HOCHIMINH NATIONAL ACADEMY OF
POLITICS AND PUBLIC ADMINITRATION
NGUYEN THI MAI
The policy and guideline of the communist
party of vietnam on education and training
cooperation with asean countries
from 1995 to 2010
Major: History of the Communist Party of Vietnam
Code number: 62 22 56 01
Science Instructors: Prof. Dr. Nguyen Huu Cat
Prof. Dr. Nguyen Hoang Giap
EXECUTIVE SUMMARY
PhD Thesis In History
Hanoi - 2013
EXECUTIVE SUMMARY
PhD Thesis In History
*****
1
INTRODUCTION
1. The urgency of the thesis
In the late 1980s, when Agreements on cultural and Science and technological
cooperation between Vietnam and other socialist countries during the period between
1986 and 1990 nearly expired, the socialist regime in Soviet Union fell into crisis. Thus,
international relations moved to a new phase with fierce challenges, requiring quick
adaptation from Vietnam to propose a new strategy in dealing with the changing
circumstances.
In the context where the country was facing many difficulties there were many
profound changes in the world situation. The Communist Party of Vietnam advocated
joining ASEAN, thus defining cooperation on education and training with ASEAN
countries as a priority. To implement the policy of the Party and State, the Ministry of
Education and Training actively planned to join the South East Asian Ministers of

In the building of the ASEAN Community, especially the Cultural – Social one, the
quality of cooperation on education and training should be strengthened and
improved besides other areas of cooperation such as politics, security, and
economics.
As the initiator of the ASEAN Cultural – Social Community with education as
an important element, Vietnam shall be responsible for and in charge of promoting
cooperation on education and training between ASEAN countries. In that spirit, our
Party and Government have launched many policies and measures to finish the task
in the shortest time. From now to 2010, 15 years after Vietnam joined ASEAN, in
order to further improve the efficiency and quality of education and training
cooperation with ASEAN countries, thus contributing to the building of the ASEAN
Cultural - Social Community by 2015, it is important to carry out regular review and
evaluation of achievements and constraints and to accumulate experiences on the
Party’s policies and guidance on cooperation on education and training with other
ASEAN countries.
From the aforementioned theoretical and practical meaning, the topic on “The
Policies and Guidance of the Communist Party of Vietnam on cooperation on
education and training with ASEAN countries from 1995 to 2010” has been chosen for
my PhD thesis, majoring in History of the Communist Party of Vietnam.
2. Purpose and Missions of the Thesis
3
2.1. Purpose
Through the study of the Party’s policy and guidance, along with actual
cooperation cooperation on education and training between Vietnam and ASEAN
countries over the last 15 years (1995-2010), this thesis asserts the activeness and
insight of Party in prioritizing education and training cooperation as the basis for
promoting comprehensive cooperation with other ASEAN countries, thus emphazing
the achievements as well as limitations and drawing out fundamental lessons.
2.2. Mission
This thesis first identifies the historical context and domestic and international

5. Scientific contribution of the thesis
5.1. Sources of Data
The thesis collects and systemizes documentation of the policies, guidance and
implementation outcomes of cooperation on education and training with ASEAN
countries from 1995 to 2010.
5.2. Contents
 Clarifying Party and State’s views, guidelines and policies on cooperation on
education and training with ASEAN countries.
 Analysis of the outcomes and limitations of the Party’s policy and guidance on
cooperation on education and training with ASEAN countries, through which
drawing lessons from theory and realiality, thus contributing to the
improvement of quality and efficiency of such cooperation in the future.
 Outcomes of the thesis shall contribute to the research and teaching of the
history of the Communist Party of Vietnam in the new era.
6. Significance of the thesis
5
The research outcome of this thesis contributes to better cooperation between
Vietnam and ASEAN. It asserts that the Party and State’s policies and guidances on
cooperation with ASEAN countries in the field of education and training during the
period of accelerating industrialization, modernization and international integration
are completely appropriate in contributing to the improvement of research and
teaching quality of the Party’s history in the new age. The thesis provides additional
scientific arguments and suggests some thoughts applicable to present cooperation on
education and training between Vietnam and ASEAN.
7. Structure of the thesis
Besides introduction, overview of the research, conclusions, list of references
and appendices, the thesis is divided into three chapters and eight sections.
6
RESEARCH OVERVIEW
The thesis provides an overview of the research outcomes of scientific studies

