COMPARATIVE EDUCATION SYSTEMS BETWEEN

INDIA AND VIETNAM

Dr.R.S.S.Nehru

Post-Doctoral fellow & Invited Lecturer, VNU-VNU, Hanoi, Vietnam

Email: dr.rssnehru@gmail.com; Mobile: +91 94405-94179

ABSTRACT

Comparative studies across multiple perspectives in countries between India and Vietnam reviewed

in this paper. These two countries located in the same geographical location, with a similar culture,

socio-economic development, along with the other characteristics of the system or sector. This studies

on global comparative education also defined concepts such as reform and practices in different

levels of the education system in both countries that are focused on the globalization scenario to

understand the multicultural in these countries data based on 2015-16.

Keywords: Comparative education, India, Vietnam

I. INTRODUCTION

The comparative education traced from the pre-historic times to improve an essential aspect of their

life. In education sets, reformers and development. Comparative education could be a that explores

culture or cluster status exploitation information in another country/countries. At present on the

planet, research outcomes Academic and recent years, Time Magazine also publish the international

rankings on higher education and PICA publish the global ranking on school education etc. It should

not emphasize only educational setup like religion, Humanism, Socialism and Nationalism. Hence

comparative education, emphasizing the social elements of education systems and suggests that a

scientific alternative different explanation finds variations. Also, understanding differences instruc-

tional classifies and catalogues instructional methods across nations, and while this catalogue each

country's simultaneously exception of the entire repository of humanity's educational experiences.

Possible find solutions for educational, social, we look for it from other countries, cultures, societies,

and serves to an extent within.

II. OBJECTIVES

• To study and compare the educational systems, processes and practices with the outcome.

• To compare and support the practices.

GEDRAG & ORGANISATIE REVIEW - ISSN:0921-5077

VOLUME 33 : ISSUE 02 - 2020

http://lemma-tijdschriften.nl/

Page No:728

• To compare between education and society.

• To compare and at the global level.

III. RATIONALE FOR THE STUDY

Many critical educational issues the experiences of countries like India and Vietnam and what are the

advantages and disadvantages of decentralized systems and how this research used to improve both

the country's education system.

IV. PURPOSE OF STUDYING COMPARATIVE EDUCATION

• To define learning systems, communities, within their context of knowledge systems.

• Global education systems to understand from contextual forces.

• Comparative and follows the own education system in the 21st-century.

• Intellectual Education The highest level is possible on the academic ladder.

• Modern societies appreciate the importance of planning like objectives, achieve educational

goals.

• The pattern of comparative models.

• Specifically the value-added to improve teaching and to learn in multicultural classrooms.

V. FACTORS INFLUENCING ON COMPARATIVE EDUCATION

• Humanitarian viewpoint: The state of humanity is in globalization more vital than ever a

3C-creative, critical and caring. Ex. Kenya, Nigeria, Uganda, etc., are giving universal pri-

mary education; however, the economic, social implication of delivering instruction to the

masses.

• Education problems in world perspective: Many countries of the world have identical is-

sues in their educational outlook difficulties and the solutions to them. Uganda implemented

universal primary education and Kenya with practical solutions.

• To Innovation in education: There are many innovations in school education today; the tech-

nology has facilitated new methods of adapting learning. To deliver knowledge, use of differ-

ent media, and systems like computer-assisted online and off-line distance learning would

replace the real classroom settings.

• Economics of education: learning from the 20th-century community-based belief that the in

financial and increased productivity. For example, the former U.S.S.R. adopted developed

countries have to invest more in education.

GEDRAG & ORGANISATIE REVIEW - ISSN:0921-5077

VOLUME 33 : ISSUE 02 - 2020

http://lemma-tijdschriften.nl/

Page No:729

• Education for international understanding: the fundamental purpose has recognised that

as a discipline of study research. Therefore, to stop conflicts among nations can reduce in

people's minds.

• Multilateral programs: are developed on influencing their lives.

• National pride: Comparative thought as that is it different and culture.

VI. WHY THIS RESEARCH PAPER?

In the above cited all the theoretical information describes about the importance and significance of

comparative education taken into consideration and hence the researchers design to take up this re-

search paper based on 2015.

