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Viet Nam
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Data profiles:


Viet Nam
Teachers and teaching conditions, primary to upper secondary education (TALIS 2018)
  • Teaching was the first-choice career for 93% of teachers in Viet Nam and for 67% in OECD countries and economies participating in TALIS. In terms of why they joined the profession, at least 99% of teachers in Viet Nam cite the opportunity to influence children's development or contribute to society as a major motivation.
  • One out of eight of teachers (13%) in Viet Nam are aged 50 and above (OECD average 34%). This means that Viet Nam will have to renew one out of eight members of its teaching workforce over the next decade or so.
  • In terms of classroom environments, relations between students and teachers are positive overall, with 95% of teachers in Viet Nam agreeing that students and teachers usually get on well with each other. However, 2% of principals report regular acts of intimidation or bullying among their students, which is lower than the OECD average (14%).
  • In Viet Nam, 1% of teachers work in schools where at least 10% of the students have a migrant background (OECD average 17%). At the same time, 92% of school leaders report that their teachers believe that children and young people should learn that people of different cultures have a lot in common (OECD average 95%).
  • In Viet Nam, 92% of teachers "agree" or "strongly agree" with the statement that their profession is valued in society, which is higher than the average across OECD countries and economies participating in TALIS. (26%).
  • In Viet Nam, 4% of teachers report experiencing stress in their work "a lot", which is lower than the OECD average (18%).
  • 27% of teachers report participating in collaborative professional learning at least once a month (OECD average 21%) and 12% engage in team teaching with the same frequency (OECD average 28%).
  • In Viet Nam, 1% of teachers report that they had never received feedback in their schools (OECD average 10%). The forms of feedback most commonly used in Viet Nam are based on observation of the teacher's classroom teaching, assessment of the teacher's content knowledge and student survey responses related to the teacher's teaching.
    • | Country Note | Country Note (primary education) | Country Note (upper secondary education) | TALIS 2018 (Volume I): Teachers and School Leaders as Lifelong Learners | TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals | Teachers Getting the Best out of Their Students from Primary to Upper Secondary Education | TALIS 2018 Conceptual Framework | Education policies: Teachers  |
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

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    Who the teachers are

    In Viet Nam, less teachers are aged 50 and above relative to other TALIS countries. (12.7 %, rank 46/50 , 2018) Download Indicator

    In Viet Nam, the share of teachers aged 50 or above in primary education is comparatively small. (15.1 %, rank 13/14 , 2018) Download Indicator

    The total working years as a teacher in Viet Nam is comparatively long at primary level. (17.9 Years, rank 1/14 , 2018) Download Indicator

    In primary education, the total number of years working in other non-educational roles in Viet Nam is one of the shortest among all OECD and partner countries with available data. (0.3 Years, rank 14/14 , 2018) Download Indicator

    In Viet Nam, the share of female teachers is one of the smallest in primary compared to lower secondary education. (12.9 % points, rank 11/14 , 2018) Download Indicator

    Teachers' age in upper secondary education is relatively young in Viet Nam compared to other OECD and partner countries with available data. (37.7 Years, rank 12/12 , 2018) Download Indicator

    In Viet Nam, the percentage of teachers aged 50 and above in upper secondary education is especially low. (7.2 %, rank 12/12 , 2018) Download Indicator

    In Viet Nam, the total number of years working as a teacher in upper secondary education is relatively short. (14.2 Years, rank 11/12 , 2018) Download Indicator

    In upper secondary education, the total number of years working in other non-educational roles in Viet Nam is one of the shortest among all OECD and partner countries with available data. (0.3 Years, rank 12/12 , 2018) Download Indicator

    In Viet Nam, the share of female teachers in upper secondary education is especially high. (62.8 %, rank 4/12 , 2018) Download Indicator

    In Viet Nam, the difference in the share of female teachers is one of the smallest in upper secondary compared to lower secondary education. (-3.6 % points, rank 1/12 , 2018) Download Indicator

