Inheriting historical experience, developing Vietnamese education in the new era

Prof., Dr. NGUYEN VAN KHANH
University of Social Sciences and Humanities,
Vietnam National University, Hanoi

1. Introduction

Education always plays a fundamental role in the development of each country, especially in the context of the world entering the era of digital transformation and global integration. In Vietnam, the fundamental and comprehensive reform of education is taking place extensively to meet the requirements of the knowledge-based economy, renovation, and sustainable development. However, to renovate and develop successfully, Vietnam not only needs to learn from international experiences but also needs to thoroughly understand the experiences of the past, first and foremost from Vietnamese education through historical periods, modernity, and especially revolutionary education.

Researching and analyzing experiences in different periods will help establish a theoretical and practical basis for proposing strategic orientations and specific solutions to develop Vietnamese education in the context of deep globalization today. This is also a way to promote traditional values in the process of creating the future, expressing the viewpoint of inheriting and developing past experiences for the present and future in a harmonious and scientific way.

2. Content

2.1. Education during the French colonial period (1858 - 1945) and education in the South under the Republic of Vietnam (1945 - 1975)

The colonial education system combined openness and restriction. The French colonial government established a colonial education system to serve the goals of governance, colonial exploitation, and cultural assimilation. However, it cannot be denied that in this process, a modern Western-style education system was introduced to Vietnam. According to Brocheux P. and Hemery D., colonial schools were places that “simultaneously opened a door to civilization and were also tools for social control”(1). This education system consisted of clear levels: primary, secondary, and tertiary(2). For the first time in Vietnam, an educational program with strict organization, management, and examination was implemented.

In addition to the colleges in the Indochina University, the colonial government also established vocational and technical schools, such as the Hai Phong Mechanical School, to train technical workers, contributing to the formation of a team of professional cadres for the colonial economy. The French vocational education model focused on practice to form practical career thinking for learners. The establishment of vocational schools, although the number was not large in Vietnam during the French colonial period, created a new look for the country's education, contributing to the goal of modernization and enhancing training efficiency through the relationship between schools and the labour market, connecting vocational schools with businesses and employers(3).

Although it was intended to serve the ruling apparatus, colonial education was based on modern management principles, the spirit of academic discipline, and especially the technical-vocational education model. These factors were selectively inherited, notably: (i) A clearly stratified/leveled education system with specialization; (ii) Linking theoretical training with production practices and labour market needs; (iii) Building a modern vocational training school system with coordination between the state and enterprises.

Education during the Republic of Vietnam

(1955 - 1975)

The 1969 National Education Law of the Republic of Vietnam stated the goal: to develop people: Having ethics and morality; Having national and ethnic spirit; Having democratic consciousness and community spirit; Having the capacity to serve the nation, society, and humanity(4). Regarding educational philosophy, the Law stipulates: Vietnamese education is based on three principles: Humanity, Nationality, and Liberality(5). The educational philosophy is clearly expressed in the curriculum, teacher training content, and teaching methods. The harmonious combination of nationalism and liberalism contributes to preserving traditional values and approaching modern trends of world education.

During this period, the university education system was modernized and expanded(6). Many universities following the Western model such as Saigon University, Dalat University, Can Tho University... were established. These schools had cooperative relations with many universities in the US, France, and Japan. In the book "University Education in South Vietnam under the Saigon Government (1954 - 1975)", it is stated: Under the Saigon Government, university education in the South had strong development, both in scale and quality of administration and training content(7).

The system of teacher training schools was organized from primary to university. Universities began to implement autonomous models in administration, finance, and academics. In the book “Education in Southern Vietnam before 1975”, it was commented: Although there were many challenges, the educational policy in the South during this period laid the foundation for an autonomous, integrated, and creative university model(8).

