1
PREAMBLE
1. The urgency of thesis
In the current period, higher education plays an important role in determining the highquality human resources necessary for the industrialization and modernization process of
the country and international integration. However, to achieve the important goal of modern
higher education development is to train employees to become global citizens to adapt to the
technological revolution 4.0, besides human resources - experienced, professional lecturers,
material resources - Facilities and modern equipment must mention the importance of
financial resources.
Development of financial resources, especially financial resources from socialisation
of higher education is both a goal and a motivation to arrange, innovate, develop and
improve the operational efficiency of higher education institutions; create motivation to
promote sustainable development of education and training, thereby reducing the burden of
spending on the state budget. In recent years, the State and higher education institutions in
Vietnam have constantly improved policies and methods of mobilizing and using financial
resources and obtained very important initial results. However, policies and methods for
developing the financial resources for higher education are new, broad and relatively
complex issues, thus it cannot help preventing obstacles, limitations and inadequacies.
Facing difficulties and shortcomings of the State's policies, the method of developing
the financial capacity of higher education institutions in Vietnam, the problem in the context
of the world having many rapid and complicated changes: it is necessary to have specific
policies, methods of development, consistent, flexible and suitable to economic, political
and social conditions in order to improve and improve the autonomy and ensure the quality
of training and meet expectations of the State, learners and other subjects in society.
Therefore, it is necessary to study in a systematic and intensive way to summarize and
evaluate in a comprehensive and profound way and have scientific arguments about policies
and methods for developing the financial resource for higher education in Vietnam. With
that meaning, the candidate has selected the topic "Solution for financial resource
development for public higher education in Vietnam" as its research topic.
2. Aim and mission of the research
The purpose of the thesis research is based on clarifying the function of developing the

institutions: The group is completely self-financed in terms of finance and group partially
financial autonomy and carry out opinion surveys of students of 5 typical public tertialry
institutions in 5 typical industry groups.
About time: The thesis focuses on researching the situation of developing the financial
resources of higher education institutions in the period of 2012-2017 and proposing
solutions to 2030.
4. New contribution of the thesis
The thesis has some new theoretical and practical contributions as follows:
First: The thesis has synthesized, systemized and developed more theories on the
development of financial capacity for education and training. In which, clarifying the
content of concepts of developing financial capacity and developing financial capacity for
public tertiary education, classifying financial factors in higher education institutions,
criteria for evaluating the development of agricultural productivity, principles of developing
financial and elements affacting the development of financial resources for education and
training. In particular, the goal of developing the financial resources for education and


3
training is to enhance the mobilization and rational exploitation of all financial resources to
effectively invest in higher education for the purpose of strengthening financial autonomy
and sustainable financial development in association with improvement. , improve the
quality of training.
Second: The dissertation generalizes the experience of some countries with developed
higher education in the world and some countries have many similar conditions in the
region on developing each financial resource for higher education, about financial autonomy
and withdrawal typical lessons for higher education in Vietnam.
Third: Overview of the administrative management model of education and training,
the situation of development of education and training in Vietnam on the scale, quality of
training ... and investment structure from the state budget.
Fourth: Surveying, synthesizing and analyzing data at 55 higher education institutions

Chapter 2: Rationale for developing financial resources for public higher education.
Chapter 3: Current situation of developing financial resources for public higher education in
Vietnam today.
Chapter 4: Some solutions to develop financial resources for public higher education in
Vietnam.
CHAPTER 1: OVERVIEW OF RESEARCH SITUATION
AND RESEARCH METHODS
1.1. Overview of research situation
(1) Studies on the trend of financial autonomy, such as: Financing the financial policy for
higher education institutions in the police sector (Nguyen Xuan Hiep - 2014), University
autonomy: The trend of development (Hoang Thi Xuan Hoa - 2018), Assessment of the
implementation of financial autonomy mechanism at the Ho Chi Minh University of
Economics (Phan Thi Bich Nguyet - 2013) ...
(2) Studies on State budget investment, such as: Adjusting the financial investment structure
for higher education in Vietnam (Bui Phu Anh - 2015), Perfecting the financial management
mechanism to promote society education in Vietnam (Bui Tien Hanh - 2007), Financial
policy reform for the public higher educational institutions associated with sustainable
growth (Vu Nhuy Thang and Hoang Thi Minh Hao - 2012) ...
(3) Studies on exploitation and mobilization of financial resources from socialization of
higher education: Improving the financial management mechanism for high-quality training
programs in higher education institutions in Vietnam (Nguyen Thu Huong 2014), The
situation of piloting financial autonomy in higher education institutions - some issues
(Nguyen Ngoc Vu - 2013), Good practice in sosts sharing an education in education higher
(Asian Development Bank - 2009).
(4) Studies on the relationship between mobilizing and using financial resources: Financial
management of higher education institutions in Vietnam (Vu Thi Thanh Thuy -2012),
Finance for higher education: Trends and problems (Arthur M.hauptman -2010) and
Defining Quality in Education (UNICEF -2000) ..
1.2. Research gap and research orientation of the thesis
Under many different research perspectives, articles, scientific works, recent doctoral

