DECISION

Approving the Education Development Strategy through 2030,
 with a vision toward 2045

THE PRIME MINISTER

Pursuant to the Law on Organization of the Government dated June 19, 2015; the Law Amending and Supplementing a Number of Articles of the Law on Organization of the Government and the Law on Organization of Local Administration dated November 22, 2019;

Pursuant to the Education Law dated June 14, 2019;

Pursuant to the Higher Education Law dated June 18, 2012; the Law Amending and Supplementing a Number of Articles of the Higher Education Law dated November 19, 2018;

Pursuant to Resolution No. 29-NQ/TW dated November 4, 2013, of the 8^th Plenum of the XI^th Party Central Committee on fundamental and comprehensive renovation of education and training to meet the requirements of industrialization and modernization in the context of a socialist-oriented market economy and international integration;

Pursuant to the Conclusion No. 91-KL/TW dated August 12, 2024, of the Politburo on continuing the implementation of Resolution No. 29-NQ/TW dated November 4, 2013, of the 8^th Plenum of the XI^th Party Central Committee on fundamental and comprehensive renovation of education and training to meet the requirements of industrialization and modernization in the context of a socialist-oriented market economy and international integration;

Pursuant to the Ten-Year Socio-Economic Development Strategy for the 2021–2030 period;

At the proposal of the Minister of Education and Training,

DECIDES:

Article 1. To approve the Education Development Strategy through 2030, with a vision toward 2045 (hereinafter referred to as the Strategy), with the following contents:

I. VIEWPOINTS

To continue thoroughly grasping and strictly adhering to the Party’s and the State’s viewpoints and directions on education development in the spirit of Resolution No. 29-NQ/TW dated November 4, 2013, of the 8th Plenum of the XIth Party Central Committee on fundamental and comprehensive renovation of education and training to meet the requirements of industrialization and modernization in the context of a socialist-oriented market economy and international integration; the Resolution of the XIIIth National Party Congress; the 2021–2030 Ten-year Socio-Economic Development Strategy; and Conclusion No. 91-KL/TW dated August 12, 2024, of the Politburo  on continuing the implementation of Resolution No. 29-NQ/TW dated November 4, 2013, of the 8th Plenum of the XIth Party Central Committee on fundamental and comprehensive renovation of education and training to meet the requirements of industrialization and modernization in the context of a socialist-oriented market economy and international integration. In particular, the following guiding viewpoints shall be emphasized:

1. To regard education and training development as the foremost national policy and a key driving force for national development; to consider investment in education and training as investment for development that must be prioritized in socio-economic development programs and plans. The State shall prioritize investment and mobilize other resources to create conditions for the whole society to participate in and contribute to education development.

2. To continue strongly promoting fundamental and comprehensive renovation of education and training; to further shift the educational process from primarily equipping learners with knowledge to comprehensively developing their competencies and qualities, especially their capacity for renewal and creativity; and to effectively implement the principle of pairing study with practice, linking theories to realities, and combining school-based education with family- and society-based education.

3. To ensure that education and training serve human beings and their well-being; to maximize human potential by placing human beings at the center as the subjects, goals, driving force and resources of development; and to create a foundation for realizing the goals of the prosperous people, a strong nation, democracy, fairness, civilization, and a prosperous and happy nation.

4. To promote the building of a learning society, creating conditions for all citizens to learn regularly and throughout their lifetime; and to develop education in a manner that ensures balance in quantity and quality, and rationality in the structure of levels and disciplines.

5. To take the initiative in international integration and in absorbing and applying advanced scientific and technological achievements worldwide, particularly those of the Fourth Industrial Revolution, digital technology and artificial intelligence, in order to modernize education.

II. OBJECTIVES OF EDUCATION DEVELOPMENT THROUGH 2030 AND VISION TOWARD 2045

1. Overall objective

To develop a modern Vietnamese education system that inherits and promotes the nation’s fine traditions, acquires the achievements of human civilization, and comprehensively develops Vietnamese people; to meet the requirements of socio-economic development in the new era; and to proactively participate in and adapt to the Fourth Industrial Revolution and the latest advances in science and technology; and to attach importance to moral and character education and maximize each individual’s potential and creativity, thereby laying the foundation for realizing the goals of the prosperous people, a strong nation, democracy, fairness, civilization, and a prosperous and happy nation. To develop an open education system that ensures equity and equality in access to education, serves lifelong learning, and advances toward standardization, modernization, democratization, socialization and international integration. To strive for Vietnamese education to reach an advanced level within the Asian region by 2030 and to attain an advanced level of the world by 2045.

2. Specific objectives through 2030

a) Early childhood education

To continue maintaining, consolidating and improving the quality of the universalization of early childhood education for five-year-old children; to strive to complete the universalization of early childhood education for kindergarten children. The enrollment rate shall reach 38% of children of nursery age and 97% of children of kindergarten age.

