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 I. Historical Background.
In its four-thousand-year history, Vietnam experienced big changes in education due to the influence of the two world’s antagonistic education systems:
The Oriental influence represented by Chinese culture, dominated by Confucius-Mencius’s philosophical education dating from the antiquity era to modern era (by the end of the 19th century).
The Occidental influence represented by French Culture, nominated by Montesquieu’s and J.J.Rousseau’s philosophy from the time the French set up their ruling foundation, abolished the Han-script-culture and replaced it with French culture, and publicized the use of Romanized writing (at the late 19th century).
I. 1. From 10th Century to 1857 AD
Under the domination of Chinese feudal invaders for approximately a thousand years and under the feudalist regime, Vietnamese people were much influenced by the Chinese culture. Chinese characters were used firstly in writing official documents then gradually in ceremonials of religious belief, and in daily life.
During the times of recovered independence, the national literature took shape and gradually developed. Hence, a “nôm” script, derived from Chinese script, was created for the Vietnamese language. The exact date of its creation is unknown, but the first book in “nôm” appeared in the 14th century.
Education and training mostly aimed at selecting talented and righteous subjects to be mandarins. Almost all text books in those days were Chinese classic books, e.g. The four Books and Five Classics (nine ancient Chinese works handed down by Confucius and his followers) and I Ching (Book of Changes).
The teachers in those days usually were the ones who
1. Had the knowledge of Chinese characters in the hamlets and opened classes or private schools at their own home.
2. Failed in the exams or retired from mandarins and came back to teach pupils at their home villages.
3. Refused to be mandarins due to their dissatisfaction with feudal regime.
Normally a class had about 2 to 7 pupils. The tuition fees were paid in tea, pipe tobacco, or any kinds of farm produce up to the parents’ ability, monthly or yearly i.e. on 3rd day of the first month of Lunar Year which is the Vietnamese traditional teacher’s day.
In 1070 A.D., King Ly Thanh Tong had the “Temple of Literature” built. It was a royal school dedicated to Confucius and his disciplines, where, at first, only the sons of high-ranking dignitaries received moral education and training in administration. Later on, sons of commoners were also admitted, bringing about the increasing accession of educated commoners to public office. In this period of time, alongside with public schools, private schools also appeared under the direction of famous people, with Chu Van An as the most prominent one.
I. 2. FROM 1858 -2008
I. 2.1. WAR PERIOD (1858 – 1975)
I. 2.1.1.The Period of French colonialism (1858 – 1954)
A French naval squadron attacked Da Nang on August 3, 1858, launching a war of colonial conquest lasting between 1858 and 1884 and resulting in the annexation of Vietnam in spite of tough resistance put up by heroic Vietnamese patriots.
For the sake of their colonial exploitation, the French administration tried their best to make full use of traditional education in training subaltern agents for the administration apparatus. From 1862 onwards Quốc ngữ, the Vietnamese Romanized writing, was used in Cochinchina. Its use then gradually spread through out the country.
However, the old system of mandarin competitive examination was maintained only until 1915 in Tonkin and 1916 in Annam. The Chinese education system was thus totaly abolished and replaced by a Western education system. A number of professional schools were founded. The Medical College was founded in 1901. The University of Indochina was founded in 1908. Chistianity was freely promulgated and the gateway to study in France was opened with a view to nurturing a denationalized intelligentsia having no contacts with the nation’s culture and indifferent to national independence. Most of them were recruited as lower-ranking functionaries of the colonial regime.
I. 2.1.2. The Period of U.S. Neo-colonialism (1954 - 1975)
Under the leadership of the Communist Party of Vietnam, the August revolution was successful in 1945, put an end to 80 years of French colonial domination, abolished the monarchy and established The Democratic Republic of Vietnam.
