Executive Summary
Vietnam is taking an important and forward-looking step in the development of its secondary education system through the introduction of vocational high schools. This model combines general upper secondary education with vocational training in a structured, three-year pathway. It reflects Vietnam’s long-term vision to better align education with socio-economic development, workforce needs, and international standards, while offering students more diverse and meaningful learning pathways.
1 Background: Why Diversification in Secondary Education Matters
Over the past decades, Vietnam has achieved remarkable progress in expanding access to education and raising overall educational attainment. At the same time, rapid economic development, industrialisation, and international integration have created new demands for a highly skilled, practice-oriented workforce.
Traditionally, the academic upper secondary pathway has been perceived as the primary route to success. While this pathway remains essential, it does not always fully reflect the diversity of students’ talents, interests, and career aspirations, nor the full range of skills required by a modern economy.
In this context, the diversification of post-lower secondary education pathways is both timely and strategic.
2 What Are Vocational High Schools in Vietnam?
2.1 Structure and Duration
The vocational high school model is designed for students who have completed lower secondary education. It offers a three-year integrated programme that combines:
- Core general education subjects aligned with national standards
- Structured vocational and technical training
- Practical learning elements oriented towards real-world skills
This integrated structure allows students to complete upper secondary education while simultaneously acquiring vocational competencies.
2.2 Educational Logic
The model is based on a clear and balanced principle:
general education provides foundational knowledge and learning capacity, while vocational education builds practical skills and employability.
Graduates are prepared for:
- Direct entry into the labour market, or
- Continued education in vocational colleges, professional institutions, or higher education, depending on national regulations and pathways.
2.3 A New Generation of Vocational Education
Compared to earlier vocational programmes, vocational high schools represent a more comprehensive and coherent approach. Rather than short-term or fragmented training, they offer a complete secondary education experience with clear learning outcomes and recognised qualifications.
2.4 Strategic Objectives of the Reform
The introduction of vocational high schools aligns closely with Vietnam’s broader education and workforce development strategies.
Key objectives include:
- Creating diverse and flexible learning pathways after lower secondary education
- Supporting students in developing skills that are relevant to the evolving economy
- Strengthening the connection between education and employment
- Enhancing the overall quality and reputation of vocational education
This approach demonstrates a strong commitment to inclusive growth, ensuring that different forms of talent and achievement are equally valued within the education system.
3 Shifting Perceptions: Vocational Education as a Positive Choice
An important aspect of the reform is the ongoing effort to strengthen social recognition of vocational education.
Vocational high schools are not positioned as an alternative of last resort, but as a purposeful and forward-looking option for students who wish to combine learning with practical application. By offering structured programmes, recognised qualifications, and future progression opportunities, vocational education becomes an attractive and respected pathway.
This shift supports families and students in making informed choices that reflect individual strengths and aspirations, while also contributing to national development goals.
4 Implications for Vietnam’s School Landscape
4.1 For Schools and Education Providers
The vocational high school model encourages innovation in:
- School organisation and governance
- Curriculum design that integrates theory and practice
- Teaching approaches that balance academic learning and skills development
It also highlights the importance of investing in teacher development, learning facilities, and partnerships with industry.
4.2 For Higher Education Institutions
Universities and colleges may increasingly welcome students with diverse educational backgrounds. This creates opportunities for:
- Bridging and articulation programmes
- Recognition of prior learning
- Greater alignment between secondary, vocational, and tertiary education
Such developments strengthen the coherence of the overall education system.
4.3 For International and Private Education Actors
The reform opens new possibilities for:
- International cooperation
- Joint programmes and curriculum development
- Exchange of best practices in vocational and applied education
Vietnam’s openness to learning from international experience, while maintaining strong national identity and priorities, is a key strength of this approach.
5 International Perspective: A Comparison with Germany
In an international context, Vietnam’s vocational high school model shares similarities with elements of the German education system, particularly:
- Vocational upper secondary schools
- Vocational gymnasiums
- Practice-oriented pathways leading to recognised qualifications
However, Vietnam’s approach is distinctive in its integrated structure, combining general and vocational education within a single school pathway. This reflects Vietnam’s specific educational, cultural, and economic context and demonstrates an adaptive, locally grounded reform strategy.
6 Key Success Factors for Sustainable Implementation
The long-term success of vocational high schools will be supported by:
- High-quality, relevant curricula
- Well-qualified and motivated teachers
- Strong cooperation between schools, industry, and local authorities
- Clear and transparent progression pathways
- Consistent policy coordination across education and workforce development
Vietnam’s experience in managing large-scale education reforms provides a strong foundation for addressing these factors effectively.
7 Conclusion
The introduction of vocational high schools represents a thoughtful and strategic evolution of Vietnam’s secondary education system. By valuing both academic knowledge and practical skills, Vietnam is creating a more inclusive, flexible, and future-ready education landscape.
This reform not only supports students in achieving personal and professional success but also contributes meaningfully to Vietnam’s long-term socio-economic development and international integration.
Sources (curated):
- Vietnam.vn – Vocational high school programmes: a strategic step in educational streaming
- Vietnam.vn – Changing perceptions about vocational high schools