To strive for 99.5% of children in early childhood education institutions attending school for two sessions per day. The quality of nurturing, care and education shall be improved to ensure that children develop comprehensively in physical, emotional, intellectual and aesthetic aspects, form the initial elements of personality, and be prepared for grade 1.

100% of early childhood teachers shall meet the qualification standards prescribed by the Education Law.

To strive for people-founded and private early childhood education institutions to account for 30%, and for the proportion of children enrolled in people-founded and private early childhood education institutions to reach 35%.

To strive for 100% of classrooms to be permanent (solid) classrooms, and for over 65% of early childhood education institutions to meet national standards.

b) General education

To firmly maintain the outcomes of the universalization of primary and lower secondary education; to strive for 75% of centrally run provinces and cities to meet level-3 primary education universalization standards; 40% of centrally run provinces and cities to meet level-3 lower secondary education universalization standards; and 60% of centrally run provinces and cities to meet level-2 lower secondary education universalization standards.

The rate of students attending school at the appropriate age shall reach 99.5% at the primary level and 97% at the lower secondary level; the completion rate shall reach 99.7% for primary education, 99% for lower secondary education, and 95% for upper secondary education; the transition rate from primary to lower secondary education shall reach 99.5%, and from lower secondary to upper secondary education and other training levels shall reach 95%; and 100% of primary school students shall attend two sessions per day.

100% of general education teachers shall meet the qualification standards prescribed by the Education Law.

To strive for the proportion of private general education institutions to reach 5% and the proportion of students enrolled in private general education institutions to reach 5.5%.

To strive for 100% of classrooms at the primary, lower secondary, and upper secondary levels to be permanent (solid) classrooms; and for 70% of primary schools, 75% of lower secondary schools, and 55% of upper secondary schools to meet national standards.

c) Higher education

To ensure that the number of university students reaches at least 260 per ten thousand population; the enrollment rate of university students aged 18–22 reaches at least 33%; the proportion of international students enrolled in higher education programs in Viet Nam reaches 1.5%; and at least 40% of lecturers hold doctoral degrees.

To restructure qualification levels and training disciplines in line with the requirements of a knowledge-based economy and deep integration into the global economy; and to strive for the share of training programs in science, technology, engineering and mathematics (STEM) to reach 35%.

To expand development space and enhance the capacity of higher education institutions, ensuring that 100% of higher education institutions meet required standards.

To strive for 100% of training institutions to meet quality standards under appropriate accreditation cycles.

The average number of scientific publications and scientific and technological application works shall reach 0.6 per full-time lecturer per year.

At least five higher education institutions shall be ranked among the world’s top 500 universities, and five higher education institutions shall be among the top 200 universities in Asia; Viet Nam shall be among the four countries with the best higher education systems in Southeast Asia and among the ten countries with the best higher education systems in Asia.

d) Continuing education

To strive for the literacy rate at level 1 among people aged 15 to 60 to reach 99.15%, and for the literacy rate at level 1 among people aged 15 to 60 in extremely difficult areas and ethnic minority areas to reach 98.85%. The rate of provinces meeting level-2 illiteracy eradication standards shall reach 90%.

To implement the learning city model nationwide; to ensure that at least 50% of districts, towns, provincial cities, and centrally run cities are recognized as learning districts or learning cities, and that 35% of centrally run provinces and cities are recognized as learning provinces or learning cities. To strive for 10 administrative units to join UNESCO’s Global Network of Learning Cities by 2030.

III. TASKS AND SOLUTIONS

1. Improving institutions

To review and improve the legal system, mechanisms and policies on education, training and related fields in a scientific, modern, coherent and interconnected manner, consistent with the process of international integration and Viet Nam’s practical conditions, thereby creating a complete legal framework for education and training development. Specifically:

To develop the Law on Teachers; to study and propose the development of the Law on Lifelong Learning; to review and propose amendments and supplements to the Education Law, the Higher Education Law, and the Law on National Defense and Security Education.

To improve mechanisms and policies on investment in education and training in the direction that the State plays the leading role while promoting the socialization of education and effectively mobilizing the participation of the whole society in the cause of education and training; to ensure consistency among relevant legal documents, especially in relation to investment, finance, public assets, state budget, and the recruitment, use and management of public employees in public education institutions; to review and complete preferential policies on land, credit and taxation applicable to all education institutions; and to create momentum to promote cooperation and ensure equal competition within the network of public and private education institutions, encouraging the private sector to invest in education development.

To promulgate a new early childhood education curriculum with advanced content and methods appropriate to practical conditions; to improve the quality of implementing the new general education curriculum; to attach importance to developing continuing education programs aimed at improving the quality of education to meet learners’ needs, fostering learners’ self-study capacity and creativity; and to develop and promulgate training program standards for academic disciplines and discipline clusters in conformity with international standards and practices and consistent with the Viet Nam Qualifications Framework and the Quality Assurance Framework for Higher Education and Teacher Training Colleges.