    The proportion of female teachers in upper secondary level who teaches STEM is one of the largest in Viet Nam among all OECD and partner countries with available data. (28.9 %, rank 4/12 , 2018) Download Indicator

    The proportion of male teachers in upper secondary level who teaches STEM is one of the highest in Viet Nam among all OECD and partner countries with available data. (34.9 %, rank 4/12 , 2018) Download Indicator

    In Viet Nam, the share of female teachers who teaches VET at upper secondary level is relatively important . (15.9 %, rank 3/12 , 2018) Download Indicator

    Who the principals are

    Compared to other TALIS countries, a smaller proportion of principals in Viet Nam are female. (28.8 %, rank 45/49 , 2018) Download Indicator

    The percentage of female principals in upper secondary education is one of the lowest in Viet Nam among all OECD and partner countries with available data. (20.9 %, rank 11/12 , 2018) Download Indicator

    Initial and induction training of teachers

    In Viet Nam, more teachers had content, pedagogy and classroom practice in their initial formal education or training. (98.7 %, rank 1/50 , 2018) Download Indicator

    A large share of teachers in primary education were instructed on subject content, pedagogy and classroom practice in Viet Nam. (99.2 %, rank 1/14 , 2018) Download Indicator

    The share of teachers in Viet Nam having received instruction on subject content, pedagogy and classroom practice is similar or less in primary compared to lower secondary education. (0.5 % points, rank 9/11 , 2018) Download Indicator

    The share of primary education teachers who participated in some kind of induction at their current school is one of the highest in Viet Nam among all OECD and partner countries with available data. (51 %, rank 3/14 , 2018) Download Indicator

    A larger (Vietnam) or similar share of teachers participated in some kind of induction at their current school in primary compared to lower secondary level in Viet Nam. (5.8 % points, rank 1/9 , 2018) Download Indicator

    The share of teachers in primary education who received formal training in facilitating transitions is one of the highest in Viet Nam among all OECD and partner countries with available data. (83.9 %, rank 1/14 , 2018) Download Indicator

    A large share of teachers in primary education feel well prepared in facilitating transitions in Viet Nam. (69.8 %, rank 2/14 , 2018) Download Indicator

    In Viet Nam, the percentage of primary education teachers who received formal training in facilitating play is especially high . (98.3 %, rank 1/13 , 2018) Download Indicator

    The proportion of primary education teachers who feel prepared in facilitating play is relatively large in Viet Nam. (93.3 %, rank 1/13 , 2018) Download Indicator

    The percentage of upper secondary teachers who were instructed on subject content, pedagogy and classroom practice is especially high in Viet Nam. (97.5 %, rank 1/12 , 2018) Download Indicator

    The share of teachers in Viet Nam that have received instruction on subject content, pedagogy and classroom practice is more (in Alberta, Canada) or slightly less in upper secondary than in lower secondary education. (-1.2 % points, rank 2/10 , 2018) Download Indicator

    A large share of upper secondary teachers teach reading with training in the subject in Viet Nam. (90.5 %, rank 3/12 , 2018) Download Indicator

    The percentage of upper secondary teachers teaching mathematics with training in the subject is especially high in Viet Nam. (88.2 %, rank 2/12 , 2018) Download Indicator

    In upper secondary education, the percentage of teachers teaching science with training in the subject is especially high in Viet Nam. (86.4 %, rank 2/12 , 2018) Download Indicator

    A large share of upper secondary teachers teach social sciences with training in the subject in Viet Nam. (84.3 %, rank 3/12 , 2018) Download Indicator

    Principals' formal training

    A lower proportion of principals reported that school administration or principal training programme or course elements were never included in their initial formal education or training. (0.2 %, rank 47/48 , 2018) Download Indicator

    Professional development of teachers

    A large percentage of teachers participated in a network of teachers formed specifically for the professional development of teachers in the 12 months prior to the survey. (76.3 %, rank 2/50 , 2018) Download Indicator

    In Viet Nam, the percentage of novice teachers in primary education who have an assigned mentor is relatively important. (33.1 %, rank 3/14 , 2018) Download Indicator

