Doctoral thesis summary: Solution for financial resource development for public higher education in Vietnam

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PREAMBLE
1. The urgency of thesis 
In the current period, higher education plays an important role in determining the high­
quality 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 
financial resources for education and training, the reality of the development of the financial 
resources for higher education in Vietnam to propose solutions to develop the financial 
resources for education and training in Vietnam in the period of 2025­ 2030.


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Research mission of the thesis: In order to achieve the purpose, the thesis needs to 
perform 3 basic tasks:
­ Systematizing the basic issues of the development of financial resources and giving 
views on the development of financial resources for education and training. Determining the 
factors affecting the development, development principles and criteria for evaluating the 
development of the financial resources for higher education.
­ Based on the analysis of the situation and specific data, the dissertation provides 
objective   assessments   on the  current  status   of  developing  financial resources   for  higher 
education in Vietnam in the period of 2012­2017.
­   From   the   current   situation   of   developing   financial   resources   for   education   and 
training   in   Vietnam   in   recent   years,   combined   with   international   experience   and 
development   orientation   of   higher   education   in   the   coming   time   to   come   up   with 
appropriate solutions
3. Object and scope of the research
The   research   object   of   the   thesis   is   the   theoretical   and   practical   issues   about   the 
development of financial resources for education and training.
Research scope of the thesis:
Regarding the content: The thesis focuses on studying the theoretical basis, the current 
situation   and   proposing   solutions   to   develop   the   financial   resources   for   education   and 
training.
  About   space:   The   thesis   only   studies   the   situation   of   developing   the   financial 
resources   for   public   higher   education   in   Vietnam.   The   author   performs   statistics   and 
summarizes the data on the structure of financial institutions at 55 institutions of higher 

education nationwide in all the training groups belonging to two groups of higher education 
institutions: The group is completely self­financed 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   2012­2017   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 


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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 
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 
in the whole country; results of quantitative analysis of factors affecting tution policy for 
higher   education   in   view   of   learners;   thereby   allowing   an   objective   assessment   of   the 
current situation of the development of financial sources of higher education institutions in 
Vietnam in the period of 2012­2017.
Fifth: Based on scientific arguments, international experience and lessons for higher 
education in Vietnam; the achievements and limitations that exist in the development of the 
financial resources for current education and training in Vietnam; the views, orientations 
and objectives of developing the financial resources for higher education in 2025, vision of 
2030; The author proposes a number of solutions to improve the State's policy system and 
the specific methods of developing financial institutions of higher education institutions, 
including two main solutions:
(1) Group of solutions to policy reforms of the State to enhance mobilization and 
improve efficiency, management and use of financial resources for public higher education: 
Perfecting autonomy and supervision policies supervising autonomous implementation at 
higher   education   institutions;   renewing   policies   on   State   budget   investment;   perfecting 
policies on tuition fees and learner support tools; complete policies to enhance socialization 
of higher education.
  (2)   Solution   group   on   innovation   of   mobilizing,   managing   and   using   financial 
resources   of   higher   education   institutions:   Improving   financial   autonomy   of   higher 


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education institutions; strengthen the exploitation of financial resources from tuition through 
endogenous factors; develop a separate tution policy for each higher education institution; 
strengthen  the   exploitation   of  other   financial   resources   besides   financial   resources   from 
tution and strengthen the management, inspection and internal control.
5. Contents of the thesis
In addition to the introduction, conclusions, references and appendices, the thesis structure 
consists of 4 chapters:

Chapter 1: Overview of research situation and research methods.
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 high­quality 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), 


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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 
dissertation on basic financial higher education have studied and suggested some contents: 
University autonomy is a common trend and the necessity for developing higher education 
in the current period and should implement "integrated autonomy"; should allocate the state 
budget according to the quality of training, the ability of socialization of disciplines, higher 
education institutions or allocation of state budget according to the output factors, based on 
the   training/students   (training   capacity);   sharing   the   cost   of   higher   education   or   tution 
applying the service price, especially the roadmap for calculating the full cost of training, 
the   method of  tution  sharing;  the   issue  of  privatizing  the   financial  resources  for  higher 
education and some basic contents of higher education.
However, due to the time factor as well as the scope and scope of research, the above 
studies still have certain "gaps", which are also the points that the candidate intends to 
exploit   and   research   in   my   thesis,   specifically:   Overall   study   of   financial   resources   in 
education and training; research on the development of finacial resources with two groups 
of subjects, namely state agencies and higher education institutions; analyzing the situation 
of   developing     finalcial   resources   through   the   system   of   policies   to   develop   financial 
resources and the system of indicators to assess the development of the financial resources 
of two groups of higher education institutions.
On the other hand, research on the development of financial resources for education 
and training institutions is really necessary before objective conditions: Practice of financial 
autonomy in particular,  university autonomy in general in Vietnam and the roadmap to 
calculate sufficiently tution.
From the research gaps and the above objective conditions, the candidate has chosen 
the issue of "Developing financial resources for public higher education in Vietnam" as 
the thesis topic.
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 2012­2017, with the support of 