1.3. Research Methods
The thesis used methodologies: dialectical materialism and historical materialism;
Specific methods: systematization; analyzing, synthesizing theory, history, investigation,
statistics, analysis and summarizing experience ... and a number of techniques: Qualitative
and quantitative analysis, SPSS.
Methods of data collection and processing: Regarding secondary data, the author
synthesizes data of 55 higher education institutions from 2012-2017, with the support of
Microsoft Excel 2017 software to analyze the development situation for higher education in
general, developing the financial resources for higher education in particular through the
criteria of evaluating the development of financial resources. Regarding primary data, the
author collects through questionnaire method through surveys and survey students at 5
higher education institutions with 662 students from the research sample; use Microsoft
Excel 2017 software to apply descriptive statistical methods and use factor analysis method
with the support of SPSS software to produce regression model.
Research overview model:
Y = f (F1, F2, F3)
Y: Expected tution level


6
F1: A group of factors showing the characteristics of the higher education institutions,
including: Facilities, lecturers, organizational and coordinating departments, accumulated
skills, program content and teaching methods.
F2: Group of elements that show the characteristics of the public higher education
institutions, including: Elements of residence; income of learners’paretns
F3: Group of factors that show the characteristics of learners, including: The gender and
learners' majors.
Chapter 2:
THEORETICAL BASIS OF FINANCIAL RESOURCE DEVELOPMENT FOR
PUBLIC HIGHER EDUCATION

CP0 

TCP0
x100%
TNL0

CP = CP1 - CP0
2.3.2.2. Criteria for evaluating the development of quality.
a. Structure of financial resources:
TNL = NL1+ NL2+... NLi+...NLn
TTi 


NLi
x100%
NL1  NL2  ...  NLi  ...  NLn

NLi
x100%
TNL

b. Financial sustainability factor.
BV 

TNL
x100%
TNC

c. Financial autonomy.
HSTC 

TTi 


,

CP0 

TCP0
x100%
TNL0

NLi
x100%
NL1  NL2  ...  NLi  ...  NLn

NLi
x100%
TNL

TNL
x100%
TNC
NLXHH
HSTC 
x100%
TNC
CT
HSSD  1 x100%
CT0
BV 

2.4. International experience and lessons for Vietnam in developing financial resources
for public higher education.
2.4.1. Experience in developing financial resources for public higher education.
In order to have objective assessments on the development of financial cresources for
education and training of countries around the world, candidate studied some typical
experiences of developed countries such as the US, Australia and some European countries.
In addition, candidate also studied the experience of countries with higher education similar
to Vietnam such as China, Thailand, Singapore ... according to some specific contents:
Experience of state budget investment; experience in developing solar energy from tution
and tools to support students; experience in developing other financial institutions;
experience in financial autonomy and experience in ensuring state budget reciprocal with
private finance.
2.4.2. Some lessons about developing financial resources for public higher education in
Vietnam
Studying the experience of the development of the financial resources of some countries
in the world and the region, some basic lessons for higher education in Vietnam can be
drawn as follows:
Firstly, innovating the state budget investment method for public higher education.
Secondly, developing tuition policies based on cost sharing and strengthen learner
support tools.
Third, developing other financial resources on the basis of taking advantage of all
existing resources of the higher education institutio.
Fourth, innovating thinking about financial autonomy in public higher education.


