COMPARATIVE EDUCATION SYSTEMS BETWEEN
INDIA AND VIETNAM
Dr.R.S.S.Nehru
Post-Doctoral fellow & Invited Lecturer, VNU-VNU, Hanoi, Vietnam
Email: [email protected]; Mobile: +91 94405-94179
ABSTRACT
Comparative studies across multiple perspectives in countries between India and Vietnam reviewed
in this paper. These two countries located in the same geographical location, with a similar culture,
socio-economic development, along with the other characteristics of the system or sector. This studies
on global comparative education also defined concepts such as reform and practices in different
levels of the education system in both countries that are focused on the globalization scenario to
understand the multicultural in these countries data based on 2015-16.
Keywords: Comparative education, India, Vietnam
I. INTRODUCTION
The comparative education traced from the pre-historic times to improve an essential aspect of their
life. In education sets, reformers and development. Comparative education could be a that explores
culture or cluster status exploitation information in another country/countries. At present on the
planet, research outcomes Academic and recent years, Time Magazine also publish the international
rankings on higher education and PICA publish the global ranking on school education etc. It should
not emphasize only educational setup like religion, Humanism, Socialism and Nationalism. Hence
comparative education, emphasizing the social elements of education systems and suggests that a
scientific alternative different explanation finds variations. Also, understanding differences instruc-
tional classifies and catalogues instructional methods across nations, and while this catalogue each
country's simultaneously exception of the entire repository of humanity's educational experiences.
Possible find solutions for educational, social, we look for it from other countries, cultures, societies,
and serves to an extent within.
II. OBJECTIVES
• To study and compare the educational systems, processes and practices with the outcome.
• To compare and support the practices.
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• To compare between education and society.
• To compare and at the global level.
III. RATIONALE FOR THE STUDY
Many critical educational issues the experiences of countries like India and Vietnam and what are the
advantages and disadvantages of decentralized systems and how this research used to improve both
the country's education system.
IV. PURPOSE OF STUDYING COMPARATIVE EDUCATION
• To define learning systems, communities, within their context of knowledge systems.
• Global education systems to understand from contextual forces.
• Comparative and follows the own education system in the 21st-century.
• Intellectual Education The highest level is possible on the academic ladder.
• Modern societies appreciate the importance of planning like objectives, achieve educational
goals.
• The pattern of comparative models.
• Specifically the value-added to improve teaching and to learn in multicultural classrooms.
V. FACTORS INFLUENCING ON COMPARATIVE EDUCATION
• Humanitarian viewpoint: The state of humanity is in globalization more vital than ever a
3C-creative, critical and caring. Ex. Kenya, Nigeria, Uganda, etc., are giving universal pri-
mary education; however, the economic, social implication of delivering instruction to the
masses.
• Education problems in world perspective: Many countries of the world have identical is-
sues in their educational outlook difficulties and the solutions to them. Uganda implemented
universal primary education and Kenya with practical solutions.
• To Innovation in education: There are many innovations in school education today; the tech-
nology has facilitated new methods of adapting learning. To deliver knowledge, use of differ-
ent media, and systems like computer-assisted online and off-line distance learning would
replace the real classroom settings.
• Economics of education: learning from the 20th-century community-based belief that the in
financial and increased productivity. For example, the former U.S.S.R. adopted developed
countries have to invest more in education.
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• Education for international understanding: the fundamental purpose has recognised that
as a discipline of study research. Therefore, to stop conflicts among nations can reduce in
people's minds.
• Multilateral programs: are developed on influencing their lives.
• National pride: Comparative thought as that is it different and culture.
VI. WHY THIS RESEARCH PAPER?
In the above cited all the theoretical information describes about the importance and significance of
comparative education taken into consideration and hence the researchers design to take up this re-
search paper based on 2015.