To continue improving regulations on articulation between educational levels and training qualifications, facilitating learners in upgrading their qualifications and changing their occupations; and to complete the Viet Nam Qualifications Framework and the structural framework of the national education system to increase articulation and international compatibility.

To improve regulations on university autonomy in conformity with global trends. To improve regulations related to science and technology and innovation in higher education institutions in a manner that facilitates implementation, removes bottlenecks and barriers, and takes into account the particular characteristics of delay and risk in scientific research and innovation; to improve preferential mechanisms and policies that encourage the commercialization of scientific research outcomes and promote research and development cooperation between higher education institutions and enterprises. To study and develop a legal framework for the application of artificial intelligence in the field of education and training.

To develop breakthrough mechanisms and policies for attracting and employing foreign experts, scientists, and overseas Vietnamese to teach, conduct research, and work at Vietnamese higher education institutions; and to strengthen the attraction of international students to study in Viet Nam.

To continue reforming and improving mechanisms and policies on salaries, recruitment, utilization, management, treatment, attraction and preferential treatment for teachers and education administrators. To study and develop timely incentive policies for teachers and education administrators working in mountainous areas, areas with extremely difficult socio-economic conditions, coastal sandy areas, coastal and island areas,  particularly for women and ethnic minority teachers and administrators; and to develop preferential policies for teachers working in specialized education institutions.

2. Reforming education management and school governance

To continue reforming state management of education; to reform the management apparatus toward improving management effectiveness and efficiency, ensuring system-wide coherence, synchronization and articulation in state management from the central to local levels and education institutions, and within the national education system from early childhood education, general education and continuing education to vocational education and higher education; and to implement administrative procedures through online public services. To complete the organizational structure, functions and tasks of education management agencies at all levels; to strengthen enforcement capacity; to promote decentralization and delegation of authority; and to enhance the role of state management agencies in education and training in deciding on staffing, organizational structure, policies for teachers, and allocation of the state budget for the education sector.

To continue reforming governance mechanisms of education institutions in a scientific and modern manner consistent with the process of international integration and practical conditions of Vietnam; to increase autonomy and self-responsibility in association with strengthening accountability and promoting democracy in education institutions; to ensure the participation of learners, families and society in the supervision of education institutions; and to promote digital transformation and the application of artificial intelligence in education management and school governance. To build a healthy cultural and educational environment that meets the needs of families and society. To continue promoting university autonomy and reforming governance of higher education institutions in a modern direction consistent with global trends. To implement the practice of the Party committee secretary concurrently serving as chairperson of the governing council or university council for public higher education institutions; and at the same time to clarify the functions, tasks and relationship between the chairperson of the governing council and the rector so as to formulate regulations suitable to practical conditions, taking into account the particular characteristics of institutions under the Ministry of Public Security and the Ministry of National Defense. To conduct a comprehensive assessment of the implementation of the policy on reorganizing and merging continuing education centers and vocational education–continuing education centers nationwide so as to take appropriate solutions that facilitate the management and development of this system in the coming period.

To strengthen the quality of planning work; to organize forecasting and regularly provide information on education development and societal human resource needs to sectors, levels and education institutions to regulate the scale, discipline structure and training levels in accordance with labor market demands.

To strengthen and improve the quality, effectiveness and efficiency of inspection, examination and supervision in education; to fully and properly exercise the tasks and powers related to inspection and examination by ministries, ministerial-level agencies, local administrations, state management agencies in education, and education institutions, ensuring democracy, publicity and transparency. To enhance the capacity of the education inspectorate so as to contribute to improving the quality of inspection, examination and supervision of organizations and individuals operating in the field of education and training.

3. Ensuring equity in access to education

To ensure fairness and equality in opportunities to access quality education that meets the learning needs of the people, particularly in ethnic minority and mountainous areas, areas with extremely difficult socio-economic conditions, coastal sandy areas, coastal and island areas, densely populated urban areas, industrial parks and export-processing zones, and for such groups as orphans, helpless orphans, persons with disabilities, people from poor and near-poor households, women and girls, and other vulnerable groups. To strengthen the teaching of ethnic minority languages and scripts, preserve and promote the linguistic and cultural values of ethnic minority communities, and enhance Vietnamese language preparation for ethnic minority children on the basis of their mother tongue.

To develop policies supporting children under 36 months of age to attend nursery schools, particularly in areas with extremely difficult socio-economic conditions, industrial parks, export-processing zones and densely populated urban areas. To improve the effectiveness of illiteracy eradication and move toward eradicating functional illiteracy.