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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
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
2.1. Overview of public higher education
2.1.1. Concept of higher education and public higher education

From   the   results   of   approaching   and   analyzing   higher   education   at   different 
perspectives, the candidate conceived:
(i)   "Higher   education   is   basically   learning   and   training   activities   organized   and 
implemented by higher education institutions to ensure the provision to learners, knowledge 
skills   and   professional   qualities   corresponding   to   qualifications   and   according   to   the 
program, the prescribed time ”.
 

(ii)   "Public   higher   education   and   training   is   understood   as   the   higher   education 

activities   organized,   implemented   and   implemented   by   the   Government   agencies   and 
controlled by the public legal system."
2.1.2. Classification of higher education institutions
Depending on different research purposes, it is possible to classify higher education 
institutions according to some following criteria: based on the nature of ownership, based on 


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the   affiliated   managing   units,   based   on   training   occupations   and   way   of   stratifying 
development orientation, financial autonomy level...
In order to match the research content, the candidate combined classification of higher 
education according to the nature of ownership and degree of financial autonomy, the higher 
education institutions are classified into two main types: fully independent financial education 
institutions. (Self­assurance of recurrent expenditures and investment expenditures) and the 
independent education and training establishments are partly autonomous (self­assurance of 
regular expenditures; self­assurance of a part of regular expenditures and guaranteed by the 
State for regular expenditures).
2.1.3. The role of public higher education institutions in the higher education system
In addition to the general roles of higher education, higher education institutions also 
have   important   roles   in   the   higher   education   system,   including:   Education   and   training 

institutions form and develop showing the State's role in higher education in mechanical 
regulation of social resources structure and create equity in university access; Education and 
training   establishments   play   an   important   role   and   implement   development   investment 
policies for the country's higher education system; Education and training establishments 
have   the   mission   of   supplying   high­quality   human   resources,   scientific   research   and 
technology transfer to meet the development and integration needs of the country and the 
system of higher education institutions contributing to the shortage of the non­public higher 
education system. 
2.2. Financial resources for public higher education
2.2.1. Concept of financial resources for public higher education
From the results of approaching and analyzing the financial capacity, in order to be 
suitable for the purpose of the study, the researcher conceived: (i) The financial capacity is 
the source of money or asset value that the entities can exploit and use to achieve certain 
purposes.
2.2.2. Classification of financial resources for public higher education
Depending   on   the   purpose   of   the   study,   the   financial   resources   in   the   educational 
institutions are classified according to different criteria, which can be based on a number of 
criteria: the subject providing financial resources, according to the nature of the source of 
funds, the origin financial resource ...
In order to match the content of the thesis, the author said that the financial resources 
for   higher   education   include   three   main   sources:   State­invested   financial   resources; 
Financial resources from tution and other financial resources.
2.3. Developing financial resources for public higher education


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2.3.1. Concept of financial resource development for public higher education
From   the   different   approaches,   the   candidate   believed:   (i)   The   development   of 
financial resources  is the use of specific policies and measures by the entities to increase  
the   financial   resources   in   both   quantity   and   quality,   (ii)   The   development   of   financial 

resources for education and training is that the higher education institutions based on the 
application of different policies and measures to mobilize maximum of financial resources, 
while   ensuring   the   stability   and   sustainability   of   financial   resources   and   meeting   the 
developing requirements of higher education institutions in each stage.
2.3.2. Criteria for evaluating the development of financial capacity for public higher 
education
Based on the concept of developing financial resources for higher education, to assess 
the development of the financial resources of higher education institutions, it can be based 
on two basic criteria: The development of financial resources scale and the development of 
the financial resources quality.
2.3.2.1.   Criteria   for   evaluating   the   development   of   scale   and   quantity   of   financial 
resources
a. Absolute growth rate of financial resources:
 

