Respect for Teachers and Class Participation

The relationship between teachers and students is markedly different between the U.S. and Vietnam. “In Vietnam, when a teacher addresses the class, students are expected to sit quietly, take notes, and never challenge or contradict the teacher…” (Huu Do, 2007, p. 17) The relaxed classrooms in the U.S., and the give-and-take between teachers and the class can be a surprise for new Vietnamese students. Most Vietnamese students have been taught that a quiet classroom is necessary for learning. Since the teacher is the respected source of all information, it would be rude for a student to offer his/her own input into the lecture. In addition, some Vietnamese students will not make eye contact with a teacher as a sign of respect.

Rote Memorization is Emphasized

Learning in Vietnam is measured by how well a student can repeat facts, figures and other information. Experiential learning is minimized. Lab work is unusual, even in the sciences. Students are often very passive learners and spend a great deal of time outside of class studying. In that vein, critical thinking and writing are de-emphasized. U.S. classroom expectations can present quite a shock to the Vietnamese student, and may require the student to learn not only the pertinent material, but also navigate a writing, thinking, processing and language environment that is totally foreign to his/her previous experiences.

Exams are Critical

Grading in Vietnam is done on a 10 point scale, based solely on quizzes and exams throughout the course. While classroom attendance is mandatory, it is typically not considered a factor in grading; rather, if a student misses classes without a valid excuse s/he is simply expelled. Written papers and other projects are not relied upon for grades and extra credit is not a concept that is understood. Therefore, exams are extremely important and the only factor upon which a student’s grade is based.

General Education Overview

Public education in Vietnam is overseen by the Ministry of Education and Training (MOET), with five levels of public education: Kindergarten, primary, secondary, upper-secondary, and university. National exams are given at the end of each level, with a passing grade required for graduation from that level. Following the secondary level, test scores will be used to determine acceptance into the various types of high school.

High schools include general education schools, vocational and technical schools, international schools (often taught exclusively in English, or bilingually), and specialized (magnet) schools. Specialized schools are extremely competitive, taking only 1 – 5% of all applicants each year, and they are the schools where the majority of future university students will study.

English classes are becoming mandatory in most schools, with higher levels available in the specialized schools and in the international schools, where class instruction is often bilingual or in English only. Subjects cover all STEM fields with a limited introduction into the arts and humanities. “Electives, school clubs, involvement in the arts, internships, and hobbies are all devalued in comparison with high scores in STEM fields.” (Bain, 2015).

College Entrance Process

A nationally administered exam is required for graduation from high school; the same exam’s results are used for admission to university. Each university pre-determines a desired class size, waits for the examination results, then selects a cut-off score for admission, based on the number of students scoring above that number. Any student receiving a score above the cut-off number will be admitted to that school. If the score is below the cut-off, admission will not be granted. There are no essays or other factors taken into consideration. The score determines admission. In addition, a student can only apply to one university at a time; if the score is not enough for admission into a student’s first choice, the application must be withdrawn and used to apply to a second choice. With this system in place, it is easy to see how important this one exam is to a student’s future.

Hofstede Cultural Dimensions Most Unlike U.S.

• Individualism
• Long Term Orientation
• Power Distance
• Read more from Hofstede Insights

Implications for the Classroom

A Vietnamese student may be less likely to speak up in class, or to acknowledge when they do not understand a concept. They may not take initiative for a new project or research topic, without specific direction from a teacher to do so.

The expectation of the relationship between teacher and student may be more formal.

Classwork that is not directly obviously tied to a learning objective may not be deemed as important, and not given full attention by the student.

Bain, C. (2015). Educational System of Vietnam. IEM Spotlight Newsletter, Vol. 12, Issue 1.

Clark, N. (2014). Higher Education in Vietnam. World Education News and Reviews.

Huu Do, T. (2007). East Meets West: The Adaptation of Vietnamese International Students to California Community Colleges. Journal of Southeast Asian American Education and Advancement: Vol. 2, Article 1.

Nguyen, T. H. (2002). Vietnam: Cultural Background for ESL/EFL Teachers. The Review of Vietnamese Studies. 2002.2(1): 6 pages.

(2015, August 20). Vietnam changes university admission process; schools, students, parents in trouble. Tuoi Tre News.

WES Staff (2012, April 2). Secondary Education in Vietnam. WENR World Education News + Reviews.