    The share of principals in primary education who attended at least one professional development activity in the last year is especially large in Viet Nam. (100 %, rank 1/14 , 2018) Download Indicator

    Professional development of principals

    Relative to other TALIS countries, less principals in Viet Nam never received any instructional leadership training . (0.3 %, rank 47/47 , 2018) Download Indicator

    Teacher appraisal and feedback

    Compared to most other TALIS countries, a larger proportion of teachers report that the feedback they received has improved their teaching practice. (93.3 %, rank 1/50 , 2018) Download Indicator

    In Viet Nam, the percentage of teachers who have received feedback via more than three different methods is relatively high. (95.6 %, rank 1/50 , 2018) Download Indicator

    A low share of teachers report that they have never received feedback in their school. (0.6 %, rank 48/50 , 2018) Download Indicator

    Teachers' practices

    Teachers report spending more individual time planning and preparing lessons. (9.9 Hours/week, rank 1/50 , 2018) Download Indicator

    In Viet Nam, class-time spent on administrative tasks (such as marking attendance) is shorter. (5.7 %, rank 49/50 , 2018) Download Indicator

    Class-time spent on actual teaching and learning tasks is longer in Viet Nam. (85.4 %, rank 3/50 , 2018) Download Indicator

    A large proportion of teachers report to 'frequently' or 'always' present tasks for which there is no obvious solution. (73.7 %, rank 1/50 , 2018) Download Indicator

    A small proportion of teachers report to 'frequently' or 'always' give tasks that require students to think critically. (41.3 %, rank 46/50 , 2018) Download Indicator

    A large proportion of teachers report to 'frequently' or 'always' have students work in small groups to come up with a joint solution to a problem or task. (73.6 %, rank 5/50 , 2018) Download Indicator

    A large proportion of teachers report to 'frequently' or 'always' let students practise similar tasks until knowing that every student has understood the subject matter. (85.7 %, rank 4/50 , 2018) Download Indicator

    In primary education, the share of teachers who report that they frequently or always ask students to decide on their own procedures for solving complex tasks is especially important in Viet Nam. (68.2 %, rank 3/14 , 2018) Download Indicator

    The proportion of class time spent on keeping order in the classroom in primary education is one of the smallest in Viet Nam among all OECD and partner countries. (9 %, rank 14/14 , 2018) Download Indicator

    In Viet Nam, the share of class time spent on keeping order in the classroom is less important in primary compared to lower secondary education. (0.9 % points, rank 9/10 , 2018) Download Indicator

    In Viet Nam, a large proportion of teachers in primary education report that maintaining classroom discipline is a source of stress. (51.3 %, rank 2/14 , 2018) Download Indicator

    The proportion of teachers in primary school reporting a high need for professional development in student behavior and classroom management is especially high in Viet Nam. (71.8 %, rank 1/14 , 2018) Download Indicator

    In Viet Nam, the share of teachers reporting a high need for professional development in student behavior and classroom management is less important in primary compared to lower secondary education. (3.4 % points, rank 7/10 , 2018) Download Indicator

    Teachers' autonomy, collegiality and collaboration

    In Viet Nam, a large share of teachers agree that in their school there is a collaborative school culture that is characterised by mutual support. (96.3 %, rank 1/50 , 2018) Download Indicator

    In Viet Nam, a large proportion of principals have 'often' or 'very often' engaged in taking actions to support co-operation among teachers to develop new teaching practices in their school. (84.3 %, rank 4/49 , 2018) Download Indicator

    In Viet Nam, a relative large proportion of teachers agree that their school provides staff with opportunities to actively participate in school decisions. (94.6 %, rank 2/50 , 2018) Download Indicator

    A low percentage of principals report that teachers in Viet Nam have significant responsibility for the majority of tasks concerning school policies, instruction and curriculum. (1.8 %, rank 48/49 , 2018) Download Indicator