Not long after that, the Vietnamese people had to lunch the war of national resistance against the French colonialist who came back again in 1946. The resistant war successfully ended with the world-shaking victory over the French troops in Dien Bien Phu, in 1954. But due to the balance of forces between the Vietnamese national resistance and the imperialist forces, particularly the Franco-US coalition, the Vietnamese people could completely liberated the northern part of their country only. The Geneva Agreement stipulated that the southern half of Vietnam would be handed over to a provisional administration after two years at the most, and that general elections in 1956 at the latest would give a united Vietnam a single government.
However, with the U.S. interference, the authorities of Southern part of Vietnam refused to implement the Geneva Agreement and established their own republic regime. Hence, Vietnam was contemporarily divided into two territories following two antagonistic ideologies: Communism and Capitalism.
From 1954 to 1975, the North of Vietnam underwent the transitional period to socialism, bypassing the period of development of capitalism. The education system of North Vietnam was a socialist education system similar to those of The Soviet Union and China. No private schools, colleges, and universities were permitted to be founded in North Vietnam due to the concept holding that private means exploiting, and that exploitation of man by man should be terminated.
In the mean time, South Vietnam, under the direction of U.S.A., followed capitalism. Education system in the South was influenced by western education system, i.e. French education (from the time of French domination), and the U.S. pragmatic education (from 1954 to 1975).
I. 3. THE PERIOD OF NATIONAL INDEPENDENCE AND REUNIFICATION (1975 - 2008)
I. 3.1. From 1975-1989
After the national reunification in 1976, the whole country, under the name of the Socialist Republic of Vietnam, especially the northern part, proceeded with the establishment of socialism and experienced the period of ‘Subsidy Economy’, in which almost all forms of private capitalist ownership of the means of production were prohibited.
Since 1986 a profound socio-economic policies change has taken place in Vietnam. The centrally planned bureaucratic subsidy economy has been gradually transiting to market economy, which is now classified as a transitional economy. Thus, Vietnam has become a country with various economic sectors.
The change of the way of thinking, from the one stemming from bureaucratic subsidy economy to the one originated from market economy, is really a great important step forward in the renovation of Vietnamese education. However, the methodology of managements seemed to be ambiguous among the political elites. Their knowledge of market economy and educational democracy was still quite limited. Moreover, for private universities, the Vietnamese people’s persisting with old habits and customs prevailing in the period of subsidy economy was really a hard nut to crack as well.
In response to the change of the socio-economic policy, since 1987, after coming out of the embarrassing situation, the higher education system has adopted some important renovation policies. The higher education training was no longer reserved merely for the State-owned and the collective economic sectors but for the other sectors too.
As for universities, apart from The National Universities, public universities which are fully financed by the State, semi-public, private universities were also allowed to put into operation.
Anyhow, in the early stage, to avoid the repugnant feeling, the terms “private” and “public” were somewhat warded off. The term “Public” was substituted by “State-owned” (Công lập), and the term “Private’ (Tư thục) was substituted by “People-owned” (Dân lập). Thus there were only 3 types of universities, i.e. state-owned universities, semi state-owned universities (trường đại học bán công) and people-owned universities.
At the end of the year 2008, according to the statistical data of the Ministry of Education and Training, in the whole country, there were 64 people-owned universities and colleges, 40 of which were universities making 25% of the total universities in the whole countries, and 24 were colleges making 11.48% of colleges in the whole country.1
As regards the types of private universities, after about 20 conferences held in all parts of the country, from the South to the North, several delegates from different organizations in the whole country contributed their opinions but they were not unanimous in the establishment of a stable regulation.