To continue completing policies that support learners who are social policy beneficiaries, ethnic minority people in areas with extremely difficult socio-economic conditions, orphans, helpless orphans, persons with disabilities, and people from poor and near-poor households; policies on education credit, scholarships and social allowances for learners; policies on tuition exemption and reduction and on financial support for tuition fees and living expenses to ensure equitable learning opportunities for all; and policies applicable to students admitted under the nomination-based enrollment scheme, students of pre-university schools, and learners from ethnic minority groups with very small populations.

To ensure the right of persons with disabilities to access quality education. To continue effectively implementing the three modes of education for persons with disabilities, namely inclusive, semi-inclusive and special education, with particular attention given to inclusive education.

To consolidate and develop boarding and semi-boarding general schools for ethnic minority students and the system of pre-university schools in order to maintain the achievements of education universalization and to create a source of high-quality human resources for ethnic minority and mountainous areas and areas with extremely difficult socio-economic conditions.

4. Developing the network of education institutions to meet the people's learning needs

To develop the education system in the direction of openness; to diversify and make flexible training models, educational programs, learning modalities, technological applications and digital transformation in education so as to meet the needs of all learners, promote lifelong learning, and build a learning society. To strengthen articulation between general education, vocational education and higher education.

To continue reviewing and reorganizing the network of early childhood and general education institutions in accordance with the needs and practical conditions of each locality and specific area, ensuring a sufficient number of schools, classrooms and teaching equipment to meet the requirements of universalizing early childhood education for kindergarten children, primary education and lower secondary education, and moving toward the implementation of nine-year compulsory education. To encourage the development of private education institutions in areas with favorable socio-economic conditions. To study and develop new models such as digital schools, smart schools, happy schools, high-quality schools and autonomous public schools, etc.

To review and reorganize the network of continuing education institutions toward an open, flexible and effective education system that meets the lifelong learning needs of all citizens and contributes to building a learning society.

To effectively implement the planning of the network of higher education and teacher training institutions for the 2021–2030 period, with a vision toward 2050, so as to better meet the people’s demand for higher education and the requirements for a highly qualified human resource capable of applying science, technology and innovation. To bring into full play the strengths of higher education institutions under the Ministry of National Defense and the Ministry of Public Security in appropriately providing civilian training in dual-use disciplines in order to effectively leverage resources and meet the socio-economic development requirements of the country.

To effectively implement the Planning of the System of Specialized Education Institutions for Persons with Disabilities and the System of Inclusive Education Support Centers for the 2021–2030 period, with a vision toward 2050, ensuring adequate capacity and scale to meet the needs of persons with disabilities in accessing and benefiting from quality educational services.

To review and give priority to allocating sufficient land for the construction of early childhood education institutions, general education institutions, vocational education institutions and higher education institutions; and to develop infrastructure serving the expansion of development space and the implementation of plans for relocating higher education institutions from inner-city areas to peripheral areas of major cities.

5. Reforming curricula, teaching methods, and the assessment and evaluation of educational quality

To reform the early childhood education curriculum to ensure coherence in content and methods, align with advanced curriculum development trends, suit practical conditions, and articulate with general education reforms; to strengthen the management of curriculum implementation in people-founded and private early childhood education institutions; to enhance professional support for independent nursery groups, kindergarten classes and early childhood classes; and to prepare sufficient conditions in terms of teaching staff, facilities, teaching aids, toys, learning materials and equipment for the implementation of the new early childhood education curriculum.

To effectively implement the general education curriculum with a view to comprehensively developing each learner’s qualities and competencies; to strengthen integrated Science, Technology, Engineering and Mathematics (STEM) education and scientific research activities in general schools; to enhance learners’ self-study capacity and their awareness of lifelong learning; and to develop their ability to make career choices appropriate to their capacities, interests and personal circumstances.

To effectively implement career education and student-streaming orientation; to encourage vocational education institutions and enterprises to participate in developing curricula, learning materials and in assessing career education outcomes at general schools and continuing education centers. To strengthen the integration of entrepreneurship education into subjects and educational activities. To study and develop a skills framework for fostering and promoting the entrepreneurial spirit and startup mindset among general school students.

To reform illiteracy eradication programs and lower and upper secondary continuing education programs in conformity with the general education curriculum.

To strengthen investment resources to improve the quality of higher education, thereby creating strong improvements in training quality, scientific research, technology transfer and innovation to meet human resource needs; to place emphasis on training human resources in disciplines that meet the requirements of developing a knowledge-based economy, a digital economy, a green economy and a circular economy, particularly in fundamental sciences, engineering, technology, and emerging fields such as artificial intelligence, data science and semiconductors, etc. To reform management, curricula and training methods in the direction of international integration.