    In Viet Nam, the percentage of upper secondary teachers who report engaging in discussion about the learning development of specific students at least once a month is relatively small. (18.1 %, rank 12/12 , 2018) Download Indicator

    The percentage of upper secondary teachers who report that they can rely on each other is one of the highest in Viet Nam among all OECD and partner countries with available data. (95.3 %, rank 1/12 , 2018) Download Indicator

    In Viet Nam, the share of teachers who report that they can rely on each other is larger or similar (Vietnam) in upper secondary compared to lower secondary education. (-2.1 % points, rank 3/9 , 2018) Download Indicator

    ICT for teaching

    In Viet Nam, more teachers report a high level of need for professional development aimed at developing their ICT skills for teaching. (55.5 %, rank 1/49 , 2018) Download Indicator

    Compared to other TALIS countries, a larger proportion of school leaders report a shortage or inadequacy of digital technology for instruction. (81.7 %, rank 1/49 , 2018) Download Indicator

    In Viet Nam, the proportion of teachers who felt "well prepared" or "very well prepared" to use ICT for teaching is larger relative to most TALIS countries. (96.6 %, rank 1/50 , 2018) Download Indicator

    Compared to other TALIS countries, more teachers felt "well prepared" or "very well prepared" for the use of ICT for teaching. (80 %, rank 2/50 , 2018) Download Indicator

    The "use of ICT for teaching" has been included in the professional development activities of a larger proportion of teachers. (92.9 %, rank 1/50 , 2018) Download Indicator

    A large share of primary education teachers received formal training in using ICT for teaching in Viet Nam. (93.8 %, rank 1/14 , 2018) Download Indicator

    A large share of primary education teachers feel well prepared in using ICT for teaching in Viet Nam. (71.5 %, rank 2/14 , 2018) Download Indicator

    The proportion of teachers in primary education who report that they frequently or always let students use ICT for projects or class work is one of the lowest in Viet Nam among all OECD and partner economies with available data. (22.8 %, rank 12/14 , 2018) Download Indicator

    In Viet Nam, a smaller share of teachers report that they frequently or always let students use ICT for projects or class work in primary than in lower secondary education. (-20.1 % points, rank 8/10 , 2018) Download Indicator

    In Viet Nam, the percentage of primary education teachers who report a high need for professional development in using ICT for teaching is relatively high . (55.8 %, rank 1/14 , 2018) Download Indicator

    The share of primary education principals who report that the delivery of quality instruction is hindered by a shortage of digital technology for instruction is one of the highest in Viet Nam among all OECD and partner countries with available data. (81.7 %, rank 1/14 , 2018) Download Indicator

    In Viet Nam, the share of upper secondary teachers who received formal training in using ICT for teaching is relatively high . (94.6 %, rank 1/12 , 2018) Download Indicator

    In Viet Nam, the share of upper secondary teachers who feel well prepared in using ICT for teaching is relatively high . (77.2 %, rank 2/12 , 2018) Download Indicator

    In Viet Nam, a larger share of teachers report that they frequently or always let students use ICT for projects or class work in upper secondary compared to lower secondary education. (10.6 % points, rank 2/10 , 2018) Download Indicator

    In Viet Nam, the percentage of upper secondary teachers who report a high need for professional development in using ICT for teaching is relatively . (51.4 %, rank 1/12 , 2018) Download Indicator

    A large proportion of upper secondary principals report that the delivery of quality instruction is hindered by a shortage of teachers with competencies in teaching students with special needs in Viet Nam. (74.7 %, rank 1/12 , 2018) Download Indicator

    Teaching students with special needs

    More school leaders in Viet Nam report a shortage of teachers with competence in teaching students with special needs. (58 %, rank 5/49 , 2018) Download Indicator

    "Teaching in a mixed-ability setting" has been included in a higher proportion of teachers' formal education or training. (88 %, rank 2/50 , 2018) Download Indicator

    The proportion of teachers in Viet Nam who felt "well prepared" or "very well prepared" for teaching in a mixed-ability setting is higher. (72.1 %, rank 5/50 , 2018) Download Indicator

