Liberalizing the movement of natural persons in education sector experiences of singapore and lessons for viet nam

CONTENTS Abbreviations List of Table Acknowledgements Introduction .1 Chapter Overview of education and liberalizing the movement of natural persons in education sector What is education? The relationship between education sector and economic growth Benefits of education to a national society 11 3.1 Consumption Benefits of Education 11 3.2 External Benefits of Education 13 3.3 Education, Inequality and Poverty 14 3.4 Education and Rural Development 16 Overview of liberalising the movement of natural persons in education sector 17 4.1 International context of liberalising the movement of natural persons in education sector 17 4.2 The legal framework of the movement of natural persons 19 4.3 Definition of liberalising the movement of natural persons in education sector 20 Measures of liberalizing the movement of natural persons in education sector 21 5.1 Immigration related regulations concerning entry and stay of service providers 21 5.2 Regulations concerning recognition of qualifications, work experience, and training 22 5.3 Differential treatment of domestic and foreign service personnel .24 Factors affected by liberalizing the movement of natural persons in education sector 25 Chapter The liberalizing the movement of natural persons in education sector in Singapore 27 Overview of Singapore 27 1.1 Political system .27 1.2 System of Government 28 1.3 Foreign policy .29 1.4 The legal system 30 1.5 Languages .30 Singapore’s education and movement of natural persons in education sector 30 2.1 Educational structure 30 2.2 Singapore education development phases 34 2.3 The movement of natural persons in Singapore education in recent years .36 The measures of liberalizing the movement of natural persons in educational sector in Singapore 38 3.1 Immigration related regulations concerning entry and stay of service providers 38 3.2 Regulations concerning recognition of qualifications, work experience, and training 41 3.3 Differential treatment of domestic and foreign service personnel 44 Factors affected by liberalizing the movement of natural persons in education sector in Singapore 47 4.1 In short term (1965-1990) 47 4.2 In long term (1990-2015) .50 Experiences of Singapore in growing education 60 5.1 A forward-looking, integrated planning system .61 5.2 Close links between policy implementers, researchers and educators 62 5.3 Policies with the means to implement them 63 5.4 Commitment to equity and merit .63 5.5 A strong focus on mathematics, science and technical skills 64 5.6 Human resource management which matches the demands of the system 64 5.7 A system which is continuously being improved 65 Lessons from Singapore 66 6.1 Lesson 1: Curriculum changes for human resource growth in each stage 66 6.2 Lesson 2: Human resource policies in education sector are connected closely with the real 67 6.3 Lesson 3: Vocational Technical Education (VTE) for Economic Development goal 70 Chapter Application of Singapore’s lessons for Viet Nam in liberalising the movement of natural persons in education sector 74 Overview of education in Viet Nam 74 1.1 Education in Vietnam during Feudal and Colonial Periods 74 1.2 Education in periods of 1945-1954 .75 1.3 Education in years of temporary separation (1955-1975) 75 1.4 Education in years of Pre-Reform (1975-1985) 76 1.5 Education in Twenty Years of Reform (1986-2005) 77 The Current Vietnamese Education System 78 2.1 Goals of Education for All (EFA) – Building a Learning Society 78 2.2 System Structure - School Network 79 2.3 Early Childhood Care and Education (ECCE) 79 2.4 Primary Education 80 2.5 Secondary Education 81 2.6 Vocational Education 82 2.7 Higher Education 82 2.8 Continuing Education 83 2.9 Investment into Education 83 The status of liberalizing the movement of natural persons in Viet Nam .85 3.1 The legal framework 85 3.2 The process of liberalizing of the movement natural persons in Viet Nam .86 Assessment on the similarities and differences between Singapore and Viet Nam; and the ablity of Viet Nam for adaptation experience of Singapore in developing education 87 4.1 Similarities 87 4.2 Differences 92 Application of lessons from Singapore for Viet Nam 94 5.1 Lesson 1: Curriculum Changes for humnan resource .94 5.2 Lesson 2: Human resource policies in education sector are connected closely with the real 96 5.3 Lesson 3: Vocational Technical Education (VTE) for Economic development goal .99 Some recommendations for Viet Nam in liberalising the movement of natural persons in education sector 100 6.1 Quality Assurance (QA) Framework for Private and Public Schools 100 6.2 Mutual recognition of professional qualifications 102 6.3 Recommendations on Manpower 103 6.4 Educational Material Facilities Recommendations 103 6.5 Cooperation and International Integration in Education .103 6.6 Investment into Education - Mobilization of all Resources for Educational Development 104 CONCLUSION 106 REFERENCES 108 Abbreviations TMNP Temporary movement of natural persons MOM Ministry of Manpower R&D Research and Development GATS General Agreement on Trade in Services AEC ASEAN Economic Community PSLE Primary School Leaving Exam PRs