To review, assess and update training programs in the direction of encouraging the integration of content on entrepreneurial spirit and startup mindset into training programs in a manner consistent with practical conditions and responsive to the needs of enterprises. To reform and improve the quality of political and ideological education, national defense and security education, and to build firm political will, awareness and responsibility among students regarding the tasks of national construction and defense. To study the reform of the content, methods and forms of organizing activities on revolutionary ideals, ethics, lifestyle, legal education and life skills; career education activities, the provision of professional knowledge and skills, and startup and innovation skills for students. To strengthen physical education and sports activities; to build safe schools; and to protect and care for the physical and mental health of children and students in a comprehensive manner. To develop criteria and required standards for assessing the activeness and proactiveness of students in participating in activities.

To reform learner assessment in the direction of developing qualities and competencies; to foster a harmonious and happy learning environment that reduces academic pressure and maximize learners’ potential; and to encourage learning driven by passion and interest. To complete assessment methods, approach international good practices, effectively apply information technology, and strengthen the analysis of assessment results to serve teaching and educational management. To promote quality assurance and accreditation of education institutions and accreditation of higher education programs. To effectively implement nationwide large-scale assessments to periodically provide objective and reliable information on the quality of general education, serving as a basis for proposing policies and solutions to innovate teaching and learning activities in accordance with the requirements of implementing the 2018 General Education Curriculum, improving the quality of general education and promoting international integration. To encourage organizations, individuals and employers to participate in developing, adjusting, implementing training programs and assessing learners’ competencies.

To improve the quality of foreign language teaching and learning at all educational levels and training qualifications; to gradually make English a second language in schools; to prioritize investment in English training and retraining for teacher training institutions and teacher-training disciplines; to ensure that higher education programs implement foreign language teaching and learning according to output standards meeting labor market requirements; to encourage teaching certain subjects in foreign languages in general education and teaching certain higher education disciplines in foreign languages; to ensure that the contingent of foreign language teachers is sufficient in quantity and quality; and to promote technology application and international cooperation in foreign language teaching and learning. To develop and implement the National Foreign Language Project in the new period.

To develop and implement procedures for the early identification, nurturing and orientation of aptitudes and talents among students, particularly in STEM subjects and disciplines; and to prioritize the selection and granting of scholarships for outstanding individuals to study abroad under state-budget-funded scholarship programs consistent with national human resource development orientations.

To study the application of artificial intelligence in innovating educational content, teaching methods, assessment and evaluation of educational quality.

6. Developing the teaching workforce and education administrators

To build a contingent of teachers, education administrators and education sector staff that is adequate in number, assured in quality, and rational and coherent in structure, and that meets professional standards.

To develop the teacher-training system within the network of higher education institutions and to establish a number of key teacher-training universities. To conduct training in line with demand so as to ensure sufficient structure, quantity and quality of teachers for early childhood education, general education and continuing education to meet the requirements of educational reform; to reform teacher-training models and methods, linking training in teacher-training institutions with practical activities in schools; to conduct teacher training under an order-placement mechanism; to reorganize, assign and effectively utilize the existing teaching workforce; and to reform teacher recruitment and utilization mechanisms so as to ensure that early childhood education institutions, general education institutions and continuing education institutions are staffed with the sufficient number of teachers as prescribed by the Ministry of Education and Training, thereby ensuring the effective implementation of the new early childhood education curriculum, the 2018 general education curriculum and continuing education programs.

To continue implementing the doctoral training program for university lecturers and to apply the order-placement mechanism and task assignment with output-based contracting to reputable higher education institutions that provide doctoral training.

To reform the content, methods and modalities of training and professional development for teachers, education administrators and education sector staff in the direction of enhancing professional competence and ethics. To increase the number of lecturers sent abroad for doctoral training; and to adopt policies to attract domestic and foreign scientists and individuals holding doctoral degrees to work as lecturers at higher education institutions.

To reform and improve mechanisms and policies on recruitment, utilization, management, remuneration and preferential treatment for talented individuals, ensuring the necessary material and spiritual conditions for teachers, education administrators and education sector staff to effectively perform their roles and duties, to work with confidence and dedication, and to attract competent persons to the education sector and create motivation for the development of the teaching workforce, education administrators and education sector staff; and to study, develop and strengthen high-quality human resources in education and training at all educational levels in association with improving mechanisms and policies for workforce development. To adopt incentive and preferential policies for teachers, education administrators and education sector staff working in mountainous areas, areas with extremely difficult socio-economic conditions, coastal sandy areas, coastal and island areas, particularly female teachers and administrators, ethnic minority teachers and those working in specialized education institutions. To implement the policy that teachers’ salaries are given the highest priority within the system of salary scales in the public administrative and service sector, together with additional allowances based on job characteristics and geographic areas.

7. Ensuring financial resources and physical facilities for education development

To allocate state budget expenditure for education and training at a minimum level of 20% of total state budget expenditure as prescribed, and to effectively manage and use financial resources for education and training development. To promptly adjust and increase state budget expenditure on education and training in line with economic growth. The state budget shall ensure funding for compulsory education, universal education, tuition exemption for five-year-old children in preschool education, illiteracy eradication, student streaming in general education, key tasks, target programs and priority disciplines; and shall give investment priority to ethnic minority and mountainous areas and areas with extremely difficult socio-economic conditions.

