Professor and Doctor of Science Nguyễn Đình Đức, former chairman of the University Council at the University of Engineering and Technology (Việt Nam National University, Hà Nội). — VNA/VNS Photo

The Politburo has issued Resolution 71-NQ/TW on breakthrough development in education and training – a move seen as a critical step in transforming education into a true pillar of national development.

Professor and Doctor of Science Nguyễn Đình Đức, former chairman of the University Council at the University of Engineering and Technology (Việt Nam National University, Hà Nội), spoke with the Vietnam News Agency about the resolution’s key highlights and the potential it holds for reshaping Việt Nam’s future.

What do you see as the most groundbreaking feature of Resolution 71 compared to previous policies?

The most impressive aspect is its breakthrough in mindset, perception and determination to radically reform the institutional framework. The resolution affirms that education is not only a top national priority but also a decisive factor for the nation’s future. This is the foundation for comprehensive change.

The resolution emphasises that for education to achieve comprehensive transformation in the new era, laws and policies must be revamped. Instead of focusing on management, we must create special, superior mechanisms that enable educational institutions to attract resources, enhance quality and integrate with global standards.

The Party and the State, under the leadership of Party General Secretary Tô Lâm, have placed special attention on this area with ambitious goals. By 2035, at least five universities in Việt Nam will have disciplines ranked among the world’s top 100; and by 2045, Việt Nam will be among the world’s top 20 nations in terms of equitable and modern education systems.

I strongly agree with the policy of prioritising investment in higher education. Another very important directive is to ensure universities have full and comprehensive autonomy, regardless of their level of financial self-sufficiency. This is a wise decision that meets the long-standing expectations of universities.

In recent years, autonomy has been a fresh breeze for higher education, but bottlenecks remain. With this directive, I believe laws and policies will be revised in line with the resolution and Resolution 71 will truly help Việt Nam’s higher education drive powerful growth.

The resolution also marks a fundamental shift in financial policy: greater investment priority, better care for faculty, financial support and equal access to learning opportunities for all.

Together with Resolution 57-NQ/TW, Resolution 71 promotes the model of innovative universities and next-generation technology universities, positioning them as engines of innovation and leaders of Việt Nam’s creative ecosystem, well aligned with the context of the Fourth Industrial Revolution.

Additionally, the resolution directs strong international integration, including making English a second language in schools, as well as accelerating digital transformation and ethical AI applications in modern education.

Frankly speaking, Resolution 71 is a comprehensive reform blueprint for education and training.

What is the biggest challenge in implementing Resolution 71 in practice?

The greatest challenge is a mindset shift, from administrative management to an enabling, facilitative approach, empowering schools, educators and learners; along with reforms in governance and institutional structures.

We must revise multiple laws, such as the Law on Education, the Law on Higher Education, the Law on Vocational Education, as well as related financial, investment, recruitment and appointment regulations.

If university autonomy is not implemented strongly and comprehensively, if we do it halfway, then institutions cannot break through and the resolution will not succeed. We cannot continue drafting regulations with outdated, conservative thinking.

Another major challenge is human resources. Reforming education, especially higher education, requires attracting pools of talented persons and outstanding scientists both domestically and internationally. This is a critical issue for Việt Nam’s education sector.

In addition, we must persist in developing basic sciences, which form the foundation of knowledge and technology. Even as we push innovation and core technologies, education must maintain this bedrock.

At the same time, we need to overcome language barriers, reform admissions systems to improve input quality, and eliminate the obsession with achievements; education must be genuine, focused on producing well-rounded individuals.

The resolution sets a goal that by 2030, Việt Nam will have one university ranked among the world’s top 100 and eight universities in Asia’s top 200. What breakthroughs are needed in governance, institutional mechanisms and training programmes to achieve this?

Given our current starting point, this is an ambitious goal. But precisely because it is challenging, we need to transform our thinking, investment, policies and actions. Resolution 71 was issued to create that breakthrough.

In my view, the first priority is to develop scientific and technological capacity within universities. This is the most critical factor. Universities need high-quality faculty with strong research capabilities, innovative thinking, and global integration, while linking education and research with industry and maintaining a sense of mission.

At the same time, we must invest in state-of-the-art facilities and laboratories. Institutions strong in natural sciences, engineering, and technology will have an advantage in achieving higher rankings.

Another essential factor is governance reform. Universities must be granted strong, comprehensive autonomy. The lesson from Japan is instructive: before autonomy, only two Japanese universities were in the global top 100; after implementing autonomy for a short time, five universities, including private ones, entered the list.

Autonomy is not just a mechanism. It is an advantage and a resource, often more effective than direct investment. If we aggressively implement these core solutions, we can achieve the goal of having a university in the global top 100.

What about training programmes for faculty and policies to attract and retain top academics?

First, we must select highly qualified university lecturers – well trained, skilled in teaching and research, innovative and internationally minded.

Universities need structured plans for faculty to participate in exchange programmes, internships and advanced training abroad and at leading domestic institutions.

We must build strong research groups, including senior scientists, young PhDs and doctoral candidates. Research groups are the basic units of education, research, and technology transfer.

Furthermore, we need to develop a strategic pool of leading professors and associate professors, implement robust scientific and technological programmes and strengthen partnerships among the “four stakeholders”: the State, universities, scientists and businesses, to carry out research and foster innovation.

We should also expand full-time doctoral training programmes with scholarships and living allowances, establish postdoctoral fellowships and implement talent development projects to retain top graduates and train them into future elites.

Most importantly, if education and science are to become the driving forces of national development, teachers and scientists must be respected, honoured and given competitive compensation, sufficient to sustain their families and allow them to dedicate themselves fully to their work. — VNS