    In Viet Nam, the proportion of primary education teachers reporting a high need for professional development in teaching special needs students is especially important . (39.2 %, rank 4/14 , 2018) Download Indicator

    In Viet Nam, the share of teachers who report a high need for professional development in teaching special needs students is larger than 10 percentage points in primary compared to lower secondary education. (13.6 % points, rank 2/8 , 2018) Download Indicator

    A large proportion of primary education principals report that the delivery of quality instruction is hindered by a shortage of teachers with competencies in teaching students with special needs in Viet Nam. (67.3 %, rank 1/14 , 2018) Download Indicator

    Teaching in multicultural settings

    Viet Nam has a smaller share of teachers feeling they can cope with the challenges of a multicultural classroom "quite a bit" or "a lot" in teaching a culturally diverse class. (45.6 %, rank 46/50 , 2018) Download Indicator

    Teaching in vocational education and training

    In Viet Nam, the percentage of upper secondary teachers in VET schools who reported that their initial training included all the areas of content, pedagogy and classroom practice is especially high . (97.3 %, rank 1/11 , 2018) Download Indicator

    In Viet Nam, the percentage of upper secondary teachers in non-VET schools who reported that their initial training included all the areas of content, pedagogy and classroom practice is especially high . (97.5 %, rank 1/11 , 2018) Download Indicator

    The percentage of VET teachers in upper secondary education who report that they frequently or always ask students to decide on their own procedures for solving complex tasks is relatively high in Viet Nam. (61.5 %, rank 4/12 , 2018) Download Indicator

    The proportion of non-VET teachers in upper secondary education who report that they frequently or always ask students to decide on their own procedures for solving complex tasks is relatively large in Viet Nam. (59.8 %, rank 2/12 , 2018) Download Indicator

    Classroom management

    In Viet Nam, more teachers report a high level of need for professional development in student behaviour and classroom management. (68.4 %, rank 1/50 , 2018) Download Indicator

    "Student behaviour and classroom management" was included in a higher proportion of teachers' formal education or training. (99.2 %, rank 1/50 , 2018) Download Indicator

    In Viet Nam, the proportion of teachers who felt "well prepared" or "very well prepared" for student behaviour and classroom management is higher. (95 %, rank 1/50 , 2018) Download Indicator

    "Student behaviour and classroom management" was included in a higher proportion of teachers' professional development activities. (94.4 %, rank 1/50 , 2018) Download Indicator

    More teachers in Viet Nam feel that they can calm a student who is disruptive or noisy compared to most TALIS countries. (93.9 %, rank 4/49 , 2018) Download Indicator

    Teachers' self-efficacy

    Relative to most other TALIS countries, more teachers believe that they are able to help their students to value learning. (99.2 %, rank 2/49 , 2018) Download Indicator

    Teachers' satisfaction with their jobs

    A larger proportion of teachers believe that the teaching profession is valued in society. (92.3 %, rank 1/50 , 2018) Download Indicator

    A larger proportion of teachers are satisfied with their job relative to most other TALIS countries. (96.4 %, rank 3/50 , 2018) Download Indicator

    The share of teachers who think that the teaching profession is valued by society in primary education is especially high in Viet Nam. (95.1 %, rank 1/14 , 2018) Download Indicator

    In Viet Nam, the percentage of teachers who report they are satisfied with their job at primary level is one of the highest among all OECD and partner countries. (98.1 %, rank 1/14 , 2018) Download Indicator

    The proportion of teachers who report being satisfied with their salary at primary level is especially important in Viet Nam. (55.6 %, rank 4/14 , 2018) Download Indicator

    In Viet Nam, the share of primary education teachers who report being satisfied with the terms of their teaching contract apart from salary is relatively large. (79.3 %, rank 1/14 , 2018) Download Indicator

    In primary education, the share of teachers reporting there is a collaborative culture characterised by mutual support is larger in Viet Nam compared to other OECD and partner countries with available data. (97.8 %, rank 1/14 , 2018) Download Indicator