TNL = TNL1­ TNL0

b. Growth rate of financial resources:
K=

TNL1 − TNL0
x100%
TNL0

 c. Diversification of financial resources:
NL = SNL1­ SNL0
d. Cost of mobilizing financial resources:
TCP = TCP1 ­ TCP0
  CP1 =

TCP0
TCP1
x100% ,                       CP0 =
x100%
TNL1
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

 (i

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TTi =

   

NLi
x100%
NL1 +NL2 +... +NLi +... +NLn

NLi
=
x100%
TNL

b. Financial sustainability factor.

BV =

TNL
x100%
TNC

c. Financial autonomy.
NLXHH
x100%
TNC

  HSTC =

NLXHH = NLHP+ NLKH
Social skills = Human resources + Agroforestry
HSSD =

CT1
x100%
CT0

d. Coefficient of using financial resources
K=
CP1 =

TNL1 − TNL0
x100%
TNL0

TCP1

x100%
TNL1

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 =

2.3.3. Principles for developing financial resources for public higher education.
Some   basic   principles   in   developing   the   financial   resources   for   higher   education: 
Develop on the basis of the development orientation of higher education and the policy 


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system of the State; ensure sustainable development, associated with university autonomy; 
harmonize   the   relationship   between   mobilization   and   management   and   use   of   financial 
resources   and   ensure   the   feasibility,   efficiency   and   fairness   in   the   enjoyment   of   higher 
education services.
2.3.4. Factors affecting financial resource development for public higher education.
According to the approach of the candidate, the factors affecting the development of the 
financial resources for higher education can be divided into 3 groups: (1) Group of elements 
belonging   to   the   State   (Guidelines,   lines,   policies,   laws)   country   and   objectives, 
orientations,   views   of   public   higher   education   development;   (2)   group   of   endogenous 
factors belonging to the higher education institutions (faculty, teaching methods, program 
content, accumulated student skills, facilities, management capacity of the team function 
and coordination, especially of the head of public higher education institutions ... and (3) 
other groups of factors (economic, political, social development level and income level of 
people, the trend of higher education development leads to changes in the views of financial 
management of higher education, the demand of the labor market, household characteristics 
and learners themselves ...)
Thus, there are many different factors affecting the policy of developing the financial 
resources for higher education in general and the tution policy in particular. In addition, 
higher education with the trend of becoming higher education services, so the object of 

providing higher education services (higher education institutions) always pay attention to 
customers (learners).  At this point, considering the learner's point of view, factors affecting 
tution policy include: Factors towards higher education institutions, factors of learner fees 
and factors toward learners' families .
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 


11
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.

Fifthly, encourage the reciprocal state budget with private sources in public higher 
education.
Chapter 3:
CURRENT SITUATION OF FINANCIAL RESOURCE DEVELOPMENT FOR
HIGHER  EDUCATION IN VIETNAM
3.1. Overview of public higher education in Vietnam.
3.1.1. Model of public higher education management,
The   administrative   management   model   of   education   and   training   includes:   State 
management model on the system of education and training system in Vietnam and the model of 
administrative management of education and training.
3.1.2. The reality of the scale of public higher education institutions


12
Scale   of   higher   education   institutions   through   a   number   of   contents:   the   number   of 
education   and   training   establishments,   the   number   of   students   of   education   and   training 
establishments, the number of teachers of education and training establishments in the 2006­2017 
period.
3.1.3. The reality of the training quality of public higher education
Basically higher education institutions have well implemented their commitments 
and   brought   positive   results   to   the   quality   of   training,   providing   high­quality   human 
resources   to   meet   the   needs   of   society.   Higher   education   institutions   have   invested   in 
equipment for training, improving the quality of teachers. The level of job satisfaction of 
university   students   has   been   recognized   by   businesses,   the   percentage   of   university 
graduates meeting the increasing job requirements. However, some indicators reflect the 
quality of training is still limited compared to other countries in the region and the world.
3.1.4. Status of state budget investment for public higher education.
In order to have an objective assessment of the current status of the structure  
and the trend of changing the structure of financial institutions invested by the State  
for the educational institutions in recent years, the candidate has studied the results of 

financial statements invested by the State through a number of criteria to evaluate the  
development of financial resources for education and training at the higher education 
institutions under the Ministry of Education and Training, the National University of 
Hanoi and the National University of Ho Chi Minh City in the period of 2012­2017.
Table 3.2: Structure of state budget funding for higher education institutions in the period 2012­2017
       Unit: billion VND
MOET affiliated 

