Gregorian Calendar New Year Holiday: 9-19 Jan 23: Mon - Thu: End-of-Semester Course Evaluation Period: 16-19 Jan 23: Mon - Thu: Make up classes/ Self-study: 20-27 Jan 23: Fri - Fri: Lunar New Year Holiday: 16 Jan: Mon: Spring 23 Class timetable release: 30 Jan: Mon: Spring 23 Class enrollment starts: 30 Jan - 17 Feb: Mon: Final Exam Data shown. The historical trend chart shows acceptance rates from the previous years, from which we have projected the acceptance rate for the 2022-2023 school year. The overall acceptance rate trend for King's College has been getting much higher in the past few years. Acceptance Rate By Year. 2016-2017: 70.9%; 2017-2018: 70.7%; 2018-2019: 77 C. The teacher realized that his students always made terrible mistakes. D. The teacher made his students not always make terrible mistakes. Xem đáp án » 30/10/2020 26,890. Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions. Dual degree programmes start this academic year Several universities in Ho Chi Minh City will launch dual-degree training programmes in the 2020-2021 academic year in an aim to offer more diverse choices for students. Students at Hong Bang International University. (Photo courtesy of the university) The academic year in Vietnam is over _______ the end _______ May. A. from / in. B. for / on. C. on / in. D. at / of. Hãy suy nghĩ và trả lời câu hỏi trước khi xem đáp án. Môn: Tiếng Anh Lớp 12. Chủ đề: Unit 4: School Education System. Bài: Vocabulary and Grammar Unit 4 lớp 12. Nearly 23 million students across Vietnam celebrated the official start of the 2022-23 school year on Monday morning. The new school year ceremony took place in a solemn and brief manner, with a focus on welcoming newcomers to schools, in line with directions from the Ministry of Education and Training. UhTen. Asian Development Bank ADB 2020 Vietnam technical and vocational education and training sector assessment. 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Established in 1946 and funded by the Congress, the Fulbright Program aims to advance mutual understanding through academic and cultural exchange and this year marks a special milestone of 30 years of Fulbright in Vietnam. The Fulbright Vietnamese Student Program is a competitive, merit-based scholarship program. Successful candidates will pursue a Master’s degree program that begins in the academic year 2024-2025. Competition is open to all applicants who meet the following minimum criteria hold Vietnamese citizenship and reside in Vietnam throughout the application and selection process dual citizenship not permitted; have at least two years of work experience after graduation by the time of their application; and have a valid minimum TOEFL iBT score of 79 or IELTS or PTE-Academic 58 or Duolingo 105. Diverse candidates are encouraged to apply. The Program supports Master’s degree programs in most fields of social sciences and humanities, including but not limited to American Studies, Communications, Education, Economics, Business, Law, International Relations, Journalism, Library Science, Public Administration, Social Work, Public Health, Public Policy, TESOL, Gender and Women Studies, etc. To participate in the competition, applicants must apply online at A complete online application package includes an application form, three letters of reference, diplomas and transcripts including notarized English translations, TOEFL/IELTS/PTE/Duolingo score reports, and a curriculum vitae. The deadline of application submission is 500 April 17, 2023 Vietnam time. Details can be found on the Fulbright web site at AbstractThis paper is motivated by the ongoing debate on university reform in Vietnam. In particular, there is a need to quantify the level of governmental support for public universities and examine whether or not such a support is adequate. To this end, the present paper estimates training costs per student in different disciplines within the Vietnamese public university education system in 2010. The various estimates of unit costs are based on the definitional approach which defines unit cost as the ratio of total costs over output. In measuring total costs, private costs incurred by university students apart from formal tuition fees are excluded. Further, the opportunity cost method employed emphasizes implicit costs such as imputed land rent. The total output is based on weighted student numbers. Unit costs are then estimated using a variety of primary from survey and secondary data sources. The results obtained suggest that the unit costs of public university education in Vietnam vary considerably between disciplines. The results also support the presence of economies of scale and scope in higher education and a negative relationship between unit