2.2. Education of the Democratic Republic of Vietnam (1945 - 1976)

Immediately after the August Revolution in 1945, the Government of the Democratic Republic of Vietnam identified the eradication of illiteracy and the building of a new education system as urgent tasks. President Ho Chi Minh emphasized: “An ignorant nation is a weak nation” and called on the entire population to participate in “eradicating illiteracy” as a front that needed to be carried out simultaneously with the front against foreign invaders and poverty. Ho Chi Minh pointed out: “One of the tasks that must be urgently carried out at this time is to improve the people’s knowledge”(9).

The educational policies implemented immediately after the successful August Revolution in 1945 focused on the following contents: 1) Abolishing the old education system which was dogmatic, academic, and served the colonial regime; 2) Establishing the Ministry of National Education, responsible for reforming education according to the new spirit of "learning to serve the Fatherland and the people"; 3) Reorganizing the education system in a unified direction with 3 levels of education: primary, secondary and university; 4) Encouraging the study of the national language and opening popular education classes to eliminate illiteracy; 5) The policy of universalizing education.

In the context of many difficulties in the country, the new education system with the motto of national, scientific, and popular(10) was affirmed and approved at the National Education Conference, held in Hanoi from August 25 to 27, 1946 (11). Implementing the Party's policy, the Government directed the reorganization of the national education system, opening popular education classes to eliminate illiteracy for the people. At the same time, an education system serving the resistance was gradually formed and consolidated in the liberated areas and bases, contributing to maintaining the knowledge foundation and improving the people's intelligence in the particularly difficult conditions of the resistance war.

During the period of 1954 - 1975, the North carried out educational reforms to meet the requirements of the revolutionary cause, laying the foundation for the construction of a unified education system, including three levels of education. In that process, many key higher education institutions were established, typically the General University, the Polytechnic University, the Agricultural Academy..., gradually building a team of highly qualified intellectuals, serving the cause of building socialism in the North and contributing greatly to the struggle to liberate the South and unify the country.

The new education system is oriented towards closely linking theory and practice, promoting the principle of "learning goes hand in hand with practice" to comprehensively develop the new socialist human being.

Valuable experiences from the education system of the Democratic Republic of Vietnam include: (1) Considering education as a task for all people, mobilizing all people to work with the State to develop education; (2) Taking the goal of nation - democracy - science as the foundation for renovation, shaping the identity of Vietnamese education; (3) Effectively organizing the education system in wartime conditions, emphasizing adaptability, creativity, and linking education with practice.

2.3. Orientation for the development of Vietnamese education in the new era

Firstly, building a modern educational philosophy, ensuring comprehensiveness, humanity, and practicality.

The history of Vietnamese education shows that each period has its own educational philosophy, reflecting the society's vision for people and the future of the country. During the feudal period, education was closely linked to Confucianism, taking "self-cultivation - family management - country governance - world pacification" as the core, forming a class of Confucian intellectuals such as Chu Van An, Nguyen Trai, Le Quy Don, Phan Huy Chu, and so on.

During the French colonial period, the French-Vietnamese education system introduced Western liberal ideas, expanded access to science and technology, and empirical thinking, contributing to the training of revolutionary intellectuals such as Nguyen Ai Quoc - Ho Chi Minh, Nguyen An Ninh... Besides, there were scientists such as Hoang Minh Giam, Nguyen Xien, Nguyen Khanh Toan, Luong Dinh Cua, Ton That Tung, Nguyen Canh Toan, and so on.

After the August Revolution in 1945, education was considered by the Party and President Ho Chi Minh as the top national policy in the war of resistance and national construction. The ideas of “learning goes hand in hand with practice” and “education serves the war of resistance and national construction” were the foundation for the philosophy of early socialist education.

Today, in the context of Industrial Revolution 4.0 taking place strongly, Vietnam is facing an urgent need to build a new educational philosophy, in line with the trend of globalization and international integration. This philosophy needs to aim at training global citizens with independent and creative thinking, strong cultural character, and the capacity to quickly adapt to the rapid and unpredictable changes of the times. At the same time, it is necessary to preserve and promote the core values of the nation such as patriotism, self-reliance, and development aspirations, thereby proactively integrating internationally without being dissolved.