To study resource allocation mechanisms that shift from average per-capita funding to a mechanism whereby the State places orders, assigns tasks, or conducts bidding for the provision of education services based on output results. To implement order-placement or bidding mechanisms on the basis of economic-technical norms and quality standards applicable to certain types of training services. To move toward ensuring equality in learners’ entitlement to State support between public and private schools. To promote socialization and encourage community and societal participation in education development, particularly investment in the development of private education institutions that meet social needs, especially high-quality and non-profit private institutions.

To strengthen the mobilization and attraction of domestic and foreign resources for education development. To encourage the establishment of scholarship funds and funds for learning promotion and talent promotion to support poor students with good academic performance. To develop forms of joint ventures and partnerships with domestic and foreign partners to improve training quality and promote scientific research and the transfer of research outcomes.

To formulate and implement programs to enhance physical facilities for early childhood and general education to ensure the minimum conditions for implementing curricula. At the same time, to integrate the objectives of strengthening school facilities into national target programs. To continue investing in the construction of early childhood and general education institutions that meet national standards.

To mobilize diverse investment capital sources from the state budget, official development assistance, concessional loans, non-refundable aid, investment and sponsorship from organizations and individuals, and other lawful financial sources; and to allocate and effectively use public investment resources in order to increase the attraction of social resources for investing in the development of education institutions. To strengthen investment resources for higher education development commensurate with the position and role of higher education, particularly for the training of high-quality human resources and for priority and high-technology disciplines.

To develop breakthrough mechanisms and policies and prioritize the allocation of investment resources for the development of national universities, regional universities, internationally established excellent universities, key higher education institutions, and leading teacher-training universities so that they meet the standards of advanced countries and possess sufficient capacity and conditions to serve as core institutions in training and scientific research. To formulate and implement a public investment program for modernizing higher education in conformity with the master plan on the network of higher education institutions, teacher-training institutions and vocational education institutions for the 2021–2030 period, with a vision toward 2050, so as to create breakthroughs in the development of high-quality human resources; and to ensure sufficient resources for implementing the master plan and schemes on training of high-quality human resources serving the development of important economic sectors and high-technology fields as approved by the Prime Minister.

8. Promoting technology application and strengthening digital transformation in education

To implement the National Strategy on research, development and application of artificial intelligence to 2030 in the field of education and training. To accelerate the process of digital transformation and the application of artificial intelligence in education governance and management; to improve the education sector’s management information system and database in a coherent and unified manner, ensuring data connectivity among education institutions and across all levels of education administration, and linking education-sector data with national databases; and to ensure that all education institutions implement teaching and school administration on digital platforms in a practical and effective manner, thereby creating a digital transformation ecosystem within education institutions.

To develop and utilize open educational resources that provide lifelong learning opportunities for the people. To develop a shared digital learning resource repository for the entire education sector. To promote online training in accordance with international standards. To encourage the development and use of big data and the application of artificial intelligence in education and training. To study, pilot and implement new school models such as digital schools and smart schools; and to vigorously implement the digital higher education model in order to develop and improve the quality of human resources to meet the requirements of digital transformation.

To develop a digital higher education network on the basis of digital transformation and the application of digital technologies in the organization and operation of each institution and of the entire higher education system; to connect higher education institutions through online platforms for the sharing and effective use of resources and services in higher education; and to transform the operational model of certain universities or training units under higher education institutions into digital universities and digital training institutions. To increase the scale, improve the quality and enhance the effectiveness of digital higher education; and to establish networks of higher education institutions by priority disciplines and fields within the national digital higher education system.

To ensure conditions on human resources and digital infrastructure, including transmission lines, bandwidth, and data integration - sharing platforms, and to ensure information security, with priority support for education institutions in ethnic minority and mountainous areas and areas with extremely difficult socio-economic conditions; and to strengthen cooperation with enterprises, organizations and individuals in research collaboration, application deployment, and mobilization of investment resources for the development of information technology systems and digital transformation in the education sector.

9. Promoting scientific research and innovation in higher education institutions

To invest in enhancing the scientific research and innovation capacity of higher education institutions; to prioritize investment in the development of basic sciences, key sciences, new technologies, and applied research in fields in which Viet Nam has strengths; and to develop a number of higher education institutions into nuclei for promoting networks of centers of excellence and talent training in priority technologies of the Fourth Industrial Revolution. To strengthen scientific publication, encourage the publication and dissemination of scientific research works in reputable domestic and international journals, and ensure academic integrity. To improve the quality of scientific journals of higher education institutions so that they may be included in reputable regional and global citation systems.

To allocate the budget for science and technology career expenditure in proportion to the capacity and outcomes of science and technology activities of higher education institutions.

