The Master in Development Economics (MDE) is a two-year full-time degree taught in English by Vietnamese lecturers who have been trained abroad and by visiting lecturers from abroad. The curriculum focuses on applying economic theory to the policy challenges facing Vietnam. The project began in 1995, and since 2002 has become financially self-sustainable. The more than 200 alumni are highly valued and work in many Vietnamese Ministries, Institutes and Universities. See

The Ministry of Education and Training in Vietnam implemented a 3-year project to improve the quality of the primary teacher training system. This component aimed at revising the regulations and compensation mechanism to enable teachers to provide full day schooling, for schools to teach all subjects in a new primary curriculum and to improve deployment of teachers. The component also aimed at establishing a link between salaries and professional performance as well as ensuring the appropriate appointment, assessment, rewards and sanctions for teachers in schools. The provision of international consultancy services built upon the existing research and consultation plans and provided guidance and technical support for the implementation of the component.

The Assignment was to evaluate the Master in Development Economics Program at the National Economics University, Hanoi. The Master in Development Economics (MDE) is a two-year full-time degree taught in English by both Vietnamese lecturers who have been trained abroad and by lecturers visiting from abroad. The curriculum focuses on applying economic theory to the policy challenges facing Vietnam. The project began in 1995, and because financially self-sustainable in 2002. 

The Ministry of Education and Training (MOET) implemented the Primary Education for Disadvantaged Children Project (PEDC) with financing from the International Development Association (IDA), bilateral donor grants and the Government of Vietnam. The objective of the project was to improve access to primary school and the quality of education for disadvantaged girls and boys. The PEDC introduced the concept of Fundamental School Quality Levels (FSQL) in Vietnam. This represented the first step toward achieving national school standards in Vietnam. FSQL defined the minimum package of inputs necessary for providing a quality education at a school, and the basic outcomes that are expected of schools.

The Ministry of Education and Training (MoET) in Vietnam implemented a project to improve the quality of the primary teacher training system. The ultimate aim was to provide all children with access to skilled, knowledgeable and committed teachers able to bring new approaches to teaching and learning consistent with emphases in the new curriculum in its two stages. The 2007 survey of Student Achievements in Mathematics and Vietnamese Reading was a national, longitudinal study of student achievements (2001-2007-2011). The 2007 survey is useful in measuring the change in achievement levels from 2001 and is also important in terms of determining the extent to which the new primary curriculum has been adequately covered by Grade 5 students who are the first cohort to have completed the new curriculum. Thus although the survey of 2007 built on and improve on the preceding 2001 benchmark study, it must allow for comparisons to be made in order to assess learning outcomes.

The Assessment of Student Learning Outcomes was part of the Second Education Development Project, funded by the World Bank. It followed the first round which was carried out three years previously by an Australian organization. The overall aim of the project was to increase access to and completion of, primary education in the poorest districts of the country.  The Assessment of Student Learning Outcomes measured the extent to which this was achieved. The target population was a nationally representative sample of Grade 5 students in three subjects: Lao Language, World Around Us (Science), and Mathematics.

Beginning in 2008, the world experienced a severe economic downturn that has impacted multifarious sectors of many countries’ economies. While developed economies suffered from the impact of this crisis, trade was a relevant factor in transmitting the impacts of this crisis to the developing countries. In Vietnam, the importance of education and learning has been highly regarded and could be considered as one of the reasons for successful expansion of educational provisions over the last decade. This tradition seemed likely to continue despite some economic hardships; however, sudden and significant decrease in family income due to unemployment or revenue forces families to make difficult decisions, which may impact the education of their children. In particular, the impact of decreased income is severe on the poor and marginalized minorities. 

The SEQAP aims at improving primary education quality in Vietnam, decreasing inequity in learning outcomes and increasing the completion of the cycle for primary education students, by supporting the government’s transition to full day schooling (FDS) overall and in particular for a selection of disadvantaged groups. The long term objective of the SEQAP is to create the foundations for the implementation of FDS in primary schools throughout Vietnam by 2020. The short-term objectives are to develop the policy framework for FDS, to pilot and apply FDS model in selected provinces, and to create favorable conditions for moving to FDS nationwide.

out of date as they have to strictly follow the curriculum frameworks provided by two ministries - the Ministry of Education and Training (MOET) and the Ministry of Labor, War Invalids and Social Affairs (MOLISA). Second, there is typically no strong connection between vocational institutions and local enterprises. More specifically, skills and knowledge developed in the curricular framework do not always meet the demand of local and foreign enterprises. Third, there is a lack of legislation to require or encourage enterprises to employ graduates on probation.So the question being begged is: What can be done so that all vocational institutions under the STLM project can more systematically use innovative and market-responsive training programs to enable graduates, particularly from the most vulnerable populations, find jobs suitable for what they have been trained to do so that they can help their families break the grip of poverty? In order to answer this question, a comprehensive needs assessment should be done with local enterprise partners of 8 institutions under the STLM partners. This assessment will focus on identifying which skills local enterprises need graduates to have before they enter the local labor market.

an assessment of actual resource use at service delivery levels concerning public funds were discussed. Following these discussions, it was agreed to present and discuss draft terms of references for conducting a Public Expenditure Tracking Survey (PETS) with focus on NTP-E funding. While the discussions at that time centered on NTP-E funding, consecutive discussions between the Royal Norwegian Embassy in Hanoi and the GoV led to an agreement to conduct a PETS with a broader scope. The main objectives for the survey were to assess of the effectiveness and efficiency in public transfers for the education sector and institutionalize PETS to be expanded upon and replicated in other sectors under the management of MoF. The scope of the survey was discussed extensively with representatives of MoF and MoET. It was agreed to conduct the survey as “building blocks” with the first survey as a pilot survey in a select few provinces and in one sub-sector; primary education.