Hanoi National 

university

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

money
5.688
930
4.420
327
5
7
 
6.388

Ratio 

Amount 
of 

%
100
16,34
77,71
5,75
0,08
0,12
0,00
100

money
633
172
391
68

 
2
 
680

Ratio 
%
100
27,18
61,73
10,79
0,07
0,24
0,00
100

HoChiMinh 
National 
University 
Amount 
Ratio 
of 
%
money
1.054
100
604
57,36
308
29,22

138
13,09
 
0,00
3
0,32
 
0,00
926
100

Sum
Amount 
of 
money
7.375
1.706
5.118
533
5
12
 
7.994

Ratio 
%
100
23,14
69,41
7,23

0,07
0,16
0,00
100


13
Development investment fund
Regular funding for Education  and 
training
Scientific and technological fund
Economic career fund
Environmental protection fund
National target program fund
2015
Development investment fund
Regular fund for Education and 
Training
Scientific and technological fund
Economic career fund
Environmental protection fund
National target program fund
Year 2014
Development investment fund
Regular funding for Education and  
Training
Scientific and Technological fund
Economic career fund
Environmental protection fund
National target program fund

2013
Development investment fund
Regular fund for Education and 
training
Scientific and technological fund
Economic career fund
Environmental protection fund
National target program fund
Year 2012
Development investment fund
Regular fund for Education and 
Training
Science and technological fund
Economic career fund
Environmental  protection fund
National Target program fund

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
 
8
248
6.674
1.915
4.546
201
0
12
0

10,91
79,45
3,74
0,06
0,06
5,77
100
10,75

81,21
4,11
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

125
450
69

24
2
10
710
152
487
51
9
1
10
1.008
204
654
129
10
1
10
1.360
518
635
194
1
2
10
1.708
935
672
99
1
1

0

18,39
66,28
10,10
3,54
0,22
1,47
100
21,42
68,62
7,13
1,32
0,17
1,34
100
20,23
64,89
12,80
0,94
0,14
0,99
100
38,10
46,73
14,29
0,04
0,11
0,74
126

68,76
49,46
7,28
0,04
0,10
0,00

501
342
73
 
2
8
833
428
337
61
 
1
6
998
475
457
57
 
1
8
1.163
724
368

62
 
1
8
1.216
735
390
90
0
2
0

54,11
36,97
7,89
0,00
0,16
0,86
100
51,32
40,50
7,37
0,00
0,14
0,66
100
47,63
45,81
5,66
0,00

0,12
0,77
100
62,28
31,61
5,34
0,00
0,10
0,66
105
63,25
33,50
7,72
0,00
0,13
0,00

1.323
5.868
381
28
7
387
7.355
1.205
5.544
351
11
7
238

8.254
1.530
6.047
392
11
8
266
10.012
4.215
5.045
474
1
11
266
9.599
3.585
5.608
390
1
15
 

16,55
73,41
4,76
0,35
0,09
4,84
100
16,38

75,38
4,77
0,15
0,09
3,23
100
18,53
73,26
4,75
0,13
0,10
3,22
100
42,10
50,39
4,73
0,01
0,11
2,66
100
37,35
58,43
4,06
0,01
0,15
0,00

Source: Ministry of Finance
n

Overview of the financial resource structure invested by the State for higher education: 
The   proportion   of   recurrent   expenditure   is   relatively   high,   in   the   period   of   2012­2015, 
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   non­business, 
environmental protection and National Target Program, ranging from 6­7% 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 


14
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 2012­2017 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 / NQ­CP 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 / NQ­CP, 
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 
education.
3.3. Testing the impact of factors on the development of financial resources for public 
higher education in Vietnam.
In the examination of the influence of factors on the development of the financial 
capacity for higher education in Vietnam, the candidate only limited to study the influence 
of factors affecting tuition policy for higher education in view of learners.
Research model in the thesis is determined:
Y = f (F1, F2, F3)
Y: Expected tuition level


15
F1:   The   group   of   elements   that   show   the   characteristics   of   the   higher   education 
institutions, including:
F11: Elements of organization and program coordination.
F12: Teacher factors.
F13: Group of elements of program content.
F14: Group of elements of teaching methods.
F15: Group of factors about infrastructure.
F16: Accumulated skill group.
F2: Group of elements that show the characteristics of the household, including:
F21: Group of factors about family residence.
F22: Group of factors about total income of learners’ parents.
F3: Group of elements that show learners' characteristics, including:
F31: Group of learner sex factors.
F32: Group factors of learners’ majors.