To improve the quality and effectiveness of scientific research and technology transfer, with a focus on strengthening the linkage between training and research, scientific development and innovation, particularly postgraduate training, and on generating intellectual property. To strengthen applied research and technology transfer serving socio-economic development. To promote innovation, entrepreneurship and cooperation between higher education institutions and enterprises; and to encourage the establishment of enterprises that apply and commercialize scientific research outcomes within higher education institutions. To foster an entrepreneurship and innovation culture from general to higher education; and to develop innovation networks and build an innovation and startup ecosystem within higher education institutions.

To develop research in educational science and educational management science; and to focus investment on enhancing the capacity and effectiveness of the national educational science research institution. To improve the quality of educational researchers and experts. To continue implementing the national-level research program on educational science and to promote educational scientific research in education and training institutions.

10. Strengthening international integration

To proactively expand bilateral and multilateral cooperation; to promote cooperation with ASEAN countries and countries possessing leading-quality education systems in the world. To step up the conclusion and effective implementation of agreements and treaties, prioritizing the fulfillment of international and regional commitments on education development goals, programs, projects and scholarship schemes under international agreements.

To strengthen international cooperation between Vietnamese education institutions and reputable foreign partners; to reference the Viet Nam Qualifications Framework against the national qualifications frameworks of other countries and regions; and to participate in mechanisms for international and regional recognition of degrees and credits. To participate in international educational quality assessment and ranking programs for general education, and in reputable international university ranking systems.

To strengthen the exchange of students and lecturers, share experience in education management, and cooperate in scientific research. To step up the attraction of international students to study in Viet Nam. To encourage Vietnamese higher education institutions to cooperate in training and research with high-quality international universities and research institutes so as to establish international research groups.

To continue training high-quality human resources overseas with state budget funding, particularly doctoral-level lecturers and experts in engineering, high technology and other priority fields for which Viet Nam has demand.

To promote cooperation and investment with foreign partners and to develop high-quality early childhood and general education institutions and universities in accordance with cooperation agreements signed between Viet Nam and foreign countries; and to attract reputable foreign higher education institutions to establish branch campuses in Viet Nam.

To strengthen the promotion of the Vietnamese language and culture abroad; and to improve the quality of Vietnamese language teaching for foreigners in Viet Nam.

IV. FUNDING FOR IMPLEMENTATION

1. Funding sources for the implementation of the Strategy shall include:

- State budget funds allocated within the budget estimates of ministries, ministerial-level agencies, central agencies and localities.

- Funds integrated into national target programs and other programs, plans and projects.

- Foreign concessional loans and official development assistance (ODA).

- Revenues from tuition fees; revenues from production, business and service activities; joint venture and partnership activities; and revenues from the lease of public assets in accordance with law.

- Funds mobilized from domestic and foreign organizations and individuals.

- Other financial sources as prescribed by law.

2. Ministries, sectors and localities shall prepare annual budget estimates for the implementation of the Strategy and manage and use funds in accordance with the law on the state budget.

V. ORGANIZATION OF IMPLEMENTATION

1. The Ministry of Education and Training

- To assume the prime responsibility for implementing the Education Development Strategy through 2030, with a vision toward 2045; and to coordinate with ministries, sectors, relevant agencies and localities in concretizing the Strategy into five-year and annual programs, plans, schemes, projects and tasks; and in formulating mechanisms, policies, programs, schemes and projects on education development according to its assigned competence, for submission to competent authorities for approval and organization of implementation.

- To guide, inspect, urge, supervise and evaluate the implementation of the Strategy. To assume the prime responsibility for coordinating with relevant agencies in conducting a 10-year review of the Strategy’s implementation and reporting to the Prime Minister.

- To assume the prime responsibility for, and coordinate with relevant ministries and sectors in, formulating articulation mechanisms between vocational education and other educational levels within the national education system; in implementing regulations of the Viet Nam Qualifications Framework for higher education qualifications; and in organizing the referencing of Viet Nam’s higher education qualifications in the Viet Nam Qualifications Framework to the ASEAN Qualifications Reference Framework (AQRF) and other national qualifications frameworks.

2. The Ministry of Labor, Invalids and Social Affairs

- To assume the prime responsibility for implementing the Vocational Education Development Strategy for the 2021–2030 period, with a vision toward 2045.

- To coordinate with the Ministry of Education and Training and relevant ministries and sectors in formulating articulation mechanisms between vocational education, higher education and other educational levels within the national education system.

- To assume the prime responsibility for, and coordinate with the Ministry of Education and Training and relevant ministries and sectors in, formulating the National Occupational Skills Qualifications Framework in accordance with the law on employment, ensuring coherence and articulation with the Viet Nam Qualifications Framework and meeting the occupational skills requirements of the labor market; and to organize forecasting and provision of information on human resource demand.