Their different viewpoints can be classified into 03 groups as follows:
Group 1: According to this group, private university was considered as a private business which must pay tax. This group assumed that training students is the same as making products. The term “Super profit”, which even the capitalist circles are reserved to use, was suggested to be put into the regulation. This term aired a feeling of super profit out of illegal items like drugs, weapons, tax-evasion goods …
Group 2: Imbrued with the traditional agricultural civilization, this group held that studying is to supplement knowledge, enhance awareness, which are of noble and non-profit spiritual values. Therefore, it can’t be lowered to the same rank as goods sold in the markets. This group refused to put the word ‘tax payment’ in the document out of being aware that this is a behavior hurting the self-respect of the nation who considers teacher as father and to transmit knowledge is a moral standard of Confucian deities. However, neither of the above mentioned two groups could reflect the reality. The traditional group involved several elements of the managing machinery bearing characteristic of mass organizations (i.e. the Communist Party, the Ho Chi Minh Communist Youth Union, and the Trade Union) into the Board of Directors, where the unique required capacity is “the capacity of cash contribution”, but they applied merely their will and their political ideal to share power.
Whereas, in the process of establishing regulations, Group 1 refused the mass organizations since they are not considered as capital contributors who are capable of participating in the Board of Directors to decide the existence and perish ability of the universities.
Group 3 was later on established in silence. This group worked as lobbyists, showing a worried and pressing attitude, and wishing to contribute their opinion to a solution, hoping that private universities will be treated as a social and non-profit organization.
This group divided the function into 2 separate parts:
The first function bears the characteristic of investment – or also called investment function and is considered as hardware of a set of computer. This function is reserved for the sole investor or a group of investors (established through a civil contract and a notarized document about their interests and their nominee to found the university).
This function is solely in charge of material facilities (investing in buildings, classrooms, facilities of teaching, and other facilities for students, etc.) especially in seeking and choosing a President as stipulated by the Ministry of Education and Training and the local Government where the university is located. This kind of function, or in other words, legal entity of the investor, is never replaced by any other forces in the university like organizations of the Communist Party, the Ho Chi Minh Communist Youth Union, and the Trade Union.
This legal entity is governed by law only in case of violating the principle of Vietnamese investment law, poor material facilities unable to meet the demand, etc.
The second function is considered as software of the set of computer. As stipulated by the Ministry of Education and Training, it is programmed on a teaching technological foundation in accordance with a managing mechanism of the authority as well as the occupational, social and political organizations, i.e. the activities of the Communist Party, the Ho Chi Minh Communist Youth Union, and the Trade Union, etc.
This second function is under the control of a President who enjoys the legal personality and is responsible for training procedures, and administrative method mentioned above. In order to help the President to manage favorably, the machinery called the University Council is established.
Whom does the University Council consist of?
They are the President with the title of Chairman and other members including the Chairman of Academic Council of the university, the representative of professors, the Communist Party secretary, the Ho Chi Minh Communist Youth Union secretary, and the Trade Union secretary. A struggle (if any) may happen within the Council. All conflicts are solved by a functional office. (For the sake of stability, it may change the members or even the President)
This change only exists within the University Council and it is absolutely not related to the investor. (They cannot be substituted for whatever reason).
In such case, if the President becomes unable to carry out his work, the investor(s) can seek and choose another President, and therefore, according to the regulation, a nomination needs to be passed.
We can see that this third group can stand firmly thanks to the followings:
1. The participation of mass organizations in the organized managing staff meets the demand of the socialist State governance.
2. The ownership of the investor being ensured as stipulated by the investment law satisfies the mobilization of the entire people to take part in market economy.
3. The social and non-profit characteristics create favorable condition for the owner(s) to spend the remaining sum of money in the research investment and in the construction of various projects without worry of tax payment.
Contemporarily, the under-preparation regulation relating to private universities was bound by norms (set by Ministry) and tuition fees (stipulated by the State). Whereas private universities as well as state-owned and semi state-owned universities kept on extending their social activities (contribution to ‘houses of benevolence’ and ‘houses of gratitude'), humanity activities (contribution to charitable fund, scholarship for training at home and abroad), campaign activities (forming up cultural, gymnastics and sport clubs, ‘green-summer’ campaign, etc.) responsibility activities (financial contribution to local authority, fire prevention and fighting, insurance) development activities (cultural exchanges at home and abroad), researching activities (financial contributions to scientific projects, ‘Eureka’ project, etc.). Hence, though they were exempted from taxes, they really made various types of payment similar to taxes voluntarily and honorably.