costs and teaching quality proxies. The overall unit cost of public universities in Vietnam is very low in absolute terms when comparing with other countries. However, unit cost relative to GDP per capita in Vietnam is more comparable with those of neighboring countries. Nevertheless, the findings of the paper imply that more resources need to be allocated to the public university sector as part of an urgently needed university reform in Vietnam. Access options Buy single article Instant access to the full article PDF. 39,95 € Price includes VAT Ukraine Fig. 1Source MOET 2014aFig. 2Source MOET 2014aFig. 3Source MOET 2014aFig. 4Source OECD 2011, Chart p. 239Fig. 5 aFig. 6 NotesABC is a costing method that identifies all activities in an organization a university in this case and assigns the cost of each activity to all products and services students in this case according to the actual consumption by each are educational institutions and not businesses although in some limited ways universities run like a business. In a competitive market, profit-maximizing firms sell a private good to many buyers who are willing and able to pay for the product. University education is not a usual private good. It is a process of human capital accumulation analogous to physical capital investment. It has some properties of a public good, and it generates positive externalities. It is a service that students direct buyers do not decide for themselves, especially in the case of Vietnam. It is an intermediate good that the ultimate buyers are the consumers or the population. The relationship between teachers and students is not the same as that between sellers and buyers in a competitive market. Universities aim to achieve specific non-commercial targets, not profit maximization. Public universities cannot freely set their fees and select their student numbers. Universities, whether public or private, do not allocate students to different programs by students’ willingness and ability to pay alone. The government also often intervenes in the university sector in many visible assumption is essential to our empirical analysis of multidisciplinary universities. The assumption of cost ratio uniformity can be justified in the context of Vietnam’s public universities. The public university sector is tightly regulated by the Vietnamese government in terms of uniform staff/student ratio for each discipline, salaries, tuition fees, core subjects, etc. Further, public universities tend to employ highly similar combination of inputs in delivering their education has conducted universities survey in 2011 to collect financial information of 60 public universities between 2009 and 2011. Among 60 surveyed universities, 24 universities are managed by MOET, 20 universities are from other ministries, four universities are national universities, and the other 12 universities are managed by Provincial People’s Committees. 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Retrieved August 24, 2015, from World Bank Data referencesAuthor informationAuthors and AffiliationsCenter for Economic Development Studies, VNU University of Economics and Business, Vietnam National University, Hanoi, 144 Xuan Thuy Road, Cau Giay District, Hanoi, VietnamVu Thang PhamSchool of Taxation and Business Law, UNSW Sydney, Kensington, NSW, 2052, AustraliaBinh Tran-NamSchool of Business and Management, RMIT University Vietnam, Ho Chi Minh City, VietnamBinh Tran-NamAuthorsVu Thang PhamYou can also search for this author in PubMed Google ScholarBinh Tran-NamYou can also search for this author in PubMed Google ScholarCorresponding authorCorrespondence to Vu Thang informationPublisher's NoteSpringer Nature remains neutral with regard to jurisdictional claims in published maps and institutional paper is derived from a capacity building project commissioned by the Higher Education Project 2 HEP2 of Vietnam’s Ministry of Education and Training MOET. The authors are grateful to many individuals and organizations for their valuable assistance in making this project possible. The authors would also like to thank two anonymous reviewers whose valuable comments result in vast improvement of the paper. The views expressed in this article are those of the authors and do not necessarily reflect the views of any institutions with which they are Survey instrumentAppendix Survey instrument Questionnaires Note Data collected for this questionnaire are the statistical data for the whole university including in joint training activities in other locations managed by the university I. General information 1. Name of university…………………………………………………………………… ………………… 2. Governing organization/ministry…………………………………………………… ………… 3. Is the university willing to participate in a direct interview? $$ {\text{O}}\;{\text{ Yes}}\;\;\;\;\;\;{\text{ O}}\;{\text{ No}} $$ 4. Is the university willing to participate in the workshop for reporting survey results?