Vietnam VN: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Total: % Cumulative data was reported at 65.000 % in 2009. This records an increase from the previous number of 13.325 % for 1989. Vietnam VN: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 39.162 % from Dec 1989 (Median) to 2009, with 2 observations. The data reached an all-time high of 65.000 % in 2009 and a record low of 13.325 % in 1989. Vietnam VN: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Vietnam – Table VN.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed lower secondary education.; ; UNESCO Institute for Statistics; ;

Vietnam VN: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Male: % Cumulative data was reported at 71.212 % in 2009. This records an increase from the previous number of 17.077 % for 1989. Vietnam VN: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Male: % Cumulative data is updated yearly, averaging 44.144 % from Dec 1989 (Median) to 2009, with 2 observations. The data reached an all-time high of 71.212 % in 2009 and a record low of 17.077 % in 1989. Vietnam VN: Educational Attainment: At Least Completed Lower Secondary: Population 25+ Years: Male: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Vietnam – Table VN.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed lower secondary education.; ; UNESCO Institute for Statistics; ;

Vietnam VN: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: % Cumulative data was reported at 11.221 % in 2023. This records a decrease from the previous number of 11.520 % for 2022. Vietnam VN: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: % Cumulative data is updated yearly, averaging 10.358 % from Dec 2019 (Median) to 2023, with 5 observations. The data reached an all-time high of 11.520 % in 2022 and a record low of 10.250 % in 2019. Vietnam VN: Educational Attainment: At Least Bachelor's or Equivalent: Population 25+ Years: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Vietnam – Table VN.World Bank.WDI: Social: Education Statistics. The percentage of population ages 25 and over that attained or completed Bachelor's or equivalent.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;;

According to a survey conducted in Vietnam in 2022, most Vietnamese students enrolled at their proper age, as confirmed by over 95 percent of respondents from primary schools and 90 percent from middle schools. This number appeared to be lower among high school level students, of which just over 77 percent of the respondents attended high schools at their proper age.

Vietnam VN: Educational Attainment: At Least Completed Upper Secondary: Population 25+ Years: Female: % Cumulative data was reported at 21.438 % in 2009. This records an increase from the previous number of 19.064 % for 1979. Vietnam VN: Educational Attainment: At Least Completed Upper Secondary: Population 25+ Years: Female: % Cumulative data is updated yearly, averaging 20.251 % from Dec 1979 (Median) to 2009, with 2 observations. The data reached an all-time high of 21.438 % in 2009 and a record low of 19.064 % in 1979. Vietnam VN: Educational Attainment: At Least Completed Upper Secondary: Population 25+ Years: Female: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Vietnam – Table VN.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed upper secondary education.; ; UNESCO Institute for Statistics; ;

A national survey conducted in 2021 revealed that high school graduates accounted for the largest share of Vietnamese people working abroad, as stated by **** percent of the respondents. By comparison, people with at least a college degree accounted for **** percent of the total number of people employed overseas in Vietnam.

The Vietnam higher education market, valued at $503.79 million in 2025, is experiencing robust growth, projected to expand at a Compound Annual Growth Rate (CAGR) of 15.43% from 2025 to 2033. This significant expansion is driven by several key factors. Increasing government investment in education infrastructure and technology, coupled with a rising demand for skilled labor in a rapidly developing economy, fuels the growth. The burgeoning middle class is also a crucial driver, enabling greater access to higher education for a broader segment of the population. Furthermore, the increasing adoption of technology in education, including online learning platforms and educational software, is streamlining processes and improving learning outcomes, further stimulating market expansion. This technological shift is particularly evident in the software segment, which is projected to witness substantial growth within the forecast period. While the market faces challenges like infrastructure limitations in certain regions and the need for continuous curriculum updates to align with industry demands, the overall outlook remains highly positive. The market is segmented across product types (software and hardware), end-users (private colleges, state universities, and community colleges), and course levels (undergraduate, masters, and PhD). The software segment is expected to lead the market due to the increasing adoption of educational technology and the rising demand for efficient learning management systems. Competition among key players, including established global technology firms like Adobe and Apple alongside local EdTech companies like Topica Edtech Group and Innotech Vietnam Corp, is intense, leading to strategic partnerships, product diversification, and a focus on providing tailored solutions to meet the unique needs of Vietnamese higher education institutions. The competitive landscape emphasizes innovation, customer service, and the ability to offer cost-effective solutions for universities and colleges facing budgetary constraints. The robust growth trajectory makes Vietnam an attractive market for EdTech investments and innovation in the higher education sector.