Publishing House in 2011; The book on the history of the special Vietnam-Laos,
Laos-Vietnam relationships (1930 -2007) by the Hanoi National Political Publishing
House, published in 2011.
 Study of cooperation on education and training between Vietnam and ASEAN:
+ Reference: Guideline on international relations in education and training of
the Department of International Relations (Ministry of Education and Training)
published by the Education Publishing House in 1996; This book was edited and
amended in 2002 by the Department of International Relations - Ministry of
Education and Training;
+ Conference keynotes: The study on Educational Cooperation between
Vietnam and other Southeast Asian countries in the current period by Dr. Nghiem
Dinh Vy and Dr. Tung Cheng in the Today - Tomorrow ASEAN conference
yearbook (September 1997); The Workshop on Developing ASEAN towards a
sustainable, equitable and cooperative community of developing countries included
the following article: Strengthening bilateral and multilateral cooperation in human
resources training for ASEAN by Dr. Nguyen Tho Vuong, Current status and
prospects of human resource development in ASEAN countries by Dr. Truong Thi
Thuy Hang; Speeches written about cooperation on education and training between
Vietnam and ASEAN within the scope of the seminar on Vietnam - ASEAN
Integration prior to the beginning of XXI century, including: "5 years backward
looking on Vietnam – ASEAN educational cooperation"by Tran Van Nhung and
Nguyen Van Khoi, the presentation on The cooperation on education and training
within ASEAN (mainly higher education and training) by Dr. Mai Ngoc Chu; 2
nd
workshop on Connecting ASEAN by the Institute of Southeast Asian Studies
includes a presentation on Typical policies of ASEAN countries on the development of
education and human resources in the first decade of the twenty-first century by a
group of authors: Dr. Phan Van Kha, Vuong Thanh Huong and Le Hong Quang; the
8
Scientific Conference on Looking backwards and forwards the role of Vietnam in

2011.
 Although there have been many scientific research works on the general
cooperation between Vietnam and other ASEAN countries and on some
specific areas of cooperation, there has not been any in-depth, systematic
project on the Party’s policy and guidance on education and training
cooperation between Vietnam and ASEAN from 1995 to 2010.
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CHAPTER 1
PARTY’S VIEWPOINTS AND GUIDANCE ON
COOPERATION ON EDUCATION AND TRAINING WITH
ASEAN COUNTRIES
(1995 - 2001)
1.1. OBJECTIVE REQUIREMENTS OF EDUCATION AND TRAINING
COOPERATION BETWEEN VIETNAM AND ASEAN COUNTRIES
1.1.1. Regional and world factors
The end of 20
th
century saw the development of science and technology as the
main productive force. National priority is placed on educational development, thus
enhancing regional and international cooperation is an important measure against the
risk of significant lag in culture and science. For developing countries like Vietnam,
this is of significant importance, playing a key role in the social progress and
development.
Globalization is an inevitable trend that promotes peace and cooperation for
development. The financial crisis left some ASEAN countries with serious
consequences, affecting the process of cooperation on education and training between
Vietnam and other ASEAN countries.
The realization of ASEAN 10 initiatives, which are striving for regional peace
and stability, maintaining national identity and unity, and upholding regional self-
improvement spirit, has opened up a new era of cooperation between countries in the

sharply. The learning and exchange sharing on education between regional and global
countries is the general trend of the process of globalization in education
development. Therefore, expanding and strengthening cooperation with regional
countries is an objective requirement for Vietnam.
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1.2. PARTY'S POLICIES ON EDUCATION AND TRAINING
COOPERATION WITH ASEAN COUNTRIES DURING 1995 – 2001
1.2.1. Party’s policy for the accession to ASEAN (1986 – 1995)
In the late 1980s, there were rapid and complex developments in the world
situation that changed the basis of global context. Since the 1970s to the mid 1980s,
Vietnam faced severe socio-economic crisis within the country. Given major
difficulties and challenges resulted from the world and domestic situation, the Party
proposed policy to expand external relations with ASEAN countries, thus
accelerating the accession of Vietnam to ASEAN. This is expressed through various
documents of the Party: Resolution on the 6th National Party Congress (December
1986), Resolution 13 by the Politburo (May 1988), Resolutions on the 6th and 8th
Plenums (Term 6), Resolution on the 7th Party Congress, and the 3rd Plenum
congress term 7 in June 1992.
Following the Party’s policy, in September 1994, Prime Minister Vo Van Kiet
announced the formation of ASEAN Department (Ministry of Foreign Affairs) to
coordinate activities between Vietnam and ASEAN. The accession ceremony of
Vietnam to ASEAN was held on 28 July1995 it Brunei.
1.2.2. Party’s Policy and Guidance on education and training cooperation
with ASEAN countries (1996-2001)
The 8
th
National Party Congress (1996) set out specific orientations in the
foreign relations with ASEAN as well as identifying education and training as the top
national priority along with science and technology.
To further specify the Resolution of the 8th Party Coongress, the Central

