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Vietnam Higher Education Market Size 2025-2029

The Vietnam higher education market size is forecast to increase by USD 616.5 million at a CAGR of 15.6% between 2024 and 2029.

The higher education market in Vietnam is expanding steadily, propelled by a growing middle class and advancements in digital learning technologies. Key drivers include the rising demand for skilled professionals in sectors like technology and healthcare, fueled by economic growth, and the adoption of online platforms and virtual classrooms, which enhance accessibility and flexibility for students.
This report offers a practical analysis for businesses and educators, detailing market size, growth forecasts through 2029, and key segments like software solutions, which lead due to their role in streamlining online education. It explores trends such as the increasing internationalization of education - evidenced by partnerships with foreign institutions - and addresses challenges like the rising cost of premium courses, which can limit access for some learners. The data is structured to support strategic planning, program development, and market entry decisions.
For stakeholders aiming to succeed in Vietnam's higher education market, this report provides clear, actionable insights into leveraging digital trends and overcoming cost barriers, ensuring they can adapt to a competitive and rapidly evolving educational landscape.

What will be the size of the Vietnam Higher Education Market during the forecast period?

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The market is experiencing growth, driven by a large and rapidly growing youth population's increasing emphasis on continuous learning and professional development. This demand is reflected In the expanding offerings of academic pursuits, ranging from undergraduate and postgraduate degrees to vocational training, professional certifications, and doctoral programs. The market encompasses a diverse range of educational modalities, including traditional classroom settings, digital technologies, and remote learning. Digital technologies are transforming higher education in Vietnam, with online learning platforms, virtual classrooms, interactive simulations, and augmented reality becoming increasingly prevalent. These innovations facilitate academic continuity and provide students with practical skills and analytical thinking abilities, essential for career progression and research endeavors.
Moreover, the integration of digital technologies supports leadership capabilities and creativity, further enhancing the value of higher education. The market's size and direction are influenced by the growing recognition of the importance of higher education in Vietnam's economy and society. As the country continues to develop, the demand for a skilled and educated workforce will only increase, ensuring the ongoing relevance and importance of the higher education sector.

How is this market segmented?

The market research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments.

Product

  Software
  Hardware


End-user

  Private colleges
  State universities
  Community colleges


Courses

  Undergraduate
  Masters
  PhD


Geography

  Vietnam

By Product Insights

The software segment is estimated to witness significant growth during the forecast period. The higher education software market in Vietnam is projected to experience substantial growth during the forecast period. This market encompasses learning management systems (LMSs), enterprise resource planning (ERP), adaptive learning software (ALS), content management systems (CMSs), and other solutions In the solutions segment. Additionally, the support segment comprises education apps, digital educational publishing, learning analytics, and other applications. The adoption of these software solutions is expected to enhance information management processes in Vietnam's higher education sector. For example, Genius Education Management, a web and mobile program, is designed to manage daily operations for schools, colleges, and universities in Vietnam.

The implementation of these tools will facilitate professional development, academic pursuits, and career progression for young individuals. Furthermore, the integration of digital technologies, such as interactive simulations, augmented reality, and remote learning platforms, will contribute to the development of a skilled workforce, personal development, and research endeavors. The growth of the higher education software market is driven by the increasing emphasis on analytical thinking, leadership capabilities, creativity, and practical skills, as well as the community advancement and earning potential associated with higher education.

Get a glance at the share of various segments. Re

In 2021, there were approximately 2.15 million university students in Vietnam, indicating an increase from the previous year. In that year, the number of universities reached 242 in the country.

School enrollment, tertiary (% gross) in Vietnam was reported at 42.22 % in 2022, according to the World Bank collection of development indicators, compiled from officially recognized sources. Vietnam - School enrollment, tertiary (% gross) - actual values, historical data, forecasts and projections were sourced from the World Bank on March of 2025.

Vietnam VN: School Enrollment: Tertiary: Male: % Gross data was reported at 25.323 % in 2016. This records a decrease from the previous number of 28.780 % for 2015. Vietnam VN: School Enrollment: Tertiary: Male: % Gross data is updated yearly, averaging 14.493 % from Dec 1976 (Median) to 2016, with 22 observations. The data reached an all-time high of 29.714 % in 2014 and a record low of 2.026 % in 1976. Vietnam VN: School Enrollment: Tertiary: Male: % Gross 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. Gross enrollment ratio is the ratio of total enrollment, regardless of age, to the population of the age group that officially corresponds to the level of education shown. Tertiary education, whether or not to an advanced research qualification, normally requires, as a minimum condition of admission, the successful completion of education at the secondary level.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This statistic shows the female to male ratio in tertiary education in Vietnam from 2005 to 2016. In 2005, there were approximately 0.71 females per 1 male in tertiary education in Vietnam. This ratio increased to 1.24 females per 1 male in 2016.