VII. NEED AND SIGNIFICANCE OF THE COMPARATIVE EDUCATION BETWEEN IN-

DIA AND VIETNAM

India and Vietnam are very fastest developing economy’s countries in the world, after the millennium

and educationally ahead of their counterparts, despite per capita GDP being broadly the same in both

countries. Last few decades of growth and development in education, economic and diplomatic

growth in both the countries. Both the countries are socially and economically equally developed

because of the strong educational policies and programs. So took to look in to the education systems

dimension for our research area. For this study, primary data from the investigators respective coun-

try's institutions like Schools, Colleges and Universities. For secondary data depend on international

institutional organizations like UNO, UNDP, IMF, UNCSCO, ASIEN and both the countries official

government websites and reports. Collect data from officials from the different organizations in both

the countries.

GEDRAG & ORGANISATIE REVIEW - ISSN:0921-5077

VOLUME 33 : ISSUE 02 - 2020

http://lemma-tijdschriften.nl/

Page No:730

VIII. ABOUT INDIA AND VIETNAM

Table:1 - India Vs. Vietnam - Demography

India Vietnam

Independence Day : 15th August 1947 2nd September 1945

Geographical Location: 6° 44' and 35° 30'N

68° 7' and 97° 25' E

8° and 24°N,

102° and 110°E

Time Zone: IST (UTC+05:30) Indochina Time(UTC+07:00)

Total Area : 3,287,590 km2 (7th Place)

1,269,346 sq mi

332,698 km2 (65th Post)

128,565 sq mi

Population (2011): 1,210,193,422 (2nd) 90,630,000 (2015)

Budget allocation :6.0% ( Policy ) 6.4 % on GDP

Sours:wikipedia.org/Vietnam and Wikipedia/India

GEDRAG & ORGANISATIE REVIEW - ISSN:0921-5077

VOLUME 33 : ISSUE 02 - 2020

http://lemma-tijdschriften.nl/

Page No:731

Table:2 Emblem

INDIA VIETNAM

Sours:wikipedia.org/Vietnam and wikipedia/india

Table :3 - Official Languages

INDIA VIETNAM

Hindi ,English and

other 22 official recognised Languages

Vietnamese

Sours:wikipedia.org/Vietnam and wikipedia/india

Table:4 - Official Scripts

INDIA VIETNAM

Davanagari Vietnamese

Sours:wikipedia.org/Vietnam and wikipedia/india

Table:5 - Religion

INDIA VIETNAM

79.8% Hindu;14.2% Muslim

3% Atheist;2.3% Christian

1.7% Sikh and others

80% none, 20%

other religions

Sours:wikipedia.org/Vietnam and Wikipedia/India

http://censusindia.gov.in/2011-Common/CensusData2011.html

GEDRAG & ORGANISATIE REVIEW - ISSN:0921-5077

VOLUME 33 : ISSUE 02 - 2020

http://lemma-tijdschriften.nl/

Page No:732

Table: 6 - Government

INDIA VIETNAM

Federal parliamentary constitutional republic Socialist single-party state

Sours:wikipedia.org/Vietnam and Wikipedia/India

Table: 7 - Legislature

INDIA VIETNAM

Parliament of India National Assembly

Sours:wikipedia.org/Vietnam and Wikipedia/India

Table: 8 -Population (Density, Gender Ratio)

INDIA VIETNAM

385.0/km2 (31st)

997.2/sq mi

273.11/km2 (46th)

707.4/sq mi

940:1000 (2011) 998:1000

Sours:wikipedia.org/Vietnam and Wikipedia/India

http://censusindia.gov.in/2011-Common/CensusData2011.html

Table: 9- GDP (NOMINAL) 2015 ESTIMATE

IMPORTANT ASPECTS INDIA VIETNAM

Total $2.182 trillion (7th Place) $204.539 billion

Per capita $1,688 (141 st Place) $2,233

HDI (2013) 0.586Medium – 135th Place 0.638 medium – 121st

Currency Indian rupee (₹) (INR) đồng (₫) (VND)