VII. NEED AND SIGNIFICANCE OF THE COMPARATIVE EDUCATION BETWEEN IN-
DIA AND VIETNAM
India and Vietnam are very fastest developing economy’s countries in the world, after the millennium
and educationally ahead of their counterparts, despite per capita GDP being broadly the same in both
countries. Last few decades of growth and development in education, economic and diplomatic
growth in both the countries. Both the countries are socially and economically equally developed
because of the strong educational policies and programs. So took to look in to the education systems
dimension for our research area. For this study, primary data from the investigators respective coun-
try's institutions like Schools, Colleges and Universities. For secondary data depend on international
institutional organizations like UNO, UNDP, IMF, UNCSCO, ASIEN and both the countries official
government websites and reports. Collect data from officials from the different organizations in both
the countries.
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VIII. ABOUT INDIA AND VIETNAM
Table:1 - India Vs. Vietnam - Demography
India Vietnam
Independence Day : 15th August 1947 2nd September 1945
Geographical Location: 6° 44' and 35° 30'N
68° 7' and 97° 25' E
8° and 24°N,
102° and 110°E
Time Zone: IST (UTC+05:30) Indochina Time(UTC+07:00)
Total Area : 3,287,590 km2 (7th Place)
1,269,346 sq mi
332,698 km2 (65th Post)
128,565 sq mi
Population (2011): 1,210,193,422 (2nd) 90,630,000 (2015)
Budget allocation :6.0% ( Policy ) 6.4 % on GDP
Sours:wikipedia.org/Vietnam and Wikipedia/India
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Table:2 Emblem
INDIA VIETNAM
Sours:wikipedia.org/Vietnam and wikipedia/india
Table :3 - Official Languages
INDIA VIETNAM
Hindi ,English and
other 22 official recognised Languages
Vietnamese
Sours:wikipedia.org/Vietnam and wikipedia/india
Table:4 - Official Scripts
INDIA VIETNAM
Davanagari Vietnamese
Sours:wikipedia.org/Vietnam and wikipedia/india
Table:5 - Religion
INDIA VIETNAM
79.8% Hindu;14.2% Muslim
3% Atheist;2.3% Christian
1.7% Sikh and others
80% none, 20%
other religions
Sours:wikipedia.org/Vietnam and Wikipedia/India
http://censusindia.gov.in/2011-Common/CensusData2011.html
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Table: 6 - Government
INDIA VIETNAM
Federal parliamentary constitutional republic Socialist single-party state
Sours:wikipedia.org/Vietnam and Wikipedia/India
Table: 7 - Legislature
INDIA VIETNAM
Parliament of India National Assembly
Sours:wikipedia.org/Vietnam and Wikipedia/India
Table: 8 -Population (Density, Gender Ratio)
INDIA VIETNAM
385.0/km2 (31st)
997.2/sq mi
273.11/km2 (46th)
707.4/sq mi
940:1000 (2011) 998:1000
Sours:wikipedia.org/Vietnam and Wikipedia/India
http://censusindia.gov.in/2011-Common/CensusData2011.html
Table: 9- GDP (NOMINAL) 2015 ESTIMATE
IMPORTANT ASPECTS INDIA VIETNAM
Total $2.182 trillion (7th Place) $204.539 billion
Per capita $1,688 (141 st Place) $2,233
HDI (2013) 0.586Medium – 135th Place 0.638 medium – 121st
Currency Indian rupee (₹) (INR) đồng (₫) (VND)
Time Zone IST (UTC+05:30) Indochina Time(UTC+07:00)
Calling code +91 +84
Internet TLD .in .vn
Sours:wikipedia.org/Vietnam and wikipedia/india
http://censusindia.gov.in/2011-Common/CensusData2011.html
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Table X-Vietnam Vs. India Literacy rate (%)
Vietnam India
Year Total
Literacy %
Male % Famale% Year Total
Literacy%
Male% Female%
1979 78.14 90.38 83.82 1981 40.76 54.84 25.68
1989 82.83 93.92 87.60 1991 48.22 64.64 33.73
2000 86.61 93.93 90.28 2001 61.01 73.41 47.84
2009 91.38 95.79 95.79 2011 69.30 78.88 59.28
2015 93.52 95.79 91.38 2015 71.96 80.94 62.98
Source : https://countryeconomy.com/demography/literacy-rate/vietnam
Source : https://countryeconomy.com/demography/literacy-rate/india
IX. OVERVIEW OF EDUCATION SYSTEM IN INDIA AND VIETNAM
A. Indian Education
• Ancient Indian Education System: Takshashila is the earliest center for higher learning in
India from the 5th century BCE. And Nalanda is the oldest university on the lines of the
modern sense. These institutions systematically gave knowledge and attracted several inter-
national students to study.
