베트남 교육과 공적개발원조 = Vietnam Education and ODA

다국어 초록 (Multilingual Abstract)

This study examines the extent to which the education ODA is aligned with the needs of educational development and cooperation of Vietnam. Vietnam was chosen as a case of this study because it is ranked 1st among the ASEAN countries in terms of the total amount of ODA receiving from the OECD/DAC between 2009 and 2013. However, the HDI index ranking of Vietnam based on the Human Development Report 2014 was 121th. This implies that there is much room for improvement in the education of Vietnam. In this context, four research questions were formulated as follow: 1) To what extent is the education ODA offered by the OECD/DAC aligned with the needs of educational development and cooperation of Vietnam? 2) To what extent is the multilateral ODA by international agencies aligned with the needs of educational development and cooperation of Vietnam? 3) To what extent is the bilateral ODA by countries aligned with the needs of educational development and cooperation of Vietnam? 4) Are there differences between the multilateral ODA and the bilateral ODA? The findings of the study show that although the total amount of the education ODA offered by the OECD/DAC to Vietnam is unable to meet all the needs of educational development and cooperation of Vietnam, the education ODA to Vietnam is aligned with the needs in terms of priority. The 1st rank of the education ODA to Vietnam turns out to be the vocational training ODA, which is followed by the higher education ODA (except the scholarship ODA). These results are aligned with the educational needs of Vietnam which put its foremost priority to the development of vocational training, followed by higher education. While multilateral donors focus on basic education with an aim of helping Vietnam achieve the international educational goals related to both EFA and MDGs until 2015, bilateral donors focus on vocational training and higher education to help Vietnam realize its goals of becoming an industrialized country by 2020. These results reflect differences in funding resources between multilateral and bilateral ODAs. The multilateral ODAs are likely to focus on international educational goals since they receive the funding from various countries, and also have missions to help developing countries achieve international goals set up by their member countries. In contrast, bilateral ODAs are funded by individual donors, and thus are likely to be influenced by the relationships between donors and recipients.