Cambodian students. As requested by Cambodia, the number of students attending
Vietnamese school tends to increase every year.
In 1994, Vietnam and Cambodia signed the Agreement on training Cambodian
officials in Vietnam. The two governments also agreed that this Agreement would be
14
amended annually to account for the changes in each country’s situation. Another
Agreement on Cambodian personnel training in Vietnam was signed on 15 June
1999, setting an important standard for training criteria used in full time training
course for Cambodian students in Vietnam.
Following the Agreement, Vietnam receives approximately 100 Cambodian
students on average annually. The accomodation conditions for Cambodian students
also improve every year.
 Cooperation with Laos
Education and training is identified as a strategic area for cooperation, a
symbol of the special friendship by the two Parties, two States and thus it is given
priority. It is also one of the most successful areas for cooperation.
To further develop and improve the quality of human resources, since 1992,
the Ministry of Education and Training of the two countries have agreed to only
focus on training Laos’s students in undergraduate and postgraduate education,
especially in the key areas on economics and science – technology, while excluding
applications from Laos’s students for secondary and tertiary education. With this
policy, Vietnam has given Laos a significant source of funding and comprehensive
support in the area of education and training.
Since 1997, due to the difficult socio-economic situation in both countries,
along with the accession of Laos into ASEAN as the 8
th
member, there was a
significant increase in the number of students studying in other countries such as
Thailand, Singapore, and the Philippines etc. Consequently, the number of Lao
students attending Vietnam schools has declined. However, on the basis of the

 Cooperation with Thailand
Cooperation on education and training between Vietnam and Thailand are
accelerated since 1990. Thailand supports Vietnam mostly in the area of rural and
agriculture. Although modestly in amount, Thailand is still one of the countries who
provide development assistance to Vietnam.
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 Cooperation with Malaysia
With the growing trust and mutual understanding, the relations between two
countries is increasingly consolidated and comprehensively developed in all aspects.
 Cooperation with Indonesia
Having a traditional friendship, Vietnam and Indonesia cooperate in the field of
education and training since 1987. Until 1995, the bilateral relations had reached a
comprehensive level. Indonesia regularly provides scholarships for Vietnamese
students and officials studying Melayu language, or doing thesis in business
management, medicine and pharmacy, and agriculture. In addition, the Indonesian
government also provides short term training courses (4 to 6 weeks) on tourism and
family planning.
 Cooperation with the Philippines
The bilateral relations developed significantly after Vietnam became a member
of ASEAN. In the area of education and training, the Philippines provides Vietnam
with generous assistance on agricultural training.
* * *
Shortly after becoming a full member of ASEAN (1995), our Party decided to
strengthen cooperation with ASEAN countries. Vietnam quickly integrated into the
region and promoted cooperation in all areas, including education and training.
Bilateral cooperation on education and training between Vietnam and ASEAN
countries starts to see some positive results. Despite many difficulties, with the goal
of continuously consolidating and developing the traditional friendship and
neighbourhood, Vietnam has maintained and increased our supports for Laos and
Cambodia in education and training. With the rest of the ASEAN countries, after our

education, once considered social welfare, is now considered investment on
development.
2.1.2. ASEAN policy on education and training cooperation
In the 9th ASEAN Summit (Oct 2003), ASEAN leaders signed the Declaration of
ASEAN Concord II (the Bali Concord II), stating the major strategic guidelines of
ASEAN with the goal of building a closely integrated and self-reliant ASEAN
community by 2020 through 3 pillars including: the political-security community, the
economic community, and the socio-cultural community. Education is the cornerstone in
the building of the ASEAN community.
The ASEAN Charter, signed by ASEAN heads of states during the 13th
ASEAN summit (Nov 2007) in Singapore and effective as of December 15 2008,
created favorable circumstances and promoted regional cooperation. With respect to
educational cooperation, point 10, article 1 of the ASEAN Charter holds that the goal
of education is: to develop human resources through closer cooperation in education
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and life-long learning, and in science and technology, for the empowerment of the
peoples of ASEAN and for the strengthening of the ASEAN Community.
During the 14th ASEAN Summit, held on Mar 1, 2009 in Thailand, ASEAN
leader adopted the ASEAN Socio-cultural Community Blueprint as a part of the
Roadmap for an ASEAN Community 2009-2015, focusing on the promotion and
prioritization of educational cooperation.
During the 15th ASEAN Summit, held on Oct 24, 2009, ASEAN leaders
adopted the Cha-am Hua Hin Declaration on Strengthening Cooperation on
Education to Achieve an ASEAN Sharing and Caring community. This declaration
laid out the specific actions to strengthen the role of education in achieving an
ASEAN Community by 2015.
In the 16th ASEAN Summit, held in April 2010, ASEAN leaders also adopted
the Declaration of ASEAN Leaders on Sustainable Economic Recovery, which
includes a section on promoting collaboration in education.
2.1.3. The national demand for expanding cooperation on education and