The research hypothesis is divided into 2 basic groups: hypotheses about factors that 
show the characteristics of higher education institutions and hypotheses about the factors 
that show the characteristics of learners and families.
Some statistics results: Structure of students according to training major, family structure 
of   students   according   to   residence   places;   statistics   describing   the   income   level   of 
students‘parents, evaluation of students about the appropriateness of tution in the 2017­2018 
school year and the expected tution level of students.
EFA factor analysis results:
Table 3.20: KMO and Bartlett's test
Kaiser­Meyer­Olkin Measure

Approx. Chi­Square 

of

Sampling  Adequacy

0.962
11756.245


16
595

Bartlett's Test of Sphericity             Df

.000

                 Sig.
Table 3.21: The table explains the total variance

Initial Eigenvalues
Component
Total

% of 
Cumulative %
Varianc

Rotation Sums of Squared 
Loadings
% of 
Total
Cumulative %
Variance

1

13.956

39.873

39.873

13.454

38.440

38.440

2

1.905

5.442

45.315

1.411

4.033

42.473

3

1.440

4.116

49.431

.925

2.642

45.115

4

1.390

3.970

53.401

.904

2.583

47.698

5

1.098

3.138

56.539

.617

1.762

49.459

                                                             Source: candidate summary from survey
Table 3.22:  Matrix table swivel factor
         

Factor group

1
D78
D711
D710
D77
D712
D79
D76
D75
D74
D73
D71
D55
D53
D51
D41
D54

2

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

.398
.355
.348
.824
.777
.654
.626
.559

3

4

5


17
D43
D42
D44
D31
D35
D33
D37
D32
D36
D34
D62
D63
D64

D23
D21
D22

.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
Infrastructure

Organization and coordination

Question number (Item)

0.908

11

0.871

8

0.828

7

0.785

3

3
0.765
Source: Candidate summery from survey 

Table 3.25: Correlation coefficients between groups of factors
Tuition

Tuition

Accumulated 

experience

1

Accumulated 
experience
Program 
content­
Lecturer

0.104

1

0.160

0.673

0.037

0.634

Infrastructure

0.293

0.635

Program 
content­

Teachin

Lecturer infrastructure

1
0.688

1

0.642

0.530

1

Coordinate
organization


18
Coordination 
organization

0.089

0.572

0.518

0.543

0.482

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
Standardize
d 
Coefficients

Unstandardized 
Coefficients
Model

B

Std. Error

15.856

.094

GV

.169

.055

CSVC

.270

TCDP
KNTL

(Constant)

NDCT_PPGD
a.

Beta

t

Sig.

168.760

.000

.170

3.089

.002

.037

.381

7.345

.000

.003

.035

.003

.074

.041

­.084

.052

­.092

­1.606

.019

.084

.054

.092

1.563

.018

Dependent Variable:

Source: From survey

HP = 15,856 + 0, 27 infrastructure+0,169 GV+0,003 coordination organization 0,084 
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 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.


19
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 self­responsibility 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 
invest in the higher education sector ... since then, The State has conditions to concentrate 
resources on other non­business services that play an essential role in society; Basically, the 
competent State agencies are well implementing the inspection and examination of financial 
management   work   at   higher   education   institutions   through   the   discovery,   handling   of 
violations and assisting the higher education institutions to implement better in developing, 
managing and using their financial resources.
On the side of public higher education institutions also achieved some results: Many 
higher education institutions have been proactively independent of the financial resource 
invested by the State, building their autonomy and implementing autonomy on the basis of 
existing resources; many higher education institutions based mainly on financial resource 
from tuition; the majority of students rated current tuition levels as appropriate and the 
tuition they expected; factors that have a positive impact on tuition policy and the impact of 
each factor on tuition policy for public higher education.
3.4.2. Some limitations and causes.
Some restrictions from the state agencies:
Firstly, on the policy of financial autonomy: Lack  and incomplete, there is still a conflict 
between documents, leading to inadequate autonomy; supervision and evaluation of autonomy 
implementation   results   have   not   been   implemented   in   a   timely   manner;   the   coordination 
between the public higher education institutions with the relevant ministries and agencies has 