Vietnam VN: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data was reported at 1.237 Ratio in 2016. This records an increase from the previous number of 1.001 Ratio for 2015. Vietnam VN: Gender Parity Index (GPI): Tertiary School Enrollment: Gross data is updated yearly, averaging 0.769 Ratio from Dec 1976 (Median) to 2016, with 22 observations. The data reached an all-time high of 1.237 Ratio in 2016 and a record low of 0.313 Ratio in 1981. Vietnam VN: Gender Parity Index (GPI): Tertiary School Enrollment: Gross 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. Gender parity index for gross enrollment ratio in tertiary education is the ratio of women to men enrolled at tertiary level in public and private schools.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

Vietnam VN: Government Expenditure per Student: Tertiary: % of(GDP) Gross Domestic Productper Capita data was reported at 33.841 % in 2013. This records an increase from the previous number of 32.218 % for 2012. Vietnam VN: Government Expenditure per Student: Tertiary: % of(GDP) Gross Domestic Productper Capita data is updated yearly, averaging 32.113 % from Dec 2008 (Median) to 2013, with 6 observations. The data reached an all-time high of 55.712 % in 2008 and a record low of 29.849 % in 2011. Vietnam VN: Government Expenditure per Student: Tertiary: % of(GDP) Gross Domestic Productper Capita 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. Government expenditure per student is the average general government expenditure (current, capital, and transfers) per student in the given level of education, expressed as a percentage of GDP per capita.; ; United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics.; Median;

Vietnam VN: Educational Attainment: At Least Completed Post-Secondary: Population 25+ Years: Total: % Cumulative data was reported at 12.078 % in 2009. This records an increase from the previous number of 2.633 % for 1989. Vietnam VN: Educational Attainment: At Least Completed Post-Secondary: Population 25+ Years: Total: % Cumulative data is updated yearly, averaging 2.633 % from Dec 1979 (Median) to 2009, with 3 observations. The data reached an all-time high of 12.078 % in 2009 and a record low of 1.202 % in 1979. Vietnam VN: Educational Attainment: At Least Completed Post-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 post-secondary non-tertiary education.; ; UNESCO Institute for Statistics; ;

In 2023, Vietnam's education and training sector accounted for 3.92 percent of the country's total GDP, contributing a GDP value of approximately 401 trillion Vietnamese dong. In that year, Vietnam's GDP amounted to approximately 10.2 thousand trillion Vietnamese dong. Employment in education sector in Vietnam In 2019, the median monthly gross salary in the education and training sector amounted to six million Vietnamese dong for entry-level jobs, eight million Vietnamese dong for experienced staff, 13 million Vietnamese dong for leaders and supervisors as well as 20 million Vietnamese dong for manager positions. The number of newly established businesses for education services has increased in recent years, generating new jobs as well.Developments in education in Vietnam Vietnam’s socio-economic development strategy 2011-2020 included many efforts to modernize the education system, including advancing human capital development, increasing enrollments in higher education, and adapting the education system to the needs of the country’s market-based economy. Vietnam’s government does not only want to improve national education, but also to head towards facilitating internationalization.

In 2022, there were approximately 245,173 new university graduates in Vietnam. In that year, the number of university students in the country reached 2.1 million.

In 2022, the number of labor force with university degrees employed in Vietnam recorded 2.9 million males and three million females. In comparison, there were approximately 19 million male employed persons and 18.3 million female employed persons with no professional qualification in Vietnam.

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; ;

Vietnam Edtech market size is projected to exhibit a growth rate (CAGR) of 13.50% during 2024-2032. The increasing demand for adaptive learning platforms, AI-powered tutors, and data analytics, which enable educators to provide customized instruction, is driving the market.

IMARC Group provides an analysis of the key trends in each segment of the market, along with forecasts at the country level for 2024-2032. Our report has categorized the market based on sector, type, deployment mode, and end user

This statistic shows the total rate of Vietnamese tertiary students studying abroad from 2005 to 2013. In 2013, approximately 2.37 percent of Vietnamese students were attending tertiary education overseas.

Vietnam University & College: Student data was reported at 2,118.500 Person th in 2015. This records a decrease from the previous number of 2,363.900 Person th for 2014. Vietnam University & College: Student data is updated yearly, averaging 1,131.022 Person th from Sep 1991 (Median) to 2015, with 25 observations. The data reached an all-time high of 2,363.900 Person th in 2014 and a record low of 106.900 Person th in 1991. Vietnam University & College: Student data remains active status in CEIC and is reported by General Statistics Office. The data is categorized under Global Database’s Vietnam – Table VN.G050: Education Statistics.