The above mentioned opinions were gathered from the corridors of conferences. They were merely hidden intentions not yet formed into solutions to be enforced.
According to the temporary regulation stipulated in company with the Decision No. 196/TCCB, dated April 21, 1994 of The Minister of the Ministry of Education and Training, the people-owned universities are founded by individuals, collectives, or economic-social organizations with non-business and non-profit aims
This temporary regulation was the base for the founding of many people-owned universities at that time. In the year 2000, the regulations attached to the Decision No. 86/2000/QD-TTg, dated July 18, 2000 of the Prime Minister stipulate that the properties of the people-owned universities belong collectively to the ones who shared the capital investment, the lecturers, and the staffs of the universities.
All the people-owned universities were founded and run according to these regulations, whereas the sources of properties were not distinctly stipulated.
However, in the long run, thanks to the gradual changes of the socio-economic policy, a few private universities, including international universities, came into being in Vietnam.
The difference between the Vietnamese private universities approved by the Ministry of Education and Training and the international universities with 100% foreign investment capital which enjoy optional solutions (stipulating school fee rates in US dollar, setting enrollment norms, etc. by themselves), lies in the fact that tax payment is only applied to the latter.
On April 17, 2009, Deputy-Prime Minister Nguyen Thien Nhan signed the regulation on the founding and running of private universities.
Pursuant to this regulation, the Presidents of the private universities must be Associated Professors or Ph.Ds. having experienced higher education management for at least 5 years as heads of the Departments upwards, and must not be civil servants. To found a private university, there must be at least 3 partners (organizations or individuals) who share the chartered capital, and each partner can share the chartered capital in not more than 2 private universities or colleges, which make at most 51% in each university or college.
Yet, the ownership of the private universities and colleges, the most interested issue expected to be able to unblock the transition from people-owned to private universities and colleges is not mentioned in this regulation.
Some ones still run away with the idea that if the properties belong to the initial share holders, investment into universities and colleges really makes super profit out of the huge real estate.2
But if the properties are considered to belong to the communities, the initial share holders will certainly not agree!
There prevails the idea3 that, once the private investment into education is permitted, the pursuit of profit should not be prevented, and the decision concerning how to use such profit is also the matter of non-interference. It is the students and their parents who are the end users of the private universities’ service that will make self-decision in selecting the right universities for themselves, and their pressure will force the universities to unceasingly improve their training methods. The rates of the tuition fees will also adapted by the students and their parents. We cannot and have no right to prevent the capable students from paying high rates of tuition fees for their selected universities.
The non-state owned universities and colleges are fully aware that the profit deriving from education activities should be used mainly for the increase of the material facilities and the modernization and improvement of the mode of training rather than for the increase of a number of individuals’ properties, otherwise they will certainly be downgraded, and consequently meet with the shortage or even the exhaustion of capital due to the students’ boycott. In fact, there are some non-state owned universities and colleges have been put into such dilemma.4
During the 20 passing years, the non-state-owned universities and colleges did make remarkable contributions to the fulfillment of a huge social demand of learning whilst the state-owned universities and colleges as well as State budget cannot yet assume their responsibility.
Of course, the mistakes and short comings committed by either the Ministry of Education and Training or the non-state owned universities and colleges should be overcome so that they may fulfill the target set by the Government that in the year 2020 the students of the non-state owned universities and colleges must make 30%-40% of the total number of the students, and consequently make due contribution to the fulfillment of the targets put forth in Resolution No 2 of the 8th National Party Congress: “To have advanced education enriched with national identities by 2020 in order to meet the country’s demands for industrialization and modernization process, as well as international integration.”5
