of teaching combining tightly between the macro control of competent authorities and self-control right on teaching of the school, to provide more self-control rights for the private schools It is necessary to build the system of three level curriculums including the State level, local level and school level in order that the local level and the school can arrange the contents by themselves based on the demand of students and the local real situation The schools have the right to refuse “the unscheduled curriculum” and “assigned curriculum”; meanwhile building the regime of democratic 108 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations monitoring widely of social circles and setting up boards of teachers, boards of consultants, school board so that more people can take part in making decision and managing the school It is necessary to build the self-control regime in doing business, bear responsibility for losses and profits, take the school to take part in the market and become the subject of the independent market in which they can make planning and develop by themselves China’s experience and the lessons for developing the private education in Vietnam Concerning about the experience in developing the private education in China, as for Vietnam there are the following important problems that need to be studied and considered when issuing the policy of developing the private education Firstly, it is necessary to have the sound evaluation and equal treatment between the private schools and public schools on the basic of defining clearly rights and responsibilities for managing the private schools of local competent authorities Secondly, to carry out the decentralization and to strengthen the regime of personal entity, to establish the regime of “the competent authorities manage commonly, the school implements the self-control in doing education, and social organizations take part in the management according to the regulations of the Law" Thirdly, build and strengthen the legal basics on the investment, the final ownership of assets with investors, policy of tax remission, human resource management, and regime of steering board and so on in order to ensure the reasonable profit of the investors of private schools and take advantageous conditions for mobilizing the competent authority levels, legal entities and the public to invest in the private education In the socio-economic conditions of Vietnam now and in the near future, it is necessary to persist with the policy of social participation to education, encouraging in developing the private education that does not belong to compulsory education stage such as private pre-school education, private secondary 109 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations education, private tertiary education Besides, it is necessary to study and test the application of doing education under the joint-stock form, regime of corporation and combination between the internal and foreign agencies in accordance to the mode of personal entity, regional and international combination Meanwhile, build new regulations on assets management, regime of investment and capital contribution to develop private schools, education facilities according to the mode of investing and developing education under the form of items constructed-leased-transferred; issue the implement transaction of education bonds on the market etc to stipulate students’ parents in buying education bonds Fourthly, encourage and create advantageous conditions for private schools and education foundations to build the education “trademark” on the basic of operating according to the self-control regime and regime of bearing the responsibilities for looses and profits by themselves to take the school to participate in the market The schools, themselves, can make planning; develop without waiting for the assistance from the State 2.4.6 Lessons learned from other countries The experience from countries around the world has shown that the education system shall have place for not just the public institutions Depending on the local conditions the non-public institutions have much variation in their privateness, sometimes However all the non-public institutions are serving the same idea, providing opportunities and changes which would not be possible within the public system Non-public institutions have survived the competition with public institutions, even in developed countries, where the public welfare is rather very good, by means of - Efficiency - Innovation - Raising capital 110 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations - Quality control - Donations and endowments Without these factors the non-public institution would not be able to success The degree of success depends on how long the non-public schools have been in place and how friendly the legal environment is to the non-public sector Conclusions/Recommendation The development of non-public/ private education in many aspects is different in different countries, and even in one country it changes in different periods But it is recognized that this sector of education may help to increase the effectiveness of education activities in comparison with the monopoly of state education sector In Vietnam the role of private education changed in the long history During feudal time the private education was the main way of education development Only in the French Colonialism and the time of Soviet influence the state sector in education took over From the Renovation the non-public (non-state) sector reopened and gradually is increasing The development of non-public education is relevant to the socio-economic background of Vietnam at present in future time It creates more opportunities for people to learn, creates competitiveness and by this way helps to increase the effectiveness of education activities Vietnam policy makers intend to increase non-public education It is planned that by 2010 the percentage of students in every education level is increase Before this goal is attained, the policy makers, especially the law makers shall have more insight into the development of the non-public education (nowadays as private education 111 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations designated) This study is part of the efforts to make the various stakeholders be more informed about the role of private education in the national education system To gain this goal and to make private education developed