Thus, it is necessary to build a modern educational philosophy based on the application of Ho Chi Minh thought: "Learning to work, to be a human being, to be a cadre"(12). The goal of education is to develop people comprehensively in terms of morality - intelligence - physique - aesthetics, focusing on both moral education and patriotism, and training and fostering the capacity and qualities of global citizens with Vietnamese identity.

Secondly, modernizing and internationalizing education, first of all, university education.

Right from the beginning of the 20^th century, the Dong Du movement initiated by Phan Boi Chau opened a new direction to enlighten the people, when the organization sent hundreds of outstanding young people to Japan to study, with the aspiration to absorb the spirit of renovation and renewal of the country.

In the 1920s and 1930s, many Vietnamese intellectuals were educated in France, where they had the opportunity to access democratic and progressive Western ideas. The exchange of Eastern and Western ideas during this period contributed to the formation of a typical patriotic intellectual class, laying the foundation for later revolutionary movements, such as Phan Van Truong, Nguyen Ai Quoc, Nguyen An Ninh, Tran Duc Thao, Pham Quang Le (Tran Dai Nghia), and so on.

During the period 1950 - 1980, Vietnam sent tens of thousands of students to study in the Soviet Union, Czechoslovakia, Germany, Poland, etc. Many later became scientists, leaders, leading engineers,... making important contributions to the country's post-war reconstruction and socio-economic development during the renovation period.

Since the implementation of the renovation (1986) until now, Vietnam's international educational cooperation has been continuously expanded and developed in depth. Many joint training, research, and academic exchange programs have been established with developed countries such as the US, Japan, Korea, Australia, and multilateral organizations such as AUN, Erasmus+, Fulbright... In addition, the Vietnamese Government has implemented many important scholarship programs to train high-quality human resources to serve the country's development, such as: Project 322 (2000 - 2005), Project 911 (2010 - 2020), VEF (Vietnam Education Foundation) Scholarship Program sponsored by the US for the period 2003 - 2016, along with many scholarship programs according to the annual state budget, and so on.

In the new era of development, Vietnam needs to further promote the spirit of integration to build universities according to international standards, form an international research ecosystem, and connect Vietnamese intellectuals globally(13) to improve the quality and reputation of higher education.

Vietnam can refer to the American research university model - where training, research, and community service are combined, notably Stanford University and the Massachusetts Institute of Technology (MIT)(14). These schools focus on creativity, renovation, and links with businesses, contributing to the formation of global startup centers. Finland's experience with the autonomous university model with the participation of society and businesses, also shows the importance of building a modern governance system in universities(15).

Thirdly, developing a diverse, flexible, and effective education system.

Implement a model that combines formal and non-formal training, education that is aligned with lifelong learning goals, and flexible labour market needs. Empowerment of localities and educational institutions is needed.

Fourthly, developing the teaching staff - the pillar of all educational reforms.

Right from the early days of the country's independence, President Ho Chi Minh paid great attention to the role of education and training in people's learning. In his letter to students on the first school opening day of the Democratic Republic of Vietnam (September 1945), he wrote: "Whether Vietnam's mountains and rivers become beautiful or not, whether the Vietnamese people can step up to the stage of glory to stand on par with the great powers of the five continents or not, depends largely on your studies"(16).

To develop national education, the Party and President Ho Chi Minh paid special attention to the teaching staff. After 1945, thousands of teachers volunteered to go to mountainous, remote, and isolated areas to open literacy classes, contributing to a sharp increase in literacy rates in just one decade. Today, in the digital age, teachers need to be equipped with digital thinking, creativity, and adaptability to change, instead of just imparting one-way knowledge. Along with that is the need for a generation of professional education managers with strategic thinking and comprehensive understanding to lead the country's educational renovation. It is necessary to develop the teaching staff - the pillar of all educational reform and modernization.