Time Zone IST (UTC+05:30) Indochina Time(UTC+07:00)

Calling code +91 +84

Internet TLD .in .vn

Sours:wikipedia.org/Vietnam and wikipedia/india

http://censusindia.gov.in/2011-Common/CensusData2011.html

GEDRAG & ORGANISATIE REVIEW - ISSN:0921-5077

VOLUME 33 : ISSUE 02 - 2020

http://lemma-tijdschriften.nl/

Page No:733

Table X-Vietnam Vs. India Literacy rate (%)

Vietnam India

Year Total

Literacy %

Male % Famale% Year Total

Literacy%

Male% Female%

1979 78.14 90.38 83.82 1981 40.76 54.84 25.68

1989 82.83 93.92 87.60 1991 48.22 64.64 33.73

2000 86.61 93.93 90.28 2001 61.01 73.41 47.84

2009 91.38 95.79 95.79 2011 69.30 78.88 59.28

2015 93.52 95.79 91.38 2015 71.96 80.94 62.98

Source : https://countryeconomy.com/demography/literacy-rate/vietnam

Source : https://countryeconomy.com/demography/literacy-rate/india

IX. OVERVIEW OF EDUCATION SYSTEM IN INDIA AND VIETNAM

A. Indian Education

• Ancient Indian Education System: Takshashila is the earliest center for higher learning in

India from the 5th century BCE. And Nalanda is the oldest university on the lines of the

modern sense. These institutions systematically gave knowledge and attracted several inter-

national students to study.

• Modern Education: after Indian independence provided by the government funding govern-

ments and Pravate. The Constitution gives guarantee free and compulsory education given as

GEDRAG & ORGANISATIE REVIEW - ISSN:0921-5077

VOLUME 33 : ISSUE 02 - 2020

http://lemma-tijdschriften.nl/

Page No:734

a fundamental right (RTE-2009) the ages 6-14. The ratio of public and private schools in India

is 7:5.

B. Vietnam Education

Structure of National Education system of Vietnam(According to 2005)

• Vietnam Education System: Usually start primary education at the age of six and is compulsory for

all children. Vietnam's government free and mandatory training provided as a right (1991) to the ages

of 5 and 14. The higher learning in Vietnam started in the year 1070 at the time of King Ly Thanh

Tong, who began the national university built the temple of learning as a imperil learning made.

GEDRAG & ORGANISATIE REVIEW - ISSN:0921-5077

VOLUME 33 : ISSUE 02 - 2020

http://lemma-tijdschriften.nl/

Page No:735

• Vietnam Levels: Pre, Primary, secondary, high-school and higher education. Conventional education

consists of twelve years of primary education. Basic training includes five years of Primary, four years

of intermediate and three years of secondary school. And in Higher Education, the public universities

are comprehensive and specialised in the same in private or international institutions also.

X. BEST PRACTICES IN BOTH EDUCATION SYSTEMS

• Best practices in India (2015): Now 43 central (National), 316 state and 191 private universities Other

institutions like Degree Colleges (33,623,1,) exclusively women's colleges(1800). And also, 12748 In-

stitutions are offering Diploma Courses, 15,000 Teacher Training institutions offering Teacher Educa-

tion with IIT's, IIM's and IISc like national importance and 12 National level different Professional Bod-

ies for supervision and quality control.The reforms are Foreign Universities Bill to allow foreign univer-

sities to establish campuses in India. Around 15 Million public and private schools fulfil the needs of

Indian children.

• Best practices in Vietnam: are, which is a multidisciplinary institution like Dai-hoc University, giving

multiple disciplines of study and research. And five universities in Vietnam are Vietnam National Uni-

versity, Hanoi; National University, Ho Chi Minh City; Hue University; the University of Da Nang and

Thai Nguyen University are public-funded. Undergraduate level Junior, Community colleges, Secondary

schools, and Vocational that offer degrees, diploma courses from a few months to two years long. Apart

from international Universities offer Professional courses.