20
not been regular and timely to solve difficulties and problems for public higher education 
institutions   when   implementing   autonomy   and   self­responsibility   mechanism   in   particular, 
university autonomy in general.
Secondly, on the state budget investment policy: The policy of state budget investment for 
higher education institutions is still only through a single channel: direct support for training 

institutions;   There   are   no   specific   regulations   on   state   budget   investment   norms   for 
development   investment   and   policies   to   encourage   efficient   use   of   financial   resources   for 
development investment; policies to develop and guide the allocation of state budget in the field 
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 long­term 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 self­assurance 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, 
socio­economic   organizations   and   individuals   to   develop   public   higher   education   is 
difficult; have not promoted the potential of the people to invest in developing education 
and training.

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Fifthly,   on   the   inspection   and   supervision   of   the   implementation   of   policies   on  
autonomy, on the development of financial capacity for higher education: the supervision of 
functional   agencies   in   financial   management   is   loose;   The   lack   of   coordinated   and 
coordinated coordination of state agencies in the allocation of state budget, inspection and 
supervision of the results of the development, management and use of financial resources of 
public higher education institutions.
Some limitations from public higher education institutions:
Firstly,  the  institutions   of  education  and  training  themselves  have  not  determined 
exactly   and   fully   the   objectives   of   financial   autonomy,   so   it   has   not   promoted   the 
effectiveness of "financial autonomy and self­responsibility policies".
Secondly: The higher education institutions have not had quantitative assessments on 
the factors affecting tution policy, so the method of developing agricultural energy from 
the current tution is mainly to increase the tution level and expand the scale of training. 
create   without   solutions   to   improve   the   quality   of   training   to   attract   learners   through 
endogenous factors.
Thirdly:  The higher education institutions have not yet built their own norms and 
roadmap for changing tution.
Fourthly:  Many educational institutions of primary education still focus on training 
activities   that   have   not   paid   attention   and   have   specific   plans   and   orientations   in 
developing other activities.
Fifthly: The implementation of management and use of exploited financial resources is 
still not really scientific, so it has not fully promoted the efficiency of the financial capacity.
3.4.2.3. The cause of the limitations.
Objective causes of state agencies: Vietnam's GDP is still low, unable to meet the actual 
needs   of   development   investment,   scientific   research   ...   of   public   higher   education 
institutions; financial autonomy, especially university autonomy in Vietnam is piloting, there 
are practical issues that policies have not kept up;   Public higher education in Vietnam is 
gradually shifting from a dependency on the state budget to sharing costs in the whole society 

with the pilot implementation of self­financing, and the issue of exploiting other financial 
resources is also new and has begun to be implemented without forming a specific policy 
system.
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 
financial resource for education and training in particular; The State has not yet built the 


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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 non­standard 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   non­productive 
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 
active in implementing internal control.

Chapter 4:
SOME SOLUTIONS FOR FINANCIAL RESOURCE DEVELOPMENT FOR 
PUBLIC HIGHER EDUCATION IN VIETNAM
4.1. Viewpoints, orientations and objectives of developing financial resources for public 
higher education in Vietnam
With   the   orientation   of   "Basic   and   comprehensive   innovation   of   Education   and 
Training, meeting the requirements of industrialization and modernization in the context of 


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socialist­oriented   market   economy   and   international   integration"   and   "sustainable 
development   objectives   of   education   and   training   2025   and   orientations   towards   2030 
”viewpoints,   orientations   and   objectives   of   developing   financial   resource   for   higher 
education in Vietnam with some basic contents as follows:
For  the   state   budget investment  policy:  To  allocate  budget  and  resources  for  public 
higher   education   under   the   principle   of   competition,   equality   and   efficiency   through 
investment spending, research and development, research and training, and scholarships , 
student credit and other forms; transforming the mechanism of allocating funds to ordering 
forms for a number of public higher education institutions.
­ For tution policy: Education and training establishments are allowed to determine their 
own tution on the basis of the ceiling of tution stipulated in Decree No. 86/2015 / ND­CP; 
HP for the self­built high­qiality training programs tution level is commensurate with the 
quality assurance conditions  on the  principle of sufficient to compensate  digging costs; 
tution for social needs training programs is determined on the basis of agreement of related 
parties.