II. HONG BANG UNIVERSITY INTERNATIONAL: A SUCCESSFUL PRIVATE UNIVERSITY IN A SOCIALIST COUNTRY.
Right in the year 1986, as a lecturer and the Trade Union Secretary of the Ho Chi Minh City University, nowadays called University of Social Sciences and Humanities, the Founder President of Hong Bang University took an active part in ushering in the Vietnam’s private university system. He kept on persisting arduously with the socialization of higher education for more than a decade with a view to meeting the forever increasing demand of the people. He gradually opened the evening classes for anyone, who finished high school without entrance examination regardless of age, sex or social strata, set up the irregular higher education program in a state-owned university, opened the semi-state-owned university, and then on July 11, 1997, relying on the Decision No.518/QD-TTg of the Prime Minister of Vietnam, founded Hong Bang University, a people-owned university with the mission to provide qualified higher education for the youth of the nation.
A dozen of years after that, in February, 2009, Hong Bang University was approved to be the first private university in Ho Chi Minh City. The University is a non-profit institution administered by the University Council. The University is a community of scholars, engaged in the pursuit of knowledge, serving the human society, especially through the creative use of interdisciplinary approaches and cyber technology. Its functions included the building of a solid base for human resources, research and development, public services and preservation of Vietnamese art and culture. Since its formal establishment, the university has been firmly resolved to develop and provide academic excellence along with noble virtues. It has produced approximately 16,000 graduates at bachelor levels.
II.1. OBJECTIVES AND POLICIES
Hong Bang University exists for the main purpose of serving the nation by providing scientific and humanistic knowledge, particularly in the business education and management science through research and interdisciplinary approaches.
To this end, it aims at forming intellectually competent graduates who are morally sound, committed to acting justly; devote their efforts to the cause of Vietnam’s industrialization, modernization and economic development.
One of the Founder President’s ambitions is to transform Hong Bang University into an international university run by Vietnamese for the benefit of Vietnamese students and foreign students form the world over. The realization of this legitimate ambition was recognized by the Prime Minister of Vietnam via his decision No.666/QD-TTg promulgated on May 27, 2009. Hong Bang University then became the first international private university in Vietnam under the name of “Hong Bang University International”.
II.2. ACCREDITATION
The University is fully accredited by the Ministry of Education and Training of Vietnam. Its graduates enjoy the privileges accorded to State University graduates.
The University’s graduates are welcomed in many highly important and prestigious institutions such as Vietcombank, Vietnam Tourism, Vietnam Airlines, Viettel, Tuoi Tre Newspaper, Thanh Nien Newspaper, Saigon Giai Phong Newspaper, C.P.Vietnam, and etc.
II.3. UNIVERSITY COUNCIL
The University is administered by a Council. The Council provides policy guidance for long-term planning and formulates control procedures. In addition, it allocates funds and screens proposed budgets as well as curriculum design and revisions to the curriculum.
Its functions include institution of new academic disciplines, establishment of satellite campuses, installation or removal of chief executives, and approval of degree and diploma conferment.
It gives approval to the academicians that the University engages to carry out its academic and research programs and it guards the honor and integrity of the University.
The Council members are appointed jointly by the Ministry of Education and Training of Vietnam and the Founder of Hong Bang University.
II.4. ACADEMIC PROGRAMS
Hong Bang University International understands the importance of developing individuals who can conduct research and analysis and become an expert in their fields. Therefore, the university has established faculties concentrating on the humanities. These include the Faculty of Architecture, Faculty of Industrial Applied Arts and Digital Multimedia, and Faculty of Martial Arts
Our curriculum is designed for the students not only to obtain a world class quality education but also for them to have high standards in Vietnamese values, such as patriotism, respect for elders, gratitude for favors, self discipline, benevolence, and politeness
As globalization evolves and the lives of people become more integrated the courses offered under social science are also being adapted and expanded to better prepare students. In line with this, the university has opened new programs and faculties, such as Vietnamese Studies Program, Faculty of Asian and Pacific Studies, Faculty of Southeast Asian Studies.