    In Viet Nam, a large share of primary education teachers report that their school provides staff with opportunities to actively participate in school decisions. (96 %, rank 1/14 , 2018) Download Indicator

    In primary education, a low percentage of teachers in Viet Nam report that they experience a lot of stress in their work. (4.2 %, rank 14/14 , 2018) Download Indicator

    In Viet Nam, the difference between female and male teachers who report stress in primary education is comparatively small. (-1.7 % points, rank 1/8 , 2018) Download Indicator

    The proportion of primary education teachers for whom having too much administrative work is a source of stress in is especially low in Viet Nam. (26.5 %, rank 13/14 , 2018) Download Indicator

    In Viet Nam, there is a large share of upper secondary teachers who think that the teaching profession is valued by society. (91.4 %, rank 1/12 , 2018) Download Indicator

    The percentage of upper secondary teachers who report being satisfied with their job is especially high in Viet Nam. (95.5 %, rank 1/12 , 2018) Download Indicator

    In Viet Nam, the share of upper secondary teachers who report being satisfied with the terms of their teaching contract apart from salary is relatively large. (73.8 %, rank 3/12 , 2018) Download Indicator

    In upper secondary education, the share of teachers reporting there is a collaborative culture characterised by mutual support is larger in Viet Nam compared to other OECD and partner countries with available data. (95 %, rank 1/12 , 2018) Download Indicator

    In Viet Nam, a large share of upper secondary teachers report that their school provides staff with opportunities to actively participate in school decisions. (93.8 %, rank 1/12 , 2018) Download Indicator

    In upper secondary education, a low percentage of teachers report that they experience a lot of stress in their work in Viet Nam. (3.4 %, rank 12/12 , 2018) Download Indicator

    In Viet Nam, the share of female teachers who report stress in upper secondary education compared to male teachers is higher but with small levels of stress reported. (-1.4 % points, rank 1/9 , 2018) Download Indicator

    Having too much administrative work is a source of stress for a small share of upper secondary teachers in Viet Nam. (35 %, rank 11/12 , 2018) Download Indicator

    Principals' satisfaction with their jobs

    A larger proportion of principals believe that the teaching profession is valued in society relative to other TALIS countries. (99.3 %, rank 1/49 , 2018) Download Indicator

    A relatively high share of principals are satisfied with the salary they receive for their work. (68.2 %, rank 5/49 , 2018) Download Indicator

    Teachers' engagement, motivation and drive

    For a large share of teachers, teaching was their fisrt choice as a career. (92.6 %, rank 1/50 , 2018) Download Indicator

    When deciding to become a teacher, a large share of teachers report that influencing the development of children and young people was of 'moderate importance' or 'high importance'. (98.8 %, rank 1/50 , 2018) Download Indicator

    When deciding to become a teacher, a large share of teachers report that providing a contribution to society was of 'moderate importance' or 'high importance'. (98.7 %, rank 2/50 , 2018) Download Indicator

    Teachers’ working conditions, mobility and risk of attrition

    Viet Nam has one of the highest proportion of teachers employed on a permanent contract. (93.9 %, rank 4/50 , 2018) Download Indicator

    In Viet Nam, the percentage of teachers experiencing a lot of stress in their work is relatively low. (3.8 %, rank 48/50 , 2018) Download Indicator

    In Viet Nam, a small proportion of teachers age 50 and below want to leave teaching within the next five years. (3.5 %, rank 48/49 , 2018) Download Indicator

    In Viet Nam, the proportion of teachers who have a permanent contract in primary education is one of the largest among all OECD and partner countries with available data. (94.8 %, rank 4/14 , 2018) Download Indicator

    In primary education, the percentage of full-time teachers in Viet Nam is relatively low compared to other OECD and partner countries with available data. (71.5 %, rank 13/14 , 2018) Download Indicator

    In Viet Nam, the proportion of teachers who have a permanent contract in upper secondary education is one of the largest among all OECD and partner countries with available data. (92.3 %, rank 2/12 , 2018) Download Indicator

    In Viet Nam, there is a small share of full-time teachers in upper secondary level. (73.5 %, rank 11/12 , 2018) Download Indicator


    The data table will display up to six selected countries.
    General findings
    
                        
    
                            
    
                                
    •  Across OECD countries and economies participating in TALIS, teachers are 44 years old and principals are 52 years old, on average. Furthermore, 20% of principals across the OECD are aged 60 and above.
    •  In the OECD countries and economies participating in TALIS, 47% of principals are women, compared to 68% of teachers.
    