Vietnam VN: Educational Attainment: At Least Completed Post-Secondary: Population 25+ Years: Female: % Cumulative data was reported at 10.101 % in 2009. This records an increase from the previous number of 1.724 % for 1989. Vietnam VN: Educational Attainment: At Least Completed Post-Secondary: Population 25+ Years: Female: % Cumulative data is updated yearly, averaging 1.724 % from Dec 1979 (Median) to 2009, with 3 observations. The data reached an all-time high of 10.101 % in 2009 and a record low of 0.578 % in 1979. Vietnam VN: Educational Attainment: At Least Completed Post-Secondary: Population 25+ Years: Female: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Vietnam – Table VN.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed post-secondary non-tertiary education.; ; UNESCO Institute for Statistics; ;

In 2022, the number of labor force with university degrees employed in Vietnam recorded *** million males and ***** million females. In comparison, there were approximately ** million male employed persons and **** million female employed persons with no professional qualification in Vietnam.

Vietnam: Ratio of female to male students in tertiary level education: The latest value from 2022 is 1.06 percent, an increase from 0.99 percent in 2021. In comparison, the world average is 1.21 percent, based on data from 117 countries. Historically, the average for Vietnam from 1976 to 2022 is 0.8 percent. The minimum value, 0.3 percent, was reached in 1981 while the maximum of 1.18 percent was recorded in 2016.

Vietnam VN: Educational Attainment, At Least Completed Upper Secondary: Population 25+ Years: Total: % Cumulative data was reported at 25.680 % in 2009. This records a decrease from the previous number of 28.562 % for 1979. Vietnam VN: Educational Attainment, At Least Completed Upper Secondary: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 27.121 % from Dec 1979 (Median) to 2009, with 2 observations. The data reached an all-time high of 28.562 % in 1979 and a record low of 25.680 % in 2009. Vietnam VN: Educational Attainment, At Least Completed Upper Secondary: Population 25+ Years: Total: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Vietnam – Table VN.World Bank: Education Statistics. The percentage of population ages 25 and over that attained or completed upper secondary education.; ; UNESCO Institute for Statistics; ;

Labor force with advanced education (% of total working-age population with advanced education) in Vietnam was reported at 87.26 % in 2023, according to the World Bank collection of development indicators, compiled from officially recognized sources. Vietnam - Labor force with advanced education (% of total) - actual values, historical data, forecasts and projections were sourced from the World Bank on July of 2025.

Abstract

The Young Lives survey is an innovative long-term project investigating the changing nature of childhood poverty in four developing countries. The purpose of the project is to improve understanding of the causes and consequences of childhood poverty and examine how policies affect children's well-being, in order to inform the development of future policy and to target child welfare interventions more effectively. The study is being conducted in Ethiopia, India (in Andhra Pradesh), Peru and Vietnam. These countries were selected because they reflect a range of cultural, geographical and social contexts and experience differing issues facing the developing world; high debt burden, emergence from conflict, and vulnerability to environmental conditions such as drought and flood.

The Young Lives study aims to track the lives of 12,000 children over a 15-year period, surveyed once every 3-4 years. Round 1 of Young Lives surveyed two groups of children in each country, at 1 year old and 5 years old. Round 2 returned to the same children who were then aged 5 and 12 years old. Round 3 surveyed the same children again at aged 7-8 years and 14-15 years, and Round 4 surveyed them at 12 and 19 years old. Thus the younger children are being tracked from infancy to their mid-teens and the older children through into adulthood, when some will become parents themselves.