• Modern Education: after Indian independence provided by the government funding govern-
ments and Pravate. The Constitution gives guarantee free and compulsory education given as
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a fundamental right (RTE-2009) the ages 6-14. The ratio of public and private schools in India
is 7:5.
B. Vietnam Education
Structure of National Education system of Vietnam(According to 2005)
• Vietnam Education System: Usually start primary education at the age of six and is compulsory for
all children. Vietnam's government free and mandatory training provided as a right (1991) to the ages
of 5 and 14. The higher learning in Vietnam started in the year 1070 at the time of King Ly Thanh
Tong, who began the national university built the temple of learning as a imperil learning made.
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• Vietnam Levels: Pre, Primary, secondary, high-school and higher education. Conventional education
consists of twelve years of primary education. Basic training includes five years of Primary, four years
of intermediate and three years of secondary school. And in Higher Education, the public universities
are comprehensive and specialised in the same in private or international institutions also.
X. BEST PRACTICES IN BOTH EDUCATION SYSTEMS
• Best practices in India (2015): Now 43 central (National), 316 state and 191 private universities Other
institutions like Degree Colleges (33,623,1,) exclusively women's colleges(1800). And also, 12748 In-
stitutions are offering Diploma Courses, 15,000 Teacher Training institutions offering Teacher Educa-
tion with IIT's, IIM's and IISc like national importance and 12 National level different Professional Bod-
ies for supervision and quality control.The reforms are Foreign Universities Bill to allow foreign univer-
sities to establish campuses in India. Around 15 Million public and private schools fulfil the needs of
Indian children.
• Best practices in Vietnam: are, which is a multidisciplinary institution like Dai-hoc University, giving
multiple disciplines of study and research. And five universities in Vietnam are Vietnam National Uni-
versity, Hanoi; National University, Ho Chi Minh City; Hue University; the University of Da Nang and
Thai Nguyen University are public-funded. Undergraduate level Junior, Community colleges, Secondary
schools, and Vocational that offer degrees, diploma courses from a few months to two years long. Apart
from international Universities offer Professional courses.
XI. EDUCATIONAL PROBLEMS AND SOLUTIONS OF BOTH THE COUNTRIES
In both countries, systems are basically and comprehensively be renewing to follow the directions of globali-
zation and modernization. They made efforts to build a system which is of the people, by the people and for
people, to transform from the styles with a learner-centred approach to fix interests of learners, teachers and
parents; And continually increase the institution’s autonomy, accountability, and in educational management.
The Indian and Vietnamese education has gone through significant changes like social mobilization, non-
formal education with many non-public institutions and different modes of diverse learning demands. At pre-
sent, quality human resources for the knowledge economy requires to strengthen the social process further and
to facilitate lifelong learning to build a learning society.
CONCLUSION
The lessons learned from preceding experiences, especially over the decades of reforms in the education sector
in both countries, should always be set and consistent in their planning and actions. They, collectively, with
the integration of social sciences with science and technology, as the top political policy in the view of mod-
ernization and globalization. This aspect is visible, ultimately strengthen operational conditions for the educa-
tion system as well as the evaluation of educational ventures between the countries. To make the education
sector to impact on socio-economic development, as fundamental has become a cause of India and Vietnamese
people.
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