­ For policies to develop other financial sources: Promote socialization, joint ventures 
and associates; encourage association with foreign training establishments, scientific and 
technological technology transfer services and education and training consultancy services 
on   orders;   encourage   employers   and   employers   to   participate   in   supporting   training 
activities; transparency of joint venture activities, training cooperation and use of public 
resources   ..   there   are   preferential   policies   for   organizations,   businesses   and   individuals 
investing in education and training activities, science and technology at higher education 
institutions.
­   There   is   a   synchronous   policy   to   ensure   autonomy   of   public   higher   education 
institutions associated with accountability.
4.2. Solutions to develop financial resources for public higher education in Vietnam
4.2.1. Group of solutions to the renovation of the State's policies to increase mobilization  
and improve management efficiency, use financial resources for public higher education.
The goal of this solution group is that state agencies are increasingly improving the 
policy system, creating the best legal corridor, in accordance with the actual conditions of 
the   higher   education   institutions   in   Vietnam   and   towards   the   information   international 
standards for developing financial resources associated with financial autonomy.
4.2.1.1.   Solutions   to   perfecting   autonomy   policies   and   supervising   autonomy   at   public  
higher education institutions.


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The   State   should   develop   an   appropriate   roadmap   and   proceed   to   strengthen 
autonomy   for   higher   education   institutions   on   the   principle   of   high   autonomy   in   the 
financial sector, organizational and training apparatus; at the same time strengthening the 
accountability   of   higher   education   institutions   and   high   supervision   of   management 
agencies, this encourages educational institutions to actively and responsibly in exploiting 
financial resources from privatizing higher education, reducing pressure on the state budget.
4.2.1.2. Solutions to reforming policies on state budget investment.
Renovating policies on state budget investment focusing on some basic contents: 

State­invested financial resources for education and training should be divided into 3 main 
channels (Direct support for each higher education institution, support through scholarships 
and student credit, support through scientific research funding; continue to renovate the 
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   e­government   /   students   of   each   sector, 
specialized training, by region, towards investing in high­quality training programs, key 
programs on scientific and technical development .. ; complete the system of documents 
guiding the construction of medium and long­term 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 / ND­CP; 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.


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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.
4.2.2.   Group   of   solutions   for   innovating   the   mobilization,   management   and   use   of  
financial resources of higher education institutions.
With   the   current   university   autonomy   trend,   in   addition   to   the   State   policy,   the 
education institutions themselves also need specific plans, suitable to the existing resources 
of the units to have best solutions in developing, managing and using financial resources to 
best accomplish assigned political tasks and improve training quality.
4.2.2.1. Improving financial autonomy on the basis of accurately determining the objectives  
of   financial   autonomy   and   implementing   autonomy   effectively   and   properly   at   higher  
education institutions.
4.2.2.2. Strengthen the exploitation of financial resources from tuition through endogenous  
factors, such as: Facilities; accumulated skills for students; role and attitude of coordination 
and management department; program content and teaching methods; quality of teachers ...
4.2.2.3. Public higher education institutions should implement their own tuition policies.
In addition to the strategic solutions, the higher education institutions should also have 
specific solutions on tution policies: Determining the specific tution level on the basis of 
prestige,   position   and   training   quality   of   the   school;   increase   tution   gradually,   have   a 
suitable route to ensure students have a reasonable financial plan; continue to improve the 
public disclosure of annual tution rates for parents to consider choosing appropriate schools; 
improve and develop a system of financial support tools for students.
4.2.2.4.   Strengthen   the   exploitation   of   other   financial   resources   in   addition   to   financial  
resources from tuition.
Education   and   training   establishments   should   focus   on   exploiting   other   financial 
resources through higher education services and other career activities towards sustainable 
financial development, in particular: Strengthening financial resources from service activities 

Higher education and other career activities; strengthening cohesion between schools and 
businesses;   actively   mobilize   financial   resources   from   contributions   of   individuals, 
businesses   and   social   organizations;   pay   attention   to   mobilizing   capital   and   borrowing 
capital, especially foreign capital.