The survey consists of three main elements: a child questionnaire, a household questionnaire and a community questionnaire. The household data gathered is similar to other cross-sectional datasets (such as the World Bank's Living Standards Measurement Study). It covers a range of topics such as household composition, livelihood and assets, household expenditure, child health and access to basic services, and education. This is supplemented with additional questions that cover caregiver perceptions, attitudes, and aspirations for their child and the family. Young Lives also collects detailed time-use data for all family members, information about the child's weight and height (and that of caregivers), and tests the children for school outcomes (language comprehension and mathematics). An important element of the survey asks the children about their daily activities, their experiences and attitudes to work and school, their likes and dislikes, how they feel they are treated by other people, and their hopes and aspirations for the future. The community questionnaire provides background information about the social, economic and environmental context of each community. It covers topics such as ethnicity, religion, economic activity and employment, infrastructure and services, political representation and community networks, crime and environmental changes. The Young Lives survey is carried out by teams of local researchers, supported by the Principal Investigator and Data Manager in each country.

Further information about the survey, including publications, can be downloaded from the Young Lives website.

School surveys were introduced into Young Lives in 2010 in order to capture detailed information about children's experiences of schooling, and to improve our understanding of: - the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups. - school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems. - equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education

The survey allows us to link longitudinal information on household and child characteristics from the household survey with data on the schools attended by the Young Lives children and children's achievements inside and outside the school. It provides policy-relevant information on the relationship between child development (and its determinants) and children's experience of school, including access, quality and progression. This combination of household, child and school-level data over time constitutes the comparative advantage of Young Lives. Findings are all available on our Education theme pages and our publications page. Further information is available from the Young Lives http://www.younglives.org.uk/content/school-survey-0" title="School Survey">School Survey webpages.

Geographic coverage

Lao Cai Hung Yen Danang Phu Yen Ben Tre

Analysis unit

Individuals Institutions/organisations

Kind of data

Sample survey data [ssd]

Sampling procedure

Multi-stage stratified random sample The final sample is formed of 3,284 Grade 5 pupils in 176 classes in 92 school sites (both main and satellite sites); 1,138 of these pupils are Young Lives index children.

Mode of data collection

Face-to-face interview; Self-completion; Educational measurements; Observation

Research instrument

The instruments included in the survey are:

Questionnaires - Wave 1

• School roster
• Class and teacher roster
• Child questionnaire (background information)
• Child Maths test
• Child language test (Vietnamese)
• Teacher questionnaire
• Teacher content knowledge test (Maths)
• Teacher content knowledge test (Vietnamese)
• Head teacher questionnaire

Questionnaires - Wave 2

Child class and peers questionnaire Child Maths test Child language test (Vietnamese)

Survey documentation and questionnaires will be provided shortly at http://www.younglives.org.uk/content/vietnam-school-survey

School Survey:
A school survey was introduced into Young Lives in 2010, following the third round of the household survey, in order to capture detailed information about children's experiences of schooling, and to improve our understanding of:

• the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups
• school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems
• equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education

The survey allows researchers to link longitudinal information on household and child characteristics from the household survey with data on the schools attended by the Young Lives children and children's achievements inside and outside the school. It provides policy-relevant information on the relationship between child development (and its determinants) and children's experience of school, including access, quality and progression. This combination of household, child and school-level data over time constitutes the comparative advantage of Young Lives.

A further round of school surveys took place during the 2016-2017 school year. The key focus areas for these were:

• benchmarking levels of student attainment and progress in key learning domains
• effects of school and teacher quality, and school effectiveness
• educational transitions at age 15

The 2016-2017 school surveys focused on the level of schooling accessed by 15-year-olds in each country, so including Grade 7 and 8 students in Ethiopia (upper primary level), Grade 9 students in India (lower secondary level), and Grade 10 students in Vietnam (upper secondary level).

The School Survey data are held separately for each country. The Ethiopia data are available from the UK Data Archive under SN 7823 and SN 8359, the India data are available from SN 7478 and SN 8359, and the Peru data have been archived under SN 7479 (no 2016-2017 survey).