Permanent residents VITB Vocational and Industrial Training Board ASEAN Association of Southeast Asian Nations UN The United Nations AFAS The ASEAN Framework Agreement on Services ACIA ASEAN Comprehensive Investment Agreement MP Members of Parliament NIE The National Institute of Education ILO International Labour Organization UNESCO The United Nations Educational, Scientific and Cultural Organization LDCs Less developed countries GDP Gross Domestic Product FDWs Foreign domestic workers CPF the Central Provident Fund TFR Total Flerility Rate EPA Economic Partnership Agreement PEB Professional Engineers Board SAFTA the free trade agreement between Australia and Singapore MRA Mutual Regconition Agreement CDIS the Curriculum Development Institute of Singapore VTE Vocational Technical Education ITE Information Technology Education EDB The Singapore Economic Development Board MNCs Mutination Cooperations List of Table Content Page No Table Different Eligibility Schemes for Employment-Pass Holders 46 Table Number of teacher in years of 1965-1990 47 Table Foreign Staffs in Singapore, 1970-1990 48 Table Number of teachers in years of 1991-2015 51 Table Academic qualification in period of 1990-2015 53 Table The public expenditure on education from 2007 to 2013 57 Table The comparation of Viet Nam and Singapore 88 No Acknowledgements It has been a period of intense learning for me, not only in the research arena, but also on a personal level Writing this thesis has had a big impact on me I would like to reflect on the people who have supported and helped me so much throughout this period I would first particularly like to thank my supervisor Dr VU Thi Hien who has supported me though-out my thesis with her patience and knowledge whilst allowing me the room to work in my own way This thesis would not have been completed or written without her, a friendly supervisor I cannot finish without thanking my family I warmly thank and appreciate my mother and my parents-in-law for their material and spiritual support in all aspects of my life And finally, I would like to thank my dear who support and encourage me to finish this thesis Introduction Rationale of the research Education is acknowledged as a main contributory factor to boost productivity of workers by generating skills that raise their working capacity, leading to economic growth (Hill et al, 2005:1; Bloom et al, 2006; Galiani et al, 2008:437) The World Bank Policy Paper on Primary Education (1990, 1995, 1999) embraced human capital theory, observing that education, particularly at the primary level increases the productivity of the work force through improved literacy, numeracy, and health status Similarly, research on China reports evidence of a significant, positive relationship between higher levels of education and GDP, using aggregate data at the national and provincial level (Fleischer, 2002:6) Estimates by Chen and Fang (2000) shows that, the stock of higher educated population has had a statistically significant, positive, and robust relationship to economic growth across provinces of China in the 1980s and 1990s In addition, the improvement of the knowledge of the people leads not only to the economic growth but also to enhance the social development (improve the health, decline of growth rate of population, reduce crime rates, greater civic participation, higher voting rate, understanding the responsibility etc.) As emphasized Lopez et al (1998), no country has achieved economic development without investing in education development More intensive global trade and investment links in the last two decades of the 20th century were associated with a steady rise in international migration world-wide, although on a smaller scale and different to patterns experienced during the golden era of international migration a century ago Now, flows are dominated by temporary labour migration (TLM), in contrast to the earlier prevalence of permanent settlers to the new world (Hatton and Williamson, 1998) There has been some attempt to establish rules for migration through regulations regarding multilateral trade in services The GATS – General Agreement on Trade in Services – found it necessary to incorporate a set of clauses on labour migration (the movement of natural persons, or MNPs) to facilitate trade and especially investment in services In 2002, the ASEAN countries agreed to work towards the formation of an ASEAN Economic Community by the year 2020, modelled on the European Union, although with a more limited political authority The union community would allow free movements of goods and investment within its borders Its initial conception has also countenanced free movements of labour, although it is envisaged that these will only extend skilled manpower, in addition to professionals and business travellers (Soesastro, 2003) The globalization of labour markets around the world has highlighted the need for coordinated action The number of migrants crossing borders in search of employment and human security is expected to increase rapidly in the coming decades due to the failure of globalization to provide jobs and economic opportunities The ILO sees today’s global challenge as forging the policies and the resources to better