A long side with bringing into full play the preeminence of the traditional and socialist education, Hong Bang University International adopts creatively the quintessence of the US pragmatic education. To this aim, the university has established faculties and programs meeting the growing demands of the national modernization and international integration. These include faculties which are generally regarded as the most popular in Vietnam such as Faculty of Information Technology, Faculty of Industrial Applied Arts And Digital Multimedia, Faculty of Electronics Automatics And Telecommunication, Faculty of Nursing, Faculty of SPA and Biomedical Science, Faculty of International Relation and International Protocol, Faculty of Tourism Management and Business Administration, Programs of Japanese Manga Animation, multimedia 3D, etc.
Hong Bang University International offers programs that cover the full range of arts and sciences, including science and technology, health science, social science and the humanities. Formal dogmatic teaching approach has been abolished. Faculty members of the university are all respected academics with a vast amount of experience and expertise who assume the role of mentors in the students’ studies.
II.5. FACULTIES AND DISCIPLINES
The university now comprises 20 faculties, with more than 25,000 students. Degrees are offered at 4 levels: Certificate, Diploma, Bachelor and Master. University faculties and disciplines are listed as follows:
1. Faculty of Biology And Environment:
1. Biological Technology
2. Environmental Technology
2. Faculty of Information Technology:
1. Software Technology
2. Internet Security.
3. Information System
4. Telecommunication and Computer Network
3. Faculty of Civil Engineering:
1. Civil Engineering and Industrial Engineering
2. Roads and Bridges Construction
4. Faculty of Electronic Telecommunication and Mechanical Automatics
1. Electronic Telecommunication
2. Mechanical Automatics
5. Faculty of Textile, Shoes & Leather, and Fashion Technology
1. Textile Technology
2. Fashion Design
3. Garments Technology
4. Shoes and Leather Technology
6. Faculty of Industrial Applied Arts And Digital Multimedia
1. Fashion Design and Business
2. Graphics Advertisements
3. Interior and Exterior Decoration and Resort Center
4. Industrial Design
5. Manga Animation
7. Faculty of International Multi Media Technology
1. Japanese Manga Animation
2. Multimedia 3D
8. Faculty of International Relations And International Affairs
1. M.C. (Master of Ceremony) and P.R. (Public Relation)
2. Diplomatic Rituals
3. International Law
4. International Legal Proceedings
5. International Negotiation
9. Faculty of International Economics
1. International Accounting and Auditing
2. International Financial Business
3. Commerce
10. Faculty of Tourism Management and Business Administration
1. Business Administration
2. Tourism Management
11. Faculty of Foreign Languages
1. French and English
2. English and Chinese
3. English and Japanese
4. English and Korean
12. Faculty of Pacific – Asian Studies
1. Vietnamese Studies
2. American Studies
3. Chinese Studies
4. Korean Studies
5. Japanese Studies
6. Australian and New Zealand Studies
13. Faculty of Southeast Asian Studies
1. Thai Studies
2. Malaysian Studies
3. Indonesian Studies
4. Taiwan Studies
14. Faculty of Urban Management
15. Faculty of Sport And Gymnastics
1. Football and Futsal
2. Volley ball and Beach volleyball
3. Body Building
4. Basketball
5. Badminton
6. Athletics
7. Dance Sport
16. Faculty of Martial Arts
1. Vietnamese Kungfu
2. Chinese Kungfu
3. Vovinam
4. Kendo
5. Pen cat Silat
17. Faculty of SPA and Biomedical Science
18. Faculty of Nursing Science
19. Faculty of Medical Technology
20. Faculty of Architecture
II.6. EXTRA-CURICULA
In addition to the main tasks, the staffs and the students of Hong Bang University International also take parts in various extra curriculum activities to their likings. Following are some popular clubs in the university.