The 6th plenum of the 9th Central Committee term pointed out the course of
educational development from 2002 to 2005 and further onto 2010. The Central
Committee agreed to continue the implementation of the Second resolution of the 8th
Central Committee term, the direction for educational and training, and scientific and
technological development from now to 2005 and onto 2010.
The Politburo's instruction on continuing the implementation of the 2nd
resolution of the 8th central committee term, the direction for educational and
training development until 2020 highlighted the solution for promoting international
cooperation on education and training.
2.3. THE PARTY'S GUIDANCE ON BILATERAL AND
MULTILATERAL COOPERATION WITH ASEAN COUNTRIES ON
EDUCATION AND TRAINING
2.3.1. Party's guidance on cooperation with ASEAN countries on
education and training
Following the resolution of the 9th National Party Congress, the Prime
Minister issued on Dec 28
th
, 2001 the order on approving "the Strategy for
educational development for the 2001-2010 period".
While measuring the efficiency of international cooperation after 15 years
implementing the Doi Moi – reform process, the Ministry of Education and Training
identified the means to increase the scale and the efficiency of international
integration of the 2000-2005 period.
Implementing the mandate of the 6th plenum of the 9th Central Committee and
the Strategy for educational development for the 2001-2010 period, the Minister of
Education and Training issued the 3978/QĐ-BGD&ĐT-VP order on Aug 8
th
, 2002 on
the promulgation of the action plan of the educational field regarding the mandate of
the 6th plenum of the 9th Central Committee term and the educational strategy for the

consider education and training cooperation a priority, a strategic cooperation area,
and a special symbol of their bilateral relation. The Ministry of education and training
carries out cooperation in education and training between Vietnam and Laos
following the mandate of: to promote traditional solidarity and friendship, constantly
consolidate and develop special relations and comprehensive cooperation, long-term
strategic between the two Parties, States and peoples. Maintain respect and favorable
treatments for each other while uphold the spirit of independence and sovereignty to
maximize each country's inner-strength. Harmonize this special relationship with
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international practices to facilitate both countries' reform process and their gradual
integration into the region and the world at large.
The scale and amount of Vietnamese educational investment in Laos continue to
increase. The range of investments also consolidates in large, high value projects instead
of dispersed investments.
- Cooperation with Myanmar
Despite the Vietnamese efforts, until 2010, the exchange of students and
research groups as well as other bilateral cooperation programs has yet to begin.
* Cooperation between Vietnam and other ASEAN countries
- Cooperation with Singapore
Cooperation between Vietnam and Singapore is increasingly strengthened and
expanded. Leaders of the two ministries of education aim to expand and promote
collaborative programs via the exchange of teaching and research documents among
universities, institutions, and training centers. Cooperation programs focus on such
activities as training and human resources development, scientific research
cooperation, exchange of research groups, and experience sharing with respect to
regional and international development.
Following the initiative started by Singapore Prime Minister Lee Hsien Loong,
Vietnam and Singapore have been developing the Plan to Connect the Vietnamese
and Singaporean economies. The Vietnam-Singapore Connectivity Framework
Agreement was signed in Dec 2005, with 6 main priorities: investment, trade and

From 2001 to 2010, the cooperation between Vietnam and Indonesia on
education and training continues to be maintained and improved.
To promote their comprehensive cooperation, Vietnam and Indonesia signed
the Declaration on the framework of friendly and comprehensive cooperation on Mar
26th 2003. Both parties agreed to further cooperation on education and training and
expand cooperation programs on human resources development through the support
for bilateral cooperation between training institutions and the exchange of students
among universities.
- Cooperation with the Phillipines
Cooperation on education and training between Vietnam and the Phillipines is
rather limited to multilateral cooperation activities or projects involving a third-party.
During the official visit of Prime Minister Nguyen Tan Dung to the
Phillipines in August 2007, two countries signed the Action Plan for the 2007-2010
period to implement the Joint Declaration on the Framework for Comprehensive
Cooperation in the early 21st century. This action plan addresses many key
cooperation areas such as politics, security and defense, economic and trade,
forestry and aquaculture, tourism, healthcare, culture and education, science and
technology, etc.
* * *
Adhering to its policy of multilateralization and diversification of foreign
relations, the Party gives priority to comprehensive cooperation with ASEAN