manage labour migration so that it contributes positively to the growth and development of both home and host societies, as well as to the well being of the migrants themselves In 2004, the International Labour Conference of the ILO adopted a Multilateral Framework on Labour Migration which is part of a plan of action for migrant workers agreed by ILO constituents The Framework is part of an ILO plan of action which aims at better managing labour migration so that it contributes positively to the growth and development of both home and host societies, as well as to the well being of the migrants’ themselves” Singapore has become one of the main destination areas for migrants from within and outside the region Migrants has effected positively on Singapore’s economy and education When Singapore became independent in 1965, it was a poor, small (about 700 km2 ), tropical island with few natural resources, little fresh water, rapid population growth, substandard housing and recurring conflict among the ethnic and religious groups that made up its population At that time there was no compulsory education and only a small number of high school and college graduates and skilled workers Today, Singapore is a gleaming global hub of trade, finance and transportation Its transformation “from third world to first” in one generation is one of Asia’s great success stories (Yew, 2000) All children in Singapore receive a 96 world Solutions for Viet Nam curriculum base on the lesson from Singapore as following: - Close working relationships between divisions in the MOET in charge of syllabuses, national examinations, and the Viet Nam Institute of Educational Science are necessary for the successful implementation of the new textbooks and teaching strategies - Continuous support from top policy makers was needed for successful implementation of new and effective teaching strategies such as the “part-whole” model for primary mathematics - Teachers’ guides detailing strategies and activities were necessary to influence classroom practice - Sustained support from school principals and other MOE officials was necessary for teachers to learn and use new teaching strategies - New expectations in the national examination facilitated curriculum changes 5.2 Lesson 2: Human resource policies in education sector are connected closely with the real Teacher education is currently facing a number of challenges as the Singapore society and economy mature and, in the face of globalization, as its young citizens experience a multitude of cultural and technological influences Globalization, in the new millennium, will have an impact on education from all perspectives—how we teach, what we teach, where we teach, whom we teach, and even whether we teach New technologies not only have given teachers new tools for the classroom that have created instant and powerful connectivities between persons and ideas, across space and in real time, but also fundamentally alter our notions of what it means to teach Within the virtual worlds of e-mail, chat rooms, virtual classrooms, and even multiplayer gaming environments, individuals from cultures and societies around the globe are interacting with a frequency that was unimaginable even a decade ago These powerful technology-related learning environments are not culture free, but carry with them very powerful cultural content preloaded in the cyberspace 97 curriculum and preset by transnational forces that demand sameness rather than separateness Globalization, too, means that the transfer of technologies and expertise has brought transnational organizations into local education markets through both physical and virtual connections across space Teachers today will have international students in the same learning space at the same time New technologies have not only changed the role of the teacher but, in many situations, also made the traditional teaching roles redundant for many educators In terms of qualifications of teaching and lecturing staff, the Education Law states that preschool and primary teachers must possess an upper secondary pedagogical diploma; lower secondary teachers must possess college diplomas; upper secondary and professional secondary teachers must possess a pedagogical university degree (or university degree plus a certificate of pedagogy training); college and university lecturers must possess a university degree or higher and a certificate of pedagogy training; a masters degree or higher for teaching specialized subjects or supervising a master thesis, a doctoral degree for teaching specialized subjects or supervising doctoral thesis However, as previously stated, due to the proportion of unqualified teachers, the upgrading of staff (through in-service training courses) remains a critical requirement of the education sector In the 2014-2015 school year, the percentage of qualified teachers in ECCE sub-sector was 75.8%; 82% at primary level, of which about 10% were holding higher (college or university) qualifications; 93% at lower secondary level, of which about 20% were holding higher (undergraduate or postgraduate) qualifications; 97% at upper secondary level, of which about 3% were holding higher (postgraduate) qualifications; 68.7% and 