In 2022, there were 242 universities located in Vietnam, indicating no change from the previous year. In that year, there were 175 public universities and 67 private universities in the country.

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 University & College: Graduate data was reported at 353.600 Person th in 2015. This records a decrease from the previous number of 441.800 Person th for 2014. Vietnam University & College: Graduate data is updated yearly, averaging 165.652 Person th from Sep 1991 (Median) to 2015, with 25 observations. The data reached an all-time high of 441.800 Person th in 2014 and a record low of 20.500 Person th in 1991. Vietnam University & College: Graduate data remains active status in CEIC and is reported by General Statistics Office. The data is categorized under Global Database’s Vietnam – Table VN.G050: Education Statistics.

This dataset contains results from a series of workshops and surveys conducted in Hoa Binh, Vietnam, as part of the ACES project. The study, spanning from September 2020 to May 2022, aimed to explore the implementation of a community-centred educational model, focusing on Sustainable Development Goals (SDGs) and educational resilience.

The data collection process involved workshops that connected researchers with various stakeholders. These included teachers, officers from the local Department of Education and Training, student teachers at Hoa Binh College of Education, and entrepreneurs/community actors. The workshops facilitated discussions on project access, research permissions, and methodologies for subsequent surveys and interviews related to SDGs and resilience.

The study progressed with workshops addressing playfulness, frugal education, and the development of social resilience. Data collection methods included surveys and interviews conducted with teachers, students, and community members. Surveys evaluated teachers' perceptions and readiness for playful and frugal education, while interviews delved into the perspectives of teachers, students, and principals on the design and implementation of a green playground. Noteworthy findings emerged from the capability surveys for students and teachers, shedding light on motivational factors. Additionally, analyses of playful and frugal aspects of designs and activities provided valuable insights into the effectiveness of educational approaches.

The study's motivation lies in fostering educational resilience and sustainability through innovative pedagogical models. The research engages diverse stakeholders, emphasizing collaborative efforts for inclusive, safe, and resilient educational practices. The article concludes with reflections on the project's impact and recommendations for future endeavours in advancing community-driven educational initiatives.

ACES will investigate and establish a transformative educational model for bridging formal and informal educational contexts via playful and participatory methodology towards a more inclusive, safe and resilient society that will empower young people to flourish despite their social localities. ACES will investigate the role of education in mobilising young people towards achieving Sustainable Development Goals (SDGs), taking into account the impact of wellbeing (SDG3), gender (SDG5) and poverty (SDG1) on education (SDG4) and vice-versa in Malaysia, Indonesia and Vietnam. ACES will focus on building resilient communities of young people in rural areas or deprived sections of urban communities through education. Young people refers to those in primary and secondary education. ACES will engage teachers and local community groups in the co-creation and ownership of the educational process, fostering an empowering and agentic practice when it comes to marginalised contexts - to motivate, ground and, most importantly, localise the intervention. The upskilling of teachers is considered as one of the most effective and direct means of achieving all of the SDG4 targets.

The effects of quality education are linked to improved development outcomes. In all three countries, access to inclusive and equitable quality education is an impending issue; however, the causes, scope and severity vary from one country to another. In Indonesia, the dominance of political, corporate and bureaucratic elites affects the provision of quality education. In Vietnam, its education system struggles to provide access and quality, although since 2008, its government allocates 20% of its national budget to improve education throughout the nation. In Malaysia, access to quality education is still an issue at remote/rural areas in the country. Even though these countries report the literacy rate of over 90%, the efforts to maintain sustainable growth in their respective economies, to reach developed status, hinge on an updated system of education that is more transformative beyond literacy. While economic growth in these countries brings positive benefits and lifts people out of poverty, societies must be equipped to respond to subsequent changes related to political and social systems. Economic resilience thus depends on social resilience, agency and capabilities to respond, design, implement and support corrective and adaptive measures.

ACES will explore the use of playful and participatory methodology towards developing an inclusive, equitable and transformative educational model that will afford opportunities for young people, teachers and community groups to respond to challenges/changes in their community through creative and innovative practices. To navigate an increasingly uncertain and ambiguous world, young people will need to develop curiosity, imagination, creativity, resilience and self-regulation towards innovative economies that are more productive, resilient and adaptable. ACES will emphasise on collaborative,...

As of June 2021, approximately 12.26 thousand Vietnamese students were enrolled in the Australian higher education sector. There has been a decline in total international student enrollments across Australian institutions compared to previous years due to the Coronavirus pandemic.