$$ {\text{O}}\;{\text{ Yes}}\;\;\;\;\;\;{\text{ O}}\;{\text{ No}} $$ Please give information on university’s representatives who will participate in the workshop priority to two senior officers from the university Representative 1Representative 2Full name Position Mobile Email 5. The starting year of bachelor’s degree student enrollment…………………………. 6. The degree of financial autonomy of the university? $$ {\text{O Autonomy 1}}00\% \, \;\;\;\;\;\;{\text{O Partial autonomy}} $$ 7. Please list information on land use rights by the university excluding rent land at 31/12/2010 area m2Location district, provinceLocation 1 Location 2 Location 3 Location 4 … Total 8. Total area of university’s buildings by time period? o Building area before 1990……………………………………………………… ………………. m2 o Building area during 1991–2000……………………………………………… ……………… m2 o Building area after 2000……………………………………………………… …………………. m2 9. In 2010, number of computers for students? By Faculty of Information Technology if any and other faculties Before 20082008–2010Faculty of Information Technology if any Other faculties Total 10. How many additional computers for students should the university equip to ensure educational quality? How much to purchase these additional computers? Additional computersExpected expense mil. VNDFaculty of Information Technology if any Other faculties 11. Total number of book titles in the university library in 2010 is…………………. With the number of students as in 2010, how many additional book titles should the university purchase to increase educational quality?………………….. book titles. Estimated expense for purchasing these additional book titles is…………………. mil. VND 12. Do students have rights to use international and internal electronic database for studying? $$ {\text{O}}\;{\text{ Yes}}\;\;\;\;\;\;\;{\text{ O}}\;{\text{ No}} $$ If yes, the number of these database sources in 2010 is……………………….. Total expense for purchasing the license of these sources in 2010 is ………………….. mil. VND. 13. Number of articles published in scientific journals from full-time teachers and staff in the university in 2010 o National scientific journal ……………..………………………………………………… o International scientific journal.….….……………………………………………….. o Patents ….……….….…………………………………………………………… …………. According to the university, at least how many articles published in scientific journals do each full-time teacher write to increase the educational quality? o Prof./Ass. Prof.…………………………………………………………..articles/person/ year o Dr./Senior teacher………………………………………………………articles/person/ year o Other teachers…………………………………………………………….articles/person/ year 14. If the university receives additional 5% 10%, 15% of the state budget for formal undergraduate training expenditures in 2013, which areas will the university give priority to spending more on to improve the educational quality? Priorities are listed in descending order + 5%+ 10%+ 15%Priority 1 Priority 2 Priority 3 Priority 4 Priority 5 15. If the university receives less than 5% 10%, 15% of the state budget for formal undergraduate training expenditures in 2013, which areas will the university give priority to spending less? Priorities are listed in descending order + 5%+ 10%+ 15%Priority 1 Priority 2 Priority 3 Priority 4 Priority 5 16. How many first year students and classes were there in 2010? Differentiate by regular’ and high-quality’ programs, in which the latter means advanced/high quality/talented/taught in English or similar programsNote Fill all the available disciplines in 2010 17. Total equivalent teaching hours Note Use the conversion rates which are in use by the university 2nd semester2009–20101st semester2010–2011Permanent teachers Guest teachers II. FINANCIAL INFORMATION 18. Total revenue in 2010 dongs1State budget funding including National Targeted Program In which Funding on recurrent expenditure Funding on researches Funding on capital expenditure Funding for other state-assigned tasks survey, environment protection tasks, marine-islands protection tasks, etc. 2Tuition and fees 3Teaching support 4Revenue from other education services general education, entrance examination preparation, professional short courses, etc. 5Revenue from cooperation with foreigner programs 6Other revenues TOTAL REVENUE 19. Total expenditure in 2010 dongs1Recurrent expenditure from all sources mentioned in Question 177 In which expenditure including salaries, wages, allowances, remunerations to local people and expatriates, bonuses, welfares, contributions, other payment to people, extra-teaching payments, thesis introduction, administrative