75.3% in vocational and professional secondary schools respectively (World Bank, 2015) To improve education quality, Vietnamese educational policy makers and managers feel that the human factor -teaching staff and educational managers- plays a decisive role Therefore, Vietnam is trying to overcome weaknesses in pre-service and inservice training, deployment, organization and utilization of teachers The aim is to develop a pool of teaching staff of sufficient numbers, organized in an appropriate structure, and that meets the moral and professional requirements of the education 98 renovation At the same time, it is important to support educational managers with increased professionalism and standardized management capacities and qualifications Within the current context, Vietnam pays special attention to enhanced professional ethics and knowledge of teachers and educational managers; and, in order to protect the reputation of schools and educational bodies, to address all cases of dishonesty and mistreatment of students On the other hand, teaching staff and educational managers are also increasingly faced with a requirement for computer skills and improved foreign language skills, primarily in English In training the human resources needed for the education system, Vietnam’s pedagogical institutions have focused only on training teachers with little attention paid to other skills (such as curriculum developers, educational planners, etc.) The college for training educational managers mainly focuses on in-service training and does not have a scientific pre-service manager training programs Therefore, the development of a system similar to that of other countries remains a challenge to be addressed In the short-term, in order to improve education quality, the Ministry of Education and Training requires teacher training institutions and the educational manager training college to strongly renew teaching and learning methodologies Such institutions should actively apply information technology to teaching, learning and management and use this as a means to achieve a breakthrough for the renewal of teaching, learning and management In response to the nation’s need for quality teachers, a comprehensive review of the teacher training curricula should be considered as following: - Understanding of the global system The trends of globalization need to be understood by the young people because they are operating in a global community As digital natives, they are totally comfortable with technology, and yet could be all alone while communicating in a crowded superhighway - Capacity to think analytically and creatively within and outside disciplines The Academic Studies modules of the initial training programs should be taught for indepth disciplinary understanding, focusing on the analysis of principal ideas and 99 approaching them from different perspectives, including pertinent references to other disciplines - Knowledge and ability to deal with people from different cultural backgrounds This component of the teacher-training curriculum enhances cultural understanding, fosters a sense of tolerance for others, and establishes a closer link between social resources 5.3 Lesson 3: Vocational Technical Education (VTE) for Economic development goal From success of Singapore in aligning Vocational Technical Education (VTE) and Economic Development, Viet Nam can apply some following methods: (1) POLICY SHIFT TOWARD VTE AND ECONOMIC DEVELOPMENT The role of polytechnic and vocational schools in the education system is realigned with the manpower needs of industrialization It was a painful and slow process in the beginning With limited resources, the expansion of the technical education system has to make with basic school buildings, shared centralized workshop facilities, and even crash programs for training technical teachers (2) CHANGING PUBLIC PERCEPTION AND IMAGE Culturally, there is a steep preference for an academic education in Viet Nam Parents want their children to attend university The desire for a university degree is pervasive in society The respect for the “scholar” and disdain for the “mechanic” and all the negative associations with those who poorly in school and perform manual labor only helped to perpetuate the poor image of VTE To overcome this barrier and change people’s mind-set, public campaigns on “using the hands” should be organized; basic workshop subjects such as metal work, woodwork, technical drawing, and basic electricity should be made compulsory for all secondary students Modern and conducive teaching and learning campuses, strong support of political leaders, and success of graduates have all helped to achieve a significant turnaround in the public perception and image of ITE 100 (3) LEVERAGING ON INDUSTRY PARTNERS To ensure the sufficiency and range of skills required by industry, it was necessary, especially in the early days of industrialization, to leverage on the experience, skills, and technology that resided in the private sector companies (4) TRANSFORMATION OF ITE (Information Technology Education) ITE is not a university or a polytechnic It is government-funded postsecondary institution focusing on vocational technical education Today, it is widely