Further information is available from the Young Lives https://www.younglives.org.uk/content/school-survey" title="School Survey">School Survey webpages.

According to a survey among ASEAN youths, 69.3 percent of Vietnamese respondents assessed that their current education and skills will need to be constantly updated. This opinion was also shared by the majority of other respondents from the ASEAN region.

The per capita consumer spending on education in Vietnam was forecast to continuously increase between 2024 and 2029 by in total 63.8 U.S. dollars (+45.4 percent). After the fifteenth consecutive increasing year, the education-related per capita spending is estimated to reach 204.3 U.S. dollars and therefore a new peak in 2029. Notably, the per capita consumer spending on education of was continuously increasing over the past years.Consumer spending, in this case education-related spending per capita, refers to the domestic demand of private households and non-profit institutions serving households (NPISHs). Spending by corporations and the state is not included. The forecast has been adjusted for the expected impact of COVID-19.Consumer spending is the biggest component of the gross domestic product as computed on an expenditure basis in the context of national accounts. The other components in this approach are consumption expenditure of the state, gross domestic investment as well as the net exports of goods and services. Consumer spending is broken down according to the United Nations' Classification of Individual Consumption By Purpose (COICOP). The shown data adheres broadly to group tenth As not all countries and regions report data in a harmonized way, all data shown here has been processed by Statista to allow the greatest level of comparability possible. The underlying input data are usually household budget surveys conducted by government agencies that track spending of selected households over a given period.The data is shown in nominal terms which means that monetary data is valued at prices of the respective year and has not been adjusted for inflation. For future years the price level has been projected as well. The data has been converted from local currencies to US$ using the average exchange rate of the respective year. For forecast years, the exchange rate has been projected as well. The timelines therefore incorporate currency effects.Find more key insights for the per capita consumer spending on education in countries like Thailand and Singapore.

For the school year starting in September 2021, there were approximately **** thousand primary schools in Vietnam. In that year, the number of classrooms in primary schools reached ***** thousand, and the number of primary school teachers was around ***** thousand.

Primary education in Vietnam

Primary education usually starts at the age of six. It lasts for five years and is compulsory for all citizens. Students graduate primary school with accumulated achievements during this period. As primary education is compulsory for everyone, pre-primary and primary schools account for the highest number of schools in the country. In 2022, the pupil to teacher ratio in primary education was **** pupils for every teacher available. In 2020, **** percent of teachers in primary schools were female.

Basic education in Vietnam

The academic year in Vietnam usually starts in September and ends in June. Basic education is comprised of ***** levels, namely primary school, lower secondary school, and upper secondary school. After 12 years of basic education, students can move on to special education or higher education.

Vietnam VN: Educational Attainment: At Least Competed Short-Cycle Tertiary: Population 25+ Years: Male: % Cumulative data was reported at 7.623 % in 2009. Vietnam VN: Educational Attainment: At Least Competed Short-Cycle Tertiary: Population 25+ Years: Male: % Cumulative data is updated yearly, averaging 7.623 % from Dec 2009 (Median) to 2009, with 1 observations. Vietnam VN: Educational Attainment: At Least Competed Short-Cycle Tertiary: Population 25+ Years: Male: % Cumulative data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s Vietnam – Table VN.World Bank.WDI: Education Statistics. The percentage of population ages 25 and over that attained or completed short-cycle tertiary education.; ; UNESCO Institute for Statistics; ;

In 2022, the percentage of labor with a university degree in Ha Noi reached **** percent. In that year, more than half of the labor force in this city had gone through training, one of the highest shares of trained workers among provinces in Vietnam.

Viet Nam: Ratio of female to male students in tertiary level education: Pour cet indicateur, UNESCO fournit des données pour la Viet Nam de 1976 à 2022. La valeur moyenne pour Viet Nam pendant cette période était de 0.8 pour cent avec un minimum de 0.3 pour cent en 1981 et un maximum de 1.18 pour cent en 2016.