3. The Ministry of Planning and Investment

To guide, consolidate and advise competent authorities on prioritizing the allocation of public investment capital from the state budget in medium-term and annual plans for ministries, central agencies and localities to implement programs, tasks and investment projects ensuring physical facilities and equipment for education and training in order to realize the objectives and solutions of the Strategy; and to consolidate and publicize investment expenditure data for education in medium-term and annual plans in accordance with the law on public investment, the state budget and other relevant legal regulations.

4. The Ministry of Finance

To assume the prime responsibility for, and coordinate with the Ministry of Planning and Investment, the Ministry of Education and Training and ministries, central agencies and localities in, prioritizing the allocation of state budget funds for education development to 2030, with a vision toward 2045, in accordance with the law on the state budget and relevant legal regulations; and to ensure that state budget expenditure for education and training accounts for at least 20% of total state budget expenditure as prescribed.

5. The Ministry of Science and Technology

- To assume the prime responsibility for, and coordinate with the Ministry of Education and Training and ministries, sectors and localities in, formulating mechanisms and policies to promote scientific and technological activities and innovation in higher education institutions; and to improve the quality of Vietnamese scientific journals so that they may be included in reputable regional and global citation systems.

- To assume the prime responsibility for, and coordinate with the Ministry of Finance in, proposing plans for allocating the science and technology career budget in proportion to the capacity and outcomes of scientific and technological activities of higher education institutions.

6. The Ministry of Home Affairs

- To assume the prime responsibility for, and coordinate with the Ministry of Education and Training in, reporting to the Party Central Committee on the prioritization of allocating and supplementing the education sector’s staffing levels in line with local needs based on the norms prescribed by the Ministry of Education and Training, thereby meeting education development requirements to 2030.

- To coordinate with the Ministry of Education and Training in formulating breakthrough mechanisms and policies to attract and employ foreign experts and scientists and overseas Vietnamese to teach, conduct research and work at Vietnamese education institutions.

7. The Ministry of Culture, Sports and Tourism

To assume the prime responsibility for, and coordinate with the Ministry of Education and Training and ministries, sectors and localities in, providing guidance and creating conditions for schools to use local sports facilities to serve physical education and school sports activities, thereby fostering and building comprehensively developed Vietnamese citizens in virtue, intellect, physical fitness and aesthetics.

8. The Ministry of Health

To assume the prime responsibility for, and coordinate with ministries and sectors in, consolidating and enhancing the capacity of the school health system, ensuring comprehensive health protection and care for children and students, thereby achieving clear improvements in the physical fitness and health of the new generation of Vietnamese.

9. The Ministry of Information and Communications

To direct press and media agencies to conduct communication on education; to increase the duration and quality of information and reporting on education and training; and to coordinate with the Ministry of Education and Training in formulating mechanisms and policies to promote digital transformation and ensure information security in the education sector, especially in education and training institutions.

10. The Committee for Ethnic Minority Affairs

To conduct communication and inspect and supervise the implementation of the Strategy in ethnic minority and mountainous areas; and to incorporate the Strategy into the National Target Program on Socio-Economic Development in Ethnic Minority and Mountainous Areas for the 2021 - 2030 period.

11. The Ho Chi Minh Communist Youth Union Central Committee, the Vietnam Association for Promoting Education, and relevant political–social and socio-professional organizations shall implement this Strategy in accordance with their assigned functions and tasks.

12. Ministries, ministerial-level agencies, government-attached agencies and other relevant agencies

To formulate programs and action plans for the implementation of the Strategy and to organize the implementation of the tasks and schemes assigned in the Appendix attached to the Strategy; at the same time, to allocate funding for the implementation of tasks, solutions and schemes in accordance with the provisions of law on state budget decentralization. To review, amend, supplement and promulgate within their competence, or advise competent authorities to amend, supplement or promulgate new regulations within their respective sectors to promote education development. To conduct communication, inspection and supervision of the implementation of programs, schemes and projects in the field of education and training.

13. People’s Committees of centrally run provinces and cities

Based on the Education Development Strategy through 2030, with a vision to 2045, the People’s Committees of centrally run provinces and cities shall formulate implementation plans. They shall concretize and implement the Strategy within their localities in conformity with local socio-economic development plans; strengthen planning work and allocate sufficient land for education and training development in accordance with regulations; allocate adequate funding for implementation in accordance with the provisions of law on state budget decentralization for education and training; and take responsibility for the results of implementing the strategy, planning, plans, programs, projects and schemes in the field of education within their localities.

Article 2. This Decision takes effect from the date of its signing for promulgation.

Article 3. Ministers, Heads of ministerial-level agencies, Heads of government-attached agencies, and Chairpersons of the People’s Committees of centrally run provinces and cities shall be responsible for the implementation of this Decision.

For the Prime Minister

The Deputy Prime Minister

LE THANH LONG

* All Appendices are not translated herein.