management, etc. to students expenditure public service payment, stationeries, communication, seminars, per diems, rents, repairs, etc. on large purchases and repairs of fixed assets such as automobile, equipment… if any from current expenditure funding expenditure on other education services if any general education, entrance examination preparation, professional short courses, etc. recurrent expenditure 2Capital expenditure 3Other expenditure Total expenditure 20. Depreciation of fixed assets calculated from 1/1/2010 to 31/12/2010 is………………… mil. VND. 21. In 2010, what percentage of current expenditure for regular undergraduate students did revenue from tuition and fees of these students meet for?………………. percent. 22. Total procurement of fixed assets excluding building construction during 2006–2010 mil. VND 23. Total expenditure for research activities by full-time teachers and staff in the university in 2010 o National……………………………………………………..mil. VND o International….…………………………………………..mil. VND 24. Estimated cost/revenue ratio of training services secondary education, college exam preparation, professional training, short training… in 2010 is……….. percent. 25. Does the university have building and internal roads over 50 years of age? $$ {\text{O}}\;{\text{ Yes}}\;\;\;\;\;\;\;{\text{ O}}\;{\text{ No}} $$ If yes, how much is estimated value of this construction?……………………….. mil. VND. 26. About information on students, teaching staff, facilities and building, the university is recommended to offer period statistical reports for DPF-MOET in the schooling year of 2009–2010 and 2010–2011 Tables 2, and 6. Please send this questionnaire via postal mail, fax or email address xxxxx The research team would like to thank you for your cooperation!Rights and permissionsAbout this articleCite this articlePham, Tran-Nam, B. Estimating unit cost of public university education in Vietnam. Educ Res Policy Prac 20, 279–305 2021. citationReceived 12 February 2019Accepted 03 September 2020Published 28 September 2020Issue Date October 2021DOI costUnit costEconomies of scaleEconomies of scopeUniversity reformVietnam Students of La Van Cau Elementary School in Dak Nong Province wave national flags in celebration of the school opening, September 5, 2022. Photo Tam An / Tuoi Tre Nearly 23 million students across Vietnam celebrated the official start of the 2022-23 school year on Monday morning. The new school year ceremony took place in a solemn and brief manner, with a focus on welcoming newcomers to schools, in line with directions from the Ministry of Education and Training. Due to the complicated developments of the COVID-19 pandemic last year, schools in the country did not hold opening ceremonies for the 2021-22 academic year. Prime Minister Pham Minh Chinh C arrives at the school opening ceremony at Doan Thi Diem Elementary School in Hanoi, September 5, 2022. Photo Nguyen Khanh / Tuoi Tre Prime Minister Pham Minh Chinh high-fives students before the school opening ceremony at Doan Thi Diem Elementary School in Hanoi, September 5, 2022. Photo Nguyen Khanh / Tuoi Tre In Ho Chi Minh City, chairwoman of the municipal People’s Council Nguyen Thi Le attended the opening ceremony at Le Hong Phong High School for the Gifted, one of the oldest schools in the city, while chairman of the People’s Committee Phan Van Mai joined the new school year celebration at Ly Nhon Elementary School in rural Can Gio District. Notably, Mai dedicated a part of his remarks to parents. “I come from Ben Tre Province, whose living conditions are similar to those in Can Gio,” the chairman said. Chairman of the People’s Committee of Ho Chi Minh City Phan Van Mai hands over financial support to underprivileged students at Ly Nhon Elementary School in rural Can Gio District during a school opening ceremony, September 5, 2022. Photo Ngoc Phuong / Tuoi Tre “I hope that the more difficult it is, the more parents will try to send their children to school. “I hope after sending your children into the first grade today, you will send them to college in the future. “Studying will help your children have a better future.” Chairman of the People’s Committee of Ho Chi Minh City Phan Van Mai hands over financial support to a representative of Ly Nhon Elementary School in rural Can Gio District during a school opening ceremony, September 5, 2022. Photo Ngoc Phuong / Tuoi Tre In Da Nang City, Monday morning’s ceremony was the first in-person school year opening celebration for many 12th graders after two years in high school due to COVID-19. Nguyen Tue Giang, a 12th grader of Phan Chu Trinh High School, said that she was so looking forward to this morning that she could not sleep last night. Many peers of Giang felt sad that the ceremony