                            
    
                            
    
                                | Education policies: Teachers | Education policies: School leadership | 
    
                            
    
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    • In OECD countries and economies participating in TALIS, 65% of teachers report frequently calming students who are disruptive and 84% report frequently explaining how new and old topics are related.
    • During a typical lesson, teachers spend 78% of classroom time on actual teaching and learning, on average in the OECD countries and economies participating in TALIS.
    • In the past five to ten years, classroom time spent on actual teaching and learning has decreased in about half of the countries and economies participating in TALIS.
    • 84% of teachers report having control over determining course content in their class, on average across in OECD countries and economies participating in TALIS. 
    • 81% of teachers say that they work in a collaborative school culture characterised by mutual support, on average in OECD countries and economies participating in TALIS. Furthermore, 59% of principals took actions on a regular basis to support co-operation among teachers to develop new teaching practices in the 12 months prior to the survey.
    • On average in OECD countries and economies participating in TALIS, only 21% of teachers report participating in collaborative professional learning at least once a month and 28% engage in team-teaching with the same frequency.
    • About half of teachers in the OECD countries and economies participating in TALIS  "frequently" or "always" let students use ICT for projects or class work, but 25% of school principals report that delivery of quality instruction in their school is hindered by a shortage or inadequacy of digital technology for instruction.
    • In the OECD countries and economies participating in TALIS, 27% of teachers work in classes with at least 10% of students with special needs (i.e. those for whom a special learning need has been formally identified because they are mentally, physically, or emotionally disadvantaged). But, 32% of school principals report that delivery of quality instruction in their school is hindered by a shortage of teachers with competence in teaching students with special needs.
    
                            
    
                            
    
                                | Education policies: Teacher practices | Education policies: Learning time and Disciplinary climate | Education policies: Special needs | Education policies: Migrant background | Education policies: Digital divide | 
    
                            
    
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    • During their initial education and training, 79% of teachers in the OECD countries and economies participating in TALIS were instructed on subject content, pedagogy and classroom. Only 42% of teachers report having participated in some kind of formal or informal induction when they joined their current school.
    • In the OECD countries and economies participating in TALIS, taking part in some kind of in-service training is commonplace among teachers and principals, with 94% of teachers and 99% of principals attending at least one professional development activity in the year prior to the survey.
    
                            
    
                            
    
                                | Education policies: Teacher initial education | Education policies: Teacher professional development | Education policies: School leader preparation and development | 
    
                            
    
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    • Across OECD countries and economies participating in TALIS, 26% of teachers "agree" or "strongly agree" with the statement that their profession is valued in society. Between 2013 and 2018, the percentage of teachers reporting that the profession is valued in society has increased in almost half of the countries and economies with available data.
    • Nine out of ten teachers and 95% of school leaders report that, all in all, they are satisfied with their job, on average in OECD countries and economies participating in TALIS.
    • 39% of teachers and 47% of school leaders report being satisfied with their salaries, on average in OECD countries and economies.
    
                            
    
                            
    
                                | Education policies: Teacher working conditions | Education policies: School leader working conditions | 
    
                            
    
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    • Across OECD countries and economies participating in TALIS, 82% of teachers have a permanent contract while 12% of teacher are employed on contracts of one year or less.
    • 18% of teachers report experiencing stress in their work "a lot", on average in OECD countries and economies participating in TALIS. 49% of teachers report that having too much administrative work is a source of stress they experience at work "quite a bit" or "a lot".
    • A quarter of teachers report that they would like to leave teaching within the next five years, on average across the OECD countries and economies participating in TALIS. Furthermore, 14% of teachers age 50 or would like to leave teaching in the next five years.
    