with stability Vietnam should continue to improve the awareness of the society, to lay the philosophical base, to complete the legislative framework and the policies of non-public education, to make non-public education sector equal to the public one in the eyes of social communities and state managers For the private education to develop, at the time being, the most critical facto is financing for the private education Since the Government is not in the position to provide funds to private schools yet, these schools have to rely on their own capacity to raise funds The funds could come in form of private (for profit) investments, low interest loans, grants or endowments from businesses, organizations or individuals plus tuition fees All these finances shall come in the trust on the school (brand name issues) or for the proven (or expected) higher quality than public schools The Vietnamese Government should assist more the non-public education sector in different aspects: land grant, the sharing of state budget for education , training of the staff and in international cooperation and so on 112 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations Major References In English Dang Ba Lam (1997) Asian Higher Education(Viet Nam) Edited by Gerard A Postiglione and Grace C Mak GreenWood Press Education Group Human Development Network, W (2002) Constructing Knowledge Societies: New Challenges for Tertiary Education: The World Bank Educational Statistics Yearbook of China, 2004 Department of Development & Ministry of Education The Peoples Republic of China European Unit, E (2000) Private Education in the European Union: Organization, administration and the public authorities' role: Eurydice, Education and Culture, Socrates, EU Government of S.R.Vietnam 2001 Education Development Strategic Plan for 20012010 Green Paper on Education in China 2005 Educational Science Publishing Home , Beijing Harry Anthony Patrinos (W.B.) (1999) Market Forces in Education Hyun Sook Yu Korean private higher education and policy suggestions Paper presented in the workshop in Japan in November 2004 KEDI, Education Korea 2003,2004 10 Lee, Chongjae Emerging patterns of relation between government and university: Riding a horse with carrots and whip Paper presented at the National Workshop on university and government – changing patterns of relation in Tokyo, 2000 113 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations 11 Levy, D C (2006) Unanticipated Development: Perspectives on Private Higher Education's Emerging Roles (No Working Paper Number 1): Department of Educational Administration & Policy Studies, University at Albany-SUNY 12 Marie-Andree Somers, P J M a J D W (2002) How Effective Are Private Schools in Latin America (No Occasional Paper No 37): National Center for the Study of Privatization in Education, Teachers College, Columbia University 13 Mok, Ka Ho (1997) Privatization or Marketization: Educational Development in Post-Mao China International Review of Education, 43(5-6), 547–567 14 Nguyen Khac Vien.1993 A Long History Hanoi The Publishing House "The World" 15 Park, Jhungsoo A reform agenda for the university finance in Korea – Focus on the national university system Korean Journal of Public Finance, Vol 15, No 2, 2001 16 Le Dong Phuong (2006) The role of non-public institutions in higher education development of Vietnam Dissertation at the Hiroshima university 17 Report on the Development of Basic education in China 2004- 2005 Educational Science Publishing House, Beijing 18 The Presidential Commission on Education Reform (1995) Education Reform for New Education System to Meet the Challenges of Information and Globalization Erea 19 Tooley, J (2005) Private Schools in the Poorest Countries CATO Policy Report, 27(5), pages 20 Vietnam 2010 Entering the 21 Century- Partnerships for Development In Vietnamese 114 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations 21 Bộ Giáo dục Đào tạo 1995 50 năm phát triển nghiệp giáo dục đào tạo (1945 – 1995) Nhà xuất Giáo dục 22 Bộ Giáo dục Đào tạo 1996 Tổng kết đánh giá mười năm đổi giáo dục đào tạo (1986 – 1996) 23 Bộ Giáo dục Đào tạo 2004 Báo cáo tình hình giáo dục 24 Bộ Giáo dục Đào tạo 2007 Báo cáo tình hình thực giai đoạn (2 1-2005) Chiến lược phát triển giáo dục 2001-2010 25 Cộng hoà Xã hội Chủ nghĩa Việt Nam Luật Giáo dục 1998, sửa đổi 2005 26 Đặng Bá Lãm 2003 Giáo dục Việt Nam thập niên đầu kỷ XXI, chiến lược phát triển Nhà xuất Giáo dục 27 Đảng Cộng sản Việt Nam Văn kiện Đại hội VI( 1986 ), Đại hội VII (1991), Đại hội VIII(1996), Đại hội IX(2001), Đại hội X (2006) Nhà xuất Chính trị Quốc gia 28 Giáo dục đào tạo thời kỳ đổi - chủ trương, thực đánh giá 2002 Nhà xuất Chính trị Quốc gia 29 Jacque Hallack Giáo dục đào tạo đại học Việt Nam- độ thách thức phát triển Viện Chiến lược Phát triển, Bộ Kế hoạch Đầu tư 30 Jung Na Nghiên cứu so sánh giáo dục mầm non Mông Cổ, Việt Nam Hàn Quốc Bộ GD&ĐT, tài liệu hội thảo, 6/1999 31 Lê Văn Giạng.1985 Lịch sử Đại học Trung học Chuyên nghiệp Việt Nam Viện Nghiên cứu Đại học Trung học Chuyên nghiệp 32 Lê Văn Giạng 2003 Lịch sử giản lược 1000 năm giáo dục Việt Nam Nhà xuất Chính trị Quốc gia 33 Lê Văn Hưu Đại Việt Sử ký toàn thư, Tập 1,2,3 Nhà xuất Khoa học xã hội 115 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations 34 Ngơ Xn Bình (chủ biên) Tìm hiểu cải cách giáo dục Hàn Quốc NXB Khoa học xã hội, 2002 35 Nguyễn Q Thắng 1993 Khoa cử giáo dục Việt Nam Nhà xuất Văn hốThơng tin 36 Nguyễn Tiến Cường 1998 Sự phát triển giáo dục chế độ thi cử Việt Nam thời phong kiến Nhà xuất Giáo Dục 37 Phan Huy Chú Lịch triều hiến chương loại chí Khoa Mục chí – Tập III 38 Phan Trọng Báu.1994 Giáo dục Việt Nam thời cận đại Nhà xuất Khoa họcXã hội 39 Trần Quốc Toản Đặng ứng Vận 2005 Cơ sở Lý luận, thực tiễn giải pháp xã hội hoá nghiệp giáo dục giai đoạn 2001-2010 Văn phịng Chính phủ 40 Vũ Trọng Khánh.1985 Tìm hiểu giáo dục Việt Nam trước 1945 Nhà xuất Giáo Dục 116 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations Annexes 117 ... insights into the new phenomena in the education system 15 Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations - Public in understanding the. .. budget for education, training of the staff and in international cooperation and so on xii Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations. . .Contributions Of The Private Sector To The Development Of Education In Vietnam - History And Future Expectations Contents Final Report i Contributions of the Private Sector to the