lasted just 30 minutes as they consider it a beautiful memory from their time in school. Two students pose for a selfie after the school opening ceremony at Phan Chu Trinh High School in Da Nang City, September 5, 2022. Photo Tan Luc / Tuoi Tre In the Central Highlands region, many children living in remote areas enjoyed Monday morning’s school opening ceremony despite their needy situation. Among them were 170 students aged six to eight of La Van Cau Elementary School, located more than 30 kilometers from the center of Dak R’Mang Commune in Dak Glong District of Dak Nong Province. Their journey to the school began in the early morning and included walking barefoot on steep, muddy roads. Students of La Van Cau Elementary School in Dak Nong Province wave national flags in celebration of the school opening, September 5, 2022. Photo Tam An / Tuoi Tre During the ceremony, Dinh Thi Hang, deputy head of the Dak Glong District education office, gifted 100 sets of new textbooks to them, who had neither new clothes nor books. In some distant areas in Lak and Krong Bong Districts of Dak Lak Province, many teachers and students even departed from their homes a day before, crossing forest and mountains, to arrive at their schools on time for Monday morning’s ceremony. Secretary of the Ho Chi Minh City Party Committee Nguyen Van Nen R, 2nd arrives at the school opening ceremony at Le Quy Don High School in District 3, September 5, 2022. Photo Duyen Phan / Tuoi Tre State President Nguyen Xuan Phuc hits a drum during the school opening ceremony at HUS High School for Gifted Students in Hanoi, September 5, 2022. Photo Nam Tran / Tuoi Tre State President Nguyen Xuan Phuc C and Minister of Education and Training Nguyen Kim Son R attend the school opening ceremony at HUS High School for Gifted Students in Hanoi, September 5, 2022. Photo Nam Tran / Tuoi Tre Students attend the school opening ceremony at Le Quy Don High School in District 3, Ho Chi Minh City, September 5, 2022. Photo Duyen Phan / Tuoi Tre State President Nguyen Xuan Phuc C and Minister of Education and Training Nguyen Kim Son R arrive at the school opening ceremony at HUS High School for Gifted Students in Hanoi, September 5, 2022. Photo Nam Tran / Tuoi Tre Students attend the school opening ceremony at Le Quy Don High School in District 3, Ho Chi Minh City, September 5, 2022. Photo Duyen Phan / Tuoi Tre Chairwoman of the People’s Council of Ho Chi Minh City Nguyen Thi Le L awards a second-class Labor Medal to Nguyen Viet Phong, who won a gold medal at the International Chemistry Olympiad 2022, during the school opening ceremony at Le Hong Phong High School for the Gifted in District 5, September 5, 2022. Photo Huu Hanh / Tuoi Tre Tenth graders attend the school opening ceremony at Le Hong Phong High School for the Gifted in District 5, September 5, 2022. Photo Huu Hanh / Tuoi Tre Students attend the school opening ceremony at Nguyen Tat Thanh High School in District 6, Ho Chi Minh City, September 5, 2022. Photo / Tuoi Tre Students enjoy a performance during the school opening ceremony at Ngo Quyen Elementary School in Hai Ba Trung District, Hanoi, September 5, 2022. Photo Nguyen Bao / Tuoi Tre Prime Minister Pham Minh Chinh hugs a student after receiving a bouquet from her during the school opening ceremony at Doan Thi Diem Elementary School in Hanoi, September 5, 2022. Photo Nguyen Khanh / Tuoi Tre Sponsors present underprivileged students with bicycles during the school opening ceremony at Yang Han Elementary School in Dak Lak Province, Vietnam, September 5, 2022. Photo Tam An / Tuoi Tre Like us on Facebook or follow us on Twitter to get the latest news about Vietnam! More Read more The homeschooling community in Vietnam has expanded to about 10,000 children 8 months ago The new library will span nearly 2,500 square meters 6 days ago Students from 34 universities will engage in interactive training on zero waste, ideation, and project management 1 week ago This will be the first time a Southeast Asian country hosts the event 1 week ago They brought home one silver and three bronzes 10 months ago Highlights Politics Vietnamese State President Vo Van Thuong congratulated his Russian counterpart Vladimir Putin on Russia’s meaningful day Photos He drew the virus, vaccine, and earth on the exterior walls of a house VIDEOS Taste of Australia Gala Reception has returned to the Park Hyatt Hotel in Ho Chi Minh City's District 1 after a two-year hiatus due to the COVID-19 pandemic Despite her own immense hardship, she has taken in and cared for hundreds of orphans over the past three decades. The art form is so popular that it attracts people from all ages in the Mekong Delta Each work is a scene caught by Dung and kept in his memories