                            
    
                            
    
                                | Education policies: Teacher working conditions | Education policies: School leader working conditions | Education policies: Class size & Student-teacher ratio | 
    
                            
    
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    • Only 10% of teachers report that they have never received feedback in their schools. On average across the OECD, the forms of feedback most commonly used are based on classroom observations and students' school-based and classroom-based results.
    • 71% of teachers who received feedback in the 12 months prior to the survey report that it had a positive impact on their teaching practice. In all countries and economies participating in TALIS, teachers who report receiving feedback based on multiple methods are more likely to find that the feedback they received had a positive impact on their teaching.
    • The proportion of teachers who work in schools where appraisal can result in a salary increase or financial bonus is 55% in schools where school management has responsibility over salaries. In schools where school management does not have responsibility over salaries, the proportion is only 30%.
    
                            
    
                            
    
                                | Education policies: Teacher appraisal | Education policies: School leader appraisal | 
    
                            
    
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    • The proportion of female teachers represents over three quarters of the primary teaching force (TALIS average 78%), which is higher than the proportion in lower secondary education of 63%. 
    • Less than half of teachers (46% on average) cited receiving formal training in facilitating transitions from early childhood education to primary education. However, a slightly smaller share of teachers (38%) said they felt well or very well prepared in this area. 
    • Thirty-seven percent (37%) of teachers report  modifying lessons for students with special needs is a source of stress "quite a bit" or "a lot" in primary in contrast to 29% in lower secondary.
    • Teachers in upper secondary education reported being involved in fewer collaborative activities than their peers in lower secondary education. Teaching jointly as a team in the same class shows significant decreases among teachers in upper secondary (5 percentage points difference). 
    • Almost a quarter of teachers (23%) in upper secondary education stated they would like to leave teaching in the next five years. Teachers satisfied with their salaries and terms of employment, and who consider the school provides opportunities to engage in discussion and has a collaborative culture are less likely to state they will leave teaching. 
    
                            
    
                            
    
                                | Education policies: Teachers, primary education | Education policies: School leaders, primary education | Education policies: Teachers, upper secondary education | Education policies: School leaders, upper secondary education | 
    
                            
    
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            Diagram of funding flows - Viet Nam
            
    
            
    
        
    


        
		
    
            
    
			Click on the coverpage to see the full OECD iLibrary version
			
    
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            Country Reviews for Viet Nam
            
    
            
    
			
    
        
    
		
              
              
              
              
              
              
              
              
              
        
    
            Note: These values should be interpreted with care since they are influenced
            by countries' specific contexts and trade-offs. In education, there is often no simple
            most- or least-efficient model. For instance, the share of private expenditure in
            education must be read against other measures designed to mitigate inequities, 
			such as loans and grants; longer learning time is an opportunity to convey
            more and better content to students, but may hinder investments in other important
            areas. If you want further information on the nature of different variables, please
            take the time to read the analysis and contextual information, available at the website
            for each publication.
    
            All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. 
            The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/
            

    
			Reference years displayed in the Education GPS correspond to the most common year of reference among countries for which data is available on each variable. Data for the latest available year is preferred and some 
			countries may have provided data refering to a more recent or late year. To know more about possible exceptions on data please click on the "Download Indicator" link on each variable. When a year of reference corresponds to a school year encompassing two years, the reference reads as follows: 2018 for school year 2017/2018.  
			

    
	    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. 
		This explains the difference between the OECD average and the TALIS averages.
		Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and 
		Annex 3 
		of EAG 2021 for more details about the data collections.
            

    
			B-S-J-Z (China) refers to the four PISA-participating provinces/municipalities of the People's Republic of China:
Beijing, Shanghai, Jiangsu and Zhejiang.
			

    
            For additional notes, please refer to annexes in the list of links below the introductory country profile text.