11
Fifthly, encourage the reciprocal state budget with private sources in public higher
education.
Chapter 3:
CURRENT SITUATION OF FINANCIAL RESOURCE DEVELOPMENT FOR

12
Unit: b illion VND
MOET affiliated
university
Content

Amount
of

Year
Development investment fund
Regular fund for education and
training
Scientific and technological fund
Economic creer fund
Environmental protection fund
National target program fund
2016
Development investment fund
Regular funding for Education and
training and technological fund
Scientific
Economic career fund
Environmental protection fund
National target program fund
2015
Development investment fund
Regular fund for Education and
Training and technological fund
Scientific

930
4.420
327
5
7
6.388
697
5.075
239
4
4
369
5.812
625
4.720
239
2
4
223
6.248
851
4.936
206
2
5
248
7.489
2.973
4.042
217

0,03
0,07
3,83
100
13,62
79,00
3,30
0,02
0,09
3,97
100
39,70
53,98
2,90
0,00
0,11
3,32
92
28,69
60,70
2,69
0,00
0,16
0,00

Hanoi National
University
Amount
of
money

1
2
10
1.708
935
672
99
1
1
0

Ratio
%
100
27,18
61,73
10,79
0,07
0,24
0,00
100
18,39
66,28
10,10
3,54
0,22
1,47
100
21,42
68,62

Ratio
of
%
money
1.054
100
604
57,36
308
29,22
138
13,09
0,00
3
0,32
0,00
926
100
501
54,11
342
36,97
73
7,89
0,00
2
0,16
8
0,86
833

31,61
62
5,34
0,00
1
0,10
8
0,66
1.216
105
63,25
735
33,50
390
7,72
90
0,00
0
0,13
2
0,00
0

Sum
Amount
of
money
7.375
1.706
5.118

266
9.599
3.585
5.608
390
1
15

Ratio
%
100
23,14
69,41
7,23
0,07
0,16
0,00
100
16,55
73,41
4,76
0,35
0,09
4,84
100
16,38
75,38
4,77
0,15
0,09

The proportion of recurrent expenditure is relatively high, in the period of 2012-2015,
accounting for over 70% of the total state budget investment for higher education
institutions in the research sample, next, The investment fund is from 16% to 23% of the
total state budget, the rest is from science and technology, economic non-business,
environmental protection and National Target Program, ranging from 6-7% of the total state
budget. Beginning in 2016, the structure of state budget investment for higher education
institutions has changed significantly, in line with the trend of financial autonomy of higher
education institutions: in 2016, the proportion of development investment funds accounting
for 42.1% of the state budget.
3.2. The situation of developing financial resources for public higher education in
Vietnam.
In order to have a more specific assessment of the situation of developing financial
resources: In terms of policies, the actual structure of financial resources, the growth rate of
each source, the number of financial resources, the absolute growth rate of each financial
capacity for higher education institutions. ..., Candidate surveyed three reports publicly at
55 higher education institutions in the period of 2012-2017 and divided the survey sample
into two basic groups: (1) The group of education and training establishments implementing
fully financial autonomy, representing 10 higher education institutions implementing pilot
autonomy over 3 years under Resolution 77/2014 / NQ-CP and (2) a group of partially
autonomous independent education institutions, which are higher education institutions.
Ensuring regular expenditures and part of regular expenditures, represented by 45 higher
education institutions that have not piloted autonomy under Resolution 77/2014 / NQ-CP,
the content of the assessment focuses on a number of basic publication:
Firstly the policy of developing financial resources for public higher education,
including policies on financial resource development and financial autonomy.
Secondly, the results of financial resources development at public higher education
institutions include the structure of financial institutions, the absolute growth of financial
capacity, and the growth rate of financial resources, the increase in the number of financial
institutions, self- financial sustainability and financial autonomy.
Thirdly, the status of checking and controlling financial activities in public higher

of students according to residence places; statistics describing the income level of
students‘parents, evaluation of students about the appropriateness of tution in the 2017-2018
school year and the expected tution level of students.


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EFA factor analysis results:
Table 3.20: KMO and Bartlett's test
Kaiser-Meyer-Olkin Measure

of

Sampling Adequacy

0.962
11756.245

Approx. Chi-Square
Bartlett's Test of Sphericity

Df

595

Sig.