recognized for its transformation into a world-class institution Some recommendations for Viet Nam in liberalising the movement of natural persons in education sector 6.1 Quality Assurance (QA) Framework for Private and Public Schools ➢ A QA system is critical to upgrading the industry, particularly for the private schools The proposed standards and QA requirements would be over and above the regulatory requirements laid down by MOET ➢ A proposed framework is as follows: This proposed QA system has three objectives: - Establish clear industry standards – So that the private schools have a uniform set of indicators on which to focus their self-improvement efforts The system can incorporate peer reviews, so that the schools are able to adopt best practices from one another - Establish a public recognition process – So that the better schools are able to differentiate their services The QA framework could be spelt out by the Government, while the actual QA processes can be private sector driven - Establish market transparency – So that consumers can use the QA system as an indicator that the school has met a certain level of quality in its educational processes The better schools will be able to leverage on their QA approval status as a differentiating factor when marketing to foreign students ➢ The QA system should cover the following: 101 - Standards for teachers – In terms of qualifications, training and relevant experiences - Standards for curriculum, pedagogy and study materials – These should be evaluated by educational experts, and should conform to international standards - Standards for facilities – These should take into cognizance the types of programs offered, so as to provide adequate support to students Standards for management and corporate governance – This would include whether the school has a proper structure cum qualified team to provide sound leadership and corporate oversight - Standards for disclosure – This is to ensure that students are aware of the school’s advantages, characteristics and limitations prior to purchase The disclosure should include provision of information about the schools (e.g paid-up capital, availability of resources, who are the owners, etc); student profile (e.g demographics and academic standards); and graduation information (e.g percentage of graduation, employability of graduates and availability of alumni networks) ➢ The proposed QA system would not be a full-fledged university-level accreditation system ➢ Proposed mechanism – Feedback from several private schools is that many of them will welcome a QA system to upgrade the industry It is seen that a public-private partnership will be the most effective mechanism in kickstarting this initiative Specifically, the Government’s role will be to map out the overall generic QA framework, and facilitate the setting up of the actual policies and practices The private sector’s role will be to provide inputs on the structure of the QA system, identify key performance indicators for the specialised subdivisions within the private schools umbrella, and implement the actual QA processes The actual assessment processes could include self-assessment, peer reviews and external audits At steady state, the QA system should be industry driven, e.g there could be an impartial private entity that would refine the QA criteria, work with the private schools in implementing the QA standards, and monitor compliance The QA system should be 102 voluntary in nature Once it has been proven to benefit the schools, there should be wide-scale adoption 6.2 Mutual recognition of professional qualifications To understand the nature of mutual recognition it is useful to look at the different working situations Recognition does not relate to the situation of "getting a job" In general, employment is amatter between the employer and the employee Getting a work permit in another country may be subject to domestic regulations including that of immigration, but that has nothing to with recognition of professional qualifications Recognition may, however, relate to the situation where a foreign employee wants tobecome a member of the professional institution in the host country, and thereby enjoy the benefits of being recognized as an equal professional and sharing the same rights Recognition becomes even more important when a professional wants to practise in thehost country Recognition of professional competence conferred through mutual recognition arrangement may then represent a competitive element in terms of marketing services to clients Recognition becomes crucial when a professional seeks to qualify to practice within a licensed area (typically for cadastral surveys) Mutual recognition of professional qualification is thus a device for facilitating an efficient mobility of surveying professionals within the global working place for surveying services It is thus important that information is available to understand, firstly, how surveyors in different countries acquire their professional qualifications and secondly, the process by which their professional competence is assessed It is thus a process that allows the qualifications attained in one country (the home country) to be recognized in another country (the host country) It allows each country to retain its own kind of professional education and training At the national level, it is important that there should be a consensus-building process involving government, industry and the public-at-large primarily aimed at: Enhancing the role, relevance and recognition for surveying professionals; Domestic 103 capacity building; andReviewing and revising domestic regulations to ensure an appropriate level of domestic competence, competitiveness and capacity 6.3 Recommendations on Manpower ➢ Introduce more teacher training institutes – Encourage the set up of quality teacher training institutes to offer foundation to the public and current private commercial school teachers These training institutes could be branch campuses of reputable teacher training institutions from overseas ➢ Access to funds for upgrading of teachers – Allow private education providers to tap on the Skills Development Fund, Lifelong Learning Fund or related funds for the development of their teachers A special grant could be introduced to subsidize and encourage private education providers to send their teachers for training and certification 6.4 Educational Material Facilities Recommendations ➢ Institutional land pricing for private universities and preparatory & boarding schools that require campuses The land parcels would be used for educational and support facilities, e.g classrooms, lecture halls, sports facilities and student housing The education profile of Singapore could be boosted by creating an icon project i.e concentrate the best commercial schools, specialty schools, corporate training institutes and companies in one location, ideally by industry type This would promote collaboration and could be a magnet for high quality students who will in turn raise the profile of the schools in a virtuous cycle This concept would help to differentiate Singapore from other popular education destinations ➢ To reduce duplication of resources and to lower overhead costs amongst a group of like-minded education services providers, shared facilities for corporate training centres, commercial and specialty schools can be explored One suggestion is an ‘Edumall’ concept where the schools have shared classroom and other study facilities This could be private sector-led The ‘Edumall’ need not be a standalone building, instead, it could be incorporated into a mixed use development 6.5 Cooperation and International Integration in Education 104 In response to the Government’s policies on open international relations, in the last years by diversifying various patterns of international cooperation, the Ministry of Education and Training has actively expanded and established international relations and cooperation with an increasing number of partners Presently, the Ministry of Education and Training has partnerships with nearly 60 countries, and 36 international, inter-governmental and nongovernmental organizations It has signed 14 official documents on the strengthening and expansion of its relationships with 12 countries he management, oversight and evaluation of the operations of foreign-related education institutions present challenges because some not strictly follow the Government’s regulations The breaches made by some of these institutions are to operate without following registered activities; they condense the training curriculum/programs, and not ensure the required quality standards and conditions are met Some foreign-funded education institutions have not been certified as meeting the quality standards required by their own countries In addition, due to the absence of a legal framework for the definition of profit or not-for-profit institutions, the majority of foreign investors have considered themselves as not-forprofit organizations in order to avoid tax and or duties To address this issue, Vietnam needs to refine its legal system and at the same time to be able to accredit foreignfunded education institutions operating in Vietnam, thus protecting learner’s rights and interests, and avoiding the import of “foreign made” -but low quality- programs 6.6 Investment into Education - Mobilization of all Resources for Educational Development The biggest challenge faced by Vietnamese education system during the entire development process is the contradiction between the goals of system growth/expansion and continual improvement of quality, and the limited resources During the long pre-reform period, the education system relied for its resources on the state budget In making the transition, the Government wishes to mobilize all possible resources in the society for educational development Past evidence proves the efficiency of this policy According to the Education Law, financial sources of investment for education comprise of: a The State budget; b Charges and Fees: 105 tuition fees; admission fees; income from consulting work, technology transfer, production, business and service activities of educational institutions; investments from domestic and international organizations; educational development registration fees; and other funding from domestic and international organizations and individuals as regulated by law In the coming years, educational