XI. EDUCATIONAL PROBLEMS AND SOLUTIONS OF BOTH THE COUNTRIES

In both countries, systems are basically and comprehensively be renewing to follow the directions of globali-

zation and modernization. They made efforts to build a system which is of the people, by the people and for

people, to transform from the styles with a learner-centred approach to fix interests of learners, teachers and

parents; And continually increase the institution’s autonomy, accountability, and in educational management.

The Indian and Vietnamese education has gone through significant changes like social mobilization, non-

formal education with many non-public institutions and different modes of diverse learning demands. At pre-

sent, quality human resources for the knowledge economy requires to strengthen the social process further and

to facilitate lifelong learning to build a learning society.

CONCLUSION

The lessons learned from preceding experiences, especially over the decades of reforms in the education sector

in both countries, should always be set and consistent in their planning and actions. They, collectively, with

the integration of social sciences with science and technology, as the top political policy in the view of mod-

ernization and globalization. This aspect is visible, ultimately strengthen operational conditions for the educa-

tion system as well as the evaluation of educational ventures between the countries. To make the education

sector to impact on socio-economic development, as fundamental has become a cause of India and Vietnamese

people.

GEDRAG & ORGANISATIE REVIEW - ISSN:0921-5077

VOLUME 33 : ISSUE 02 - 2020

http://lemma-tijdschriften.nl/

Page No:736

REFERENCES

1. Bereday, G.Z.F. (1964). Comparative Method in Education. New York: Holt, Rinehart & Win-

ston.

2. Bray, M. and Murray, T.R. (1995). Levels of Comparison in Education Studies. Harvard Educa-

tional Review 65(3): 472-490.

3. Manzon, M. & Leutwyler, B. (eds) Comparative Education at Universities Worldwide. Sofia:

World Council of Comparative Education Societies and Bureau for Educational Services: 81-87.

4. Getao F.N. (1996) International Education Systems, Lectern publications, Nairobi.

5. Holik, H. (2008). The Role of Comparative Education in Hungary. In: Wolhuter, C.C.; Popov,

N.; Manzon, M. and Leutwyler, B. (eds).

6. Mihova, M. (2008). A Comparative Education course and students' expectations. In: Popov, N.;

Wolhuter, C.; Leutwyler, B.; Kysilka, M.and Ogunleye, J. (eds). Comparative Education,

Teacher Training, Education Policy and Social Inclusion. Sofia: Bureau for Educational Ser-

vices: 11-18.

7. Mojab, S. and Hakk, B. (2003). Education in a Non-State Nation: Reconstructing a University in

the War Zone of Iraqi Kurdestan. In:Nelles, W. (ed.), Comparative Education, Terrorism and

Human Security: From Critical Pedagogy to Peace building? New York: Palgrave Macmillan:

159-174.

8. Paulston, R.P. (1977). Social and Educational Change: conceptual frameworks. Comparative Ed-

ucation Review 21(2/3): 370-395.

9. Sodhi, T.S. (2006) Text Book of Comparative Education, Sixth edition, Vikas publishing house,

Delhi.

10. R.S.S.Nehru(2016, 25th July)‘Vietnam ahead of India in school education’,The Hindu ,pp.7.

https://www.thehindu.com/news/cities/Visakhapatnam/%E2%80%98Vietnam-ahead-of-India-

in-school-education%E2%80%99/article14507571.ece

11. Mhrd (n.d). In wikipedia retried November 14,2016 from http://mhrd.nic.gov.in

12. Education(n.d). In wikipedia retried November 14,2016 from http://wikipeda/indianeducation

13. India(n.d). In wikipedia retried November 14,2016 from http://wikipedia/india

14. Vietnam(n.d). In wikipedia retried November 14,2016 from http://Wikipedia/Vietnam

15. Vietnam-education(n.d). In wikipedia retried November 14,2016 from http://wikipedia/vietnam-

education

16. https://countryeconomy.com/demography/literacy-rate/vietnam

17. https://countryeconomy.com/demography/literacy-rate/india

18. http://censusindia.gov.in/2011-Common/CensusData2011.html

GEDRAG & ORGANISATIE REVIEW - ISSN:0921-5077

VOLUME 33 : ISSUE 02 - 2020

http://lemma-tijdschriften.nl/

Page No:737