.000

Table 3.21: The table explains the total variance
Rotation Sums of Squared

38.440

38.440

1.905

5.442

45.315

1.411

4.033

42.473

3

1.440

4.116

49.431

.925

2.642

45.115


Factor group

1
D78
D711
D710
D77
D712
D79
D76
D75
D74

.756
.726
.721
.653
.636
.626
.578
.559
.398

2

3

4

5

.777
.654
.626
.559
.470
.445
.370
.720
.696
.485
.399
.351
.324
.733
.692
.642
.771
.730
.650
Source: Candidate summary fro survey
Analyzing result factors reliability
Table 3.24: descriptive statistics

Group

Alpha fraction

Accumulated skills
Content and methods
Lecturers

experience

Accumulated
experience

1
0.104

1

Program
content- Lecturer infrastructure
Teaching

Coordinate
organization


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Program
contentTeaching
Lecturer

0.160

0.673

0.037

0.634


1

Source: Candidate summery from survey
Table 3.26: Estimated result of model with vibrator is expected tuition
Model Summary
Model

R

R Square

Adjusted R
Square

Std. Error of the
Estimate

1

.432a

.191

.184

.44809

a. Predictors: (Constant), Programe contents, teaching method, ỉnastructure, teachers
Coefficients


NDCT_PPGD

Beta

t

Sig.

168.760

.000

.170

3.089

.002

.037

.381

7.345

.000

.003

.035

accumulated skill + 0,084 program contents, teaching method
Test results show:
- The factors of teachers, infrastructure, program contents, teaching
method all have a positive impact on expected tuition, in which the


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independent variables of infrastructure has the strongest impact. Impact
accumulated skill element opposite to tuition.
- It can be affirmed that there is difference between the expected level of
tuition according to the major of students and the income level of
students’ parents
- It can be confirmed that there is no difference between the expected
level of tuition by gender and the residence area of the student.
3.4. Overall assessment of the current status of financial resources development for
public higher education in Vietnam.
3.4.1. The results achieved.
Some achievements on the side of State agencies, such as: The State has clearly
defined the policy of implementing autonomy and financial self-responsibility for higher
education institutions since then creating the positive change on the development of
financial resource for higher education institutions; State policies on allocation of state
budget have been adjusted in the direction of strengthening development investment
spending and reducing recurrent investment spending for higher education institutions;
Tuition policy has been implementing under the motto "cost sharing" and "tuition
calculation" according to the initial training industry group has created a consensus in the
whole society, therefore, financial resource from tuition is increasingly play an important
and key role in the total financial capacity of higher education institutions; policy of
scholarship, exemption of resource and credit policy has also contributed significantly to
creating equal opportunity in access to higher education; by policies to promote
socialization of education and training services, mobilize a lot of social resources to jointly

of education and training are mainly economic and technical norms based on inputs and the
ability to balance the state budget and other financial resources of the unit. There are no
economic and technical norms associated with the output, volume and quality of public higher
education services, results of management and use of financial resources; The system of
economic and technical norms for state budget allocation is still equal to all training majors and
groups; The system of guiding documents for medium and long-term estimation is not clear and
specific ..
Thirdly, on tution policies and tools to support learners: The current level of tution
applying the ceiling in 3 groups is still irrational; tution policy is completely unrelated to the
training quality of higher education institutions; tution for public higher education
institutions self-assurance of regular expenditures and investment expenditures, 3 to 5 times
higher than tution, establishments have not ensured regular expenditures and investment
expenditures, but no training quality regulations yet; infrastructure system, equipment for
teaching and learning; program content and teaching methods; quality of teachers; attitudes,
behaviors of the consulting department, education management as well as the commitment
of skills that students can accumulate after the end of the course; there is no policy to share
tution from businesses, causing inequality in providing and benefiting training results; tution
policy has not taken into account the social needs of careers; The policies to support learners
are simple, not diversified, do not cover all beneficiaries and there are many shortcomings
in the procedures.
Fourthly, on policies to develop other financial institutions: There is a lack and slow
amendment, supplement and promulgation of legal regulations as a basis for implementing
socialization of higher education, leading to mobilization of resources of branches, levels,
socio-economic organizations and individuals to develop public higher education is


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difficult; have not promoted the potential of the people to invest in developing education
and training.
Fifthly, on the inspection and supervision of the implementation of policies on

Subjective causes of state agencies: There is still a situation of not yet clearly assigned
and clear in promulgating policies on education and training in general, developing the