socialization and mobilization of people’s contributions, especially from wealthy families and those in advantaged areas, will continue The approach needed by the education sector is a continuation in the increase of the State’s budget for education Based on that assumption, adjustments to the structure of state budget spending will be made with greater focus and priority being given to the development of education in disadvantaged, ethnic minority areas, and to support for poor families and those who benefit from special policies, regardless of whether they live in urban or rural areas or study in public or private schools In parallel with the refinement of support policies for students from poor families and those with special benefits, the Government’s Comprehensive Poverty Reduction and Growth Strategy and sector strategies have set targets for the abolition of fees and charges in primary and lower secondary education Vietnamese educational policy makers and managers believe that only if the above-mentioned solutions are systematically addressed, can the gaps and differences in access and benefits among various areas and components of the society be narrowed quickly 106 CONCLUSION It is clearly defined that education plays a key role in developing economy Education provides the city-state of Singapore the strong fundamentals to sustain its competitiveness A good education contributes to economic independence and good standards of living in Singapore It must be reiterated, however, that this drive towards attaining good education is sustainable because the nation possesses the economic and social environment that would allow its citizens to reap the full benefits of their investments in educational pursuits Indeed, when Singapore was in the throes of economic recession (as happened during the Asian financial crisis in 1997), Singaporeans continued to pursue their quests for academic excellence with the view that they would be more marketable or employable once good economic times return The effected areas of liberalizing the movement of natural persons are not only limited an industry separately, but also the whole economy and education is inclusive Its impacts on education can be seen throughout changes of educational staff, curriculum and investment trend and economic growth at last in host country Lee Kuan Yew, Singapore’s first Prime Minister took opportunity of international migrant trend to set out national overarching goals: to build a modern economy and to create a sense of Singaporean national identity by recruiting the best and brightest people into his early government and sought to promote economic growth and job creation In the 1960s, the emphasis was on attracting labour-intensive foreign manufacturing to provide jobs for its low-skilled workforce In the 1970s and 1980s, a shift to more skill-intensive manufacturing led to an emphasis on technical fields From the mid1990s on, Singapore has sought to become a player in the global knowledge economy, encouraging more research- and innovation-intensive industry and seeking to attract scientists and scientific companies from around the globe The results of the government’s economic policies have been stunning – rapid economic growth to reach developed country levels and a per capita income in 2009 estimated at current market prices to be about SGP 52 000 (USD 39 000) One of the socalled Asian 107 Tigers, Singapore is a free market, business-friendly and globally-oriented economy, shaped by an active and interventionist government By study liberalizing the movement of natural persons in education sector in Singapore, some lessons can be drawn out for Viet Nam They are the way defining the objective, the ability of the government, a clear vision and belief in the centrality of education for students and the nation; persistent political leadership and alignment between policy and practice; a focus on building teacher and leadership capacity to deliver reforms at the school level; ambitious standards and assessments; and a culture of continuous improvement and future orientation that benchmarks educational practices against the best in the world Due to the limitation of time, my research has just stopped at entrance of research process Your assessment as well as your recommendation will be suggestion for my future research Once again, I express my sincere attitude to my supervisor, Dr Vu Thi Hien, who support and orient me in this research 108 REFERENCES Asis, MMB, 2004, “Borders, Globalization and Irregular Migration in Southeast Asia”, in A Ananta & EN Arifi (eds), 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Application of Singapore s lessons for Viet Nam in liberalising the movement of natural persons in education sector 8 Chapter Overview of education and liberalizing the movement of natural persons in education. .. Chapter Overview of education and liberalizing the movement of natural persons in education sector Chapter The liberalizing the movement of natural persons in Singapore in education sector Chapter... those in another are increased Measures of liberalizing the movement of natural persons in education sector The measures of liberalizing the movement of natural persons in education sector mainly