In the new context, instead of just imparting knowledge in one direction as before, teachers need to be equipped with digital thinking, creativity, and adaptability to change. Along with that is the need for a generation of professional education managers with strategic vision and comprehensive understanding to promote renovation in education.

Domestic and international practical experience clearly shows that it is necessary to focus on training, regular training, improving the quality, character, and capacity of the teaching staff. At the same time, implementing remuneration policies and career development in accordance with the new requirements of the education career.

3. Conclusion

Vietnamese education is entering a period of strong transformation in a new era of development. However, renovation does not mean breaking with the past. From the history of Vietnamese education, we can also find experiences for today's educational reform and development. From the formation of the school system during the French colonial period, each stage has left its mark and experience which, if seriously studied and properly applied, will provide useful suggestions for the cause of industrialization, modernization, and international integration of the country's education.

It is the open academic spirit, effective organizational model and humanistic - national - creative philosophy that will help Vietnamese education both preserve traditional values and adapt to the changes of the times. This is the inevitable path to building a sustainable education system, deeply integrating internationally and opening up human potential in the 21st century.

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Received: May 11, 2025; Reviewed: June 20, 2025; Approved for publication: July 14, 2025.

Author email: khanhnv@vnu.edu.vn

(1) Brocheux, Pièrre - Hémery, Daniel: Indochina, an ambiguous colony in the period 1858-1954, The Gioi Publishing House, Hanoi, 2022, p.145-147.

(2) Read: Trinh Van Thao: French schools in Indochina, Tri Thuc Publishing House, Hanoi; Phan Trong Bau: Vietnamese education in modern times, 2nd edition, Social Sciences Publishing House, Hanoi, 2019, p. 236-237.

(3) Tran Thi Phuong Hoa: Vocational schools in Vietnam during the French colonial period 1898 - 1945, The Gioi Publishing House, Hanoi, 2020, p.302, 305.

(4) Ministry of National Education of the Republic of Vietnam: National Education Law, Saigon Learning Resource Center Publishing House, 1969, p.3-5.

(5) Previously, in the Education Law of the Republic of Vietnam (1967), Article 2 stated three principles of education: Nation, Science, Humanity. See Hoang Thi Hong Nga: University education in South Vietnam under the Saigon government (1954 - 1975), Social Sciences Publishing House, Hanoi, 2023, p.17.

(6) You can refer to Nguyen Q. Thang: Vietnamese examinations and education, Culture - Information Publishing House, Hanoi, 1993, p.137-258.

(7), (8) Hoang Thi Hong Nga: University education in South Vietnam under the Saigon government (1954 - 1975), ibid, p.101-104, p.178-180.

(9) Ho Chi Minh: Complete Works, vol. 4, National Political Publishing House, Hanoi, 2011, p. 40.

(10) Vu Dinh Hoe: "National Cultural Congress 1946", Cuu Quoc newspaper, 1946.

(11) Dinh Quang Hai: History of education in Northern Vietnam from 1945 to 1975, Social Sciences Publishing House, Hanoi, 2020, p.37.

(12) Ho Chi Minh: Complete Works, vol. 6, op. cit., p. 208.

(13) Nguyen An Ha (editor): Vietnamese intellectual community and team in some Eastern European countries in the early 21st century, Social Sciences Publishing House, Hanoi, 2011, p.37-39.

(14) Clark, Burton R.: Creating Entrepreneurial Universities: Organizational Pathways of Transformation, Pergamon Press, 1998, p.152-155.

(15) Välimaa, Jussi - Hoffman, David: Knowledge Society Discourse and Higher Education, Sense Publishers, 2008, p.210-212.

(16) Ho Chi Minh: Complete Works, vol. 4, ibid., p. 35.

(17) Goh, Chor Boon - Gopinathan, Saravanan: The Development of Education in Singapore since 1965, NUS Press, 2008, p.89-91.