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financial resource for education and training in particular; The State has not yet built the
necessary technical and economic norms system to allocate state budget according to output,
volume and quality of services, results of management and use of financial resources and
tution policies according to training quality. according to specialized groups training and
sharing costs between businesses and learners ...; no survey results, assessment of
effectiveness, positive impacts of state budget investment in scientific research, credit,
development investment ... for the development of public higher education; The system of
construction documents and implementation guidance is still slow, not yet specific, making it
difficult to implement in the estimating units; there is a lack of rhythm and tightness of
ministries and agencies in checking and supervising the results of implementation of financial
development for public higher education.
Causes towards public higher education institutions: A number of cadres and civil
servants in higher education institutions are not fully aware of the content, purpose and
requirements of university autonomy and are afraid of replacing management changes, the
staffing level of the division of staff in charge of financial and accounting management of
higher education institutions is still limited, there is still psychological expectation on the state
budget; The higher education institutions themselves have not built up specific plans in the
financial autonomy of their units; some higher education institutions have not properly
understood and applied the non-standard policies; Education and training establishments have
not yet developed their own specific orientations and plans in the development of financial
capacity from Tution, especially the determination of factors affecting the quality of training;
heads of public higher education institutions still have not paid attention to the issue of
developing energy resources from university services activities and other non-productive
activities ... the main focus is on training activities; The inspection and control work at public
higher education institutions is mainly carried out by higher agencies, the units have not been

state budget investment structure for higher education on the basis of increasing
development investment spending, gradually reducing state budget spending for apparatus
and regular operation; allocation of state budget should be based on the output, the
effectiveness of management and use of financial resources, the results of implementing the
goals of equity and efficiency, the needs and structure of vocational training in education
and training; allocating state budget based on e-government / students of each sector,
specialized training, by region, towards investing in high-quality training programs, key
programs on scientific and technical development .. ; complete the system of documents
guiding the construction of medium and long-term estimates for public higher education.
4.2.1.3. Solution for completing policies on tuition fees and learner support tools.
In the current period, tution increasingly occupies an important position in the total
financial resource of public higher education institutions, so competent State agencies
should have appropriate policies to encourage public higher education institutions to
develop resources. This financing does not affect the general goals of higher education
development, in particular: In the short term, the policy of tution should be classified into
more training sectors than Decree 86/2015 / ND-CP; In the long term, tution policy should
implement a roadmap to remove the "tuition ceiling" and take into account the quality of
training; It is necessary to have a roadmap to develop tution policy towards sharing training
costs for learners from many subjects in society; forecasting social needs of the industry and
at the same time assessing the influence of factors on learners and higher education
institutions to develop appropriate tution policies; continue to maintain and improve policies
to support learners.
4.2.1.4. Solution to complete policies to enhance socialization of higher education.
Socializing education in general, education and training in particular is an inevitable
trend in the current conditions; In addition to policies on tution, state agencies need to
complete the policy system on developing financial resources from other socialization of
higher education, specifically: institutionalizing the mobilization of financial resources from
socialization of higher education; there should be guidelines and policies to develop some
new activities in the socialization of higher education; complete the policy system to attract
foreign investment into the education and training sector.

capital, especially foreign capital.
4.2.2.5. Strengthen internal management, inspection and control.
In addition to the policies of developing financial resources, it is necessary to have
policies to improve the effectiveness of management and use of mobilized financial resources,
namely: Education and training institutions restructuring their financial management
mechanism in a science; The internal management department should have a specific plan,
regularly check, monitor and synthesize and evaluate the development of the financial
capacity of higher education institutions.

OVERALL CONCLUSIONS


25
With the trend of deep industrialisation modernisation and international integration, the
role of education, especially higher education in providing high-quality human resources,
has become increasingly important. Stemming from the important role of developing
financial resource for public higher education in the current trend of financial autonomy, in
the thesis "Solution for financial resource development for public higher education in
Vietnam", the candidate has implemetned some main contents as follows:
- Firstly, the PhD candidate gave an overview of the financial situation of higher
education through a number of documents at home and abroad, in order to have an overall
view of the current situation of developing financial capacity for higher education in the
three main contents: These studies of financial autonomy trend; studies on state budget
investment; researches on exploitation, mobilization of financial resources from
socialization of higher education and studies on the relationship between mobilization,
management and use of financial resources. From there, we find the research gap and
propose basic research orientations of the thesis.
- Secondly, on the basis of analyzing the synthesized documents, the author has clarified
the content of some contents and concepts such as: Overview of general education, financial
literacy and development of financial capacity for higher education, and at the same time