through his journeys across Vietnam Latest news Vietnamese State President Vo Van Thuong congratulated his Russian counterpart Vladimir Putin on Russia’s meaningful day They have been left deserted for many years despite a large investment Vietnamese instant noodles imported into the EU from June 27 will no longer be required to have a certificate issued by an authorized Vietnamese agency The incident caused a power outage for some 3,600 households with 16,540 residents Several weapons, including rifles, were also confiscated The party has set both a Vietnamese record and a world record Commuters found it difficult to travel on flooded routes If there were to be a mountain that the Vietnamese people can proudly boast about, it would undoubtedly be Mount Fansipan Visitors to the fruit festival can explore and try various types of fruits, such as durians, mangosteens, rambutans, grapes, and apples, as well as handicraft items showcased at 18 booths A Kazakhstani player emerged as the champion Instructors with a or with a Masters’s and three years of post-secondary teaching experience can get a university teaching job in instructors in Vietnam work long hours during the two semesters of the academic year April-July and September-January. They often juggle two or three part-time jobs and face long commutes between campuses. However, emphasizes that the students are great, and the long, paid breaks between semesters leave plenty of time to recuperate. Experience and Qualifications for University Teaching in Vietnam A or a Masters degree and three years of experience teaching college or university courses, ars required Academic publications and conference presentations are required Candidates already residing in Vietnam are often preferred Vietnamese language proficiency is recommended Find out more about Getting a Vietnam Visa Contracts and Salary Expectations for Foreign Instructors at Vietnamese Universities Initially, most instructors will be hired on a part-time basis. The average pay is about $27-$30 per hour. At Vietnamese universities, a teaching session is 90 minutes long. For every 90-minute lesson, an instructor usually gets paid for the entire two hours. This means that an instructor can make about $54-$60 per lesson. This fee includes preparation and travel time. In addition, all employers in Vietnam reimburse travel expenses. For reference, you can also check out Living Costs in Vietnam. Most contracts are for one year. Part-time instructors are paid their full salary for twelve months, from April to March. After submitting their grades at the end of the semester, part-time instructors are not expected to do any work during the six-week summer vacation and the eight-week winter break. Read more about How to Get a Work Permit in Vietnam. Full-time contracts are available but are usually reserved for candidates with PhDs and\or extensive teaching, research, and publishing experience. The salary for these contracts is much higher than for part-timers. Full-time instructors may be required to do research, committee, and administrative work during the breaks between semesters. There is one significant drawback to full-time positions for foreigners an increasing number of Vietnamese universities place a limit on the number of times a full-time contract may be renewed. Instructors are allowed to stay at those universities for a maximum of 5 years. Types of Classes for Foreign Instructors at Vietnamese Universities English oral communication is the main subject taught by foreign instructors. Other courses include writing and reading, test preparation TOEFL or TOEIC, business English, and academic skills. Some Vietnamese universities ask foreign instructors to teach specialty non-ESL courses, particularly those related to International Relations or the culture and literature of various countries. Instructors wishing to teach these classes should have a relevant post-graduate degree. Mandarin, Korean, Spanish, French, and German are some other popular second languages in Vietnam taught by foreigners in Vietnam. How to Find and Apply for Positions at Vietnamese Universities One of the most comprehensive sites about teaching at Vietnamese colleges and universities is the Association for Language Teaching job board. Networking opportunities abound at the annual symposium. Instructors who do not have post-graduate degrees or enough post-secondary teaching experience can start by exploring recruitment agencies. Many of these intermediary employers have contracts with colleges and universities. Getting a university teaching job in Vietnam requires a lot of leg work, but it’s a fulfilling experience for foreigners who wish to spend two or more years in Vietnam.

the academic year in vietnam