1. Manga Animation Club
2. Fashion Club
3. Basketball Club
4. Football Club
5. Music Club
II.7. CAMPUSES
Currently, Hong Bang University International comprises of 9 campuses as follow:
1. No. 213 Hoa Binh Road, Hoa Thanh Ward, Tan Phu District, Tp.HCM (Main campus).
2. No. 215 Dien Bien Phu St., Ward 15, Binh Thanh District, HCM City.
3. No. 3 Tran Quy Cap St., Binh Thanh District, Ho Chi Minh City
4. No. 28 - 30 Ngo Quyen St., District 5, Ho Chi Minh City
5. No. 512/22A Thong Nhat St., Q. Gò Vấp District, Ho Chi Minh City
6. No. 3 Hoang Viet St., Tan Binh District, Ho Chi Minh City
7. No. 6A2 Thanh Xuan Street. Ward 1, District 12, Ho Chi Minh City,
8. 165 Nguyen Huu Thọ Street, Phuoc Hiep Ward, Ba Ria Township, Ba Ria - Vung Tau Province.
9. “The Aliens’ Valley”, Loc Thanh Village, Bao Lam District, Lam Dong Province.
II.8. FUTURE PROSPECT
II.8.1. INTERNATIONAL TRAINING COOPERATION
Hong Bang University International has signed MOU on mutual collaboration with several outstanding universities in U.S.A., France, Russia, Japan, China, Taiwan, South Korea, Thailand, Indonesia, Malaysia, New Zealand, and Australia. In the years to come, Hong Bang University will extend its international relations with universities in Germany, India, Laos, Cambodia, and Singapore. From the academic year 2010 onward, the joint-programs as well as twin programs in various specialties between Hong Bang University International and the above mentioned partners will be gradually carried out.
II.8.2. INTERNET DISTANCE EDUCATION
Being aware of the fact that the science of e-learning, for anyone, from anywhere, and at any time is highly suitable for training degree programs as well as for lifelong learning, the university tries to make use of it for the benefit of the regular training and the in-service training as well. Experiences in e-learning from various countries have been seriously studied with a view to establishing an e-learning center in Hong Bang University in the soonest time.
II.8.2. JOINT-VENTURE PROJECTS
As a pilot private university in Vietnam, Hong Bang University International was officially allocated a number of lands in various areas for the construction of campuses as well as training bases. The main locations of these lands are in Ho Chi Minh City and its vicinity, in Bao Lam province, Phan Thiet, Baria-Vung Tau province, Poulo Condore, and Phu Quoc Island.
On these lands, the university earnestly calls upon foreigners to set up such joint-venture projects as:
- Building an International University Town & Resort.
- Building a hospital and elders care centers.
- Building ecotourism resort centers:
* 5S resort centers (sea, sand, sun, sports, spa)
* Island resort centers.
Hoping that, with appropriate assistance of the Government, the world wide collaboration, the whole hearted support of the staffs and students, and especially his own persistency, the President who usually likens himself to a pack-horse, will certainly fulfill his arduous but glorious duty.
“When his dream comes true, the burden has been unloaded; the ‘pack-horse’ may have a peaceful rest on a roadside, and eventually fall into oblivion”, said the President.
1 Linh An, Thanh Hung, “Dai hoc ngoai cong lap dang bi tha noi”, Bai 1 Thuê và... mượn: “mot loi ra tat yeu”, http://www.sggp.org.vn/giaoduc/2009/4/188867
2 Linh An, Thanh Hung, “Dai hoc ngoai cong lap dang bi tha noi”, Bai 2: “Ga de ra vang”, http://www.sggp.org.vn/giaoduc/2009/4/188867/
3 Linh An, Thanh Hung, “Dai hoc ngoai cong lap dang bi tha noi”, Bai 5: “Dung ac cam voi loi nhuan”, http://www.sggp.org.vn/giaoduc/2009/4/188867/
4 Linh An, Thanh Hung, “Dai hoc ngoai cong lap dang bi tha noi”, Bai 5: “Dung ac cam voi loi nhuan”, http://www.sggp.org.vn/giaoduc/2009/4/188867/
5 VNS, “Ambitious plans for education”, http://vietnamnews.vnagency.com.vn/index.php? subcat=87/28-04-2009
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