Last Updated: March 2023
“2023 will be the year of acceleration of Vocational Education.
We set a general goal of continuing to innovate, creating a strong change in the quality and effectiveness of vocational education, especially training high-quality human resources in the direction of application, practice, and practice. training, ensuring to meet the demand for skilled human resources for the labor market, contributing to improving labor productivity and the competitiveness of the economy, recovering and developing the economy in the context of the impact of the pandemic. Covid-19 disease, industrial revolution 4.0 and international integration.”
- Mr. Truong Anh Dung
Director General of the General Department of Vocational Education, Vietnam; January, 2023
This profile is represented by the Directorate of Vocational Education and Training (DVET), which is under the purview of the Ministry of Labour - Invalids and Socials Affairs (MOLISA). SEA-VET.NET shall supplement more information particularly from other TVET line Ministries, private TVET institutions and relevant agencies in the course of time. Please This email address is being protected from spambots. You need JavaScript enabled to view it. to share relevant information to help us further develop the profile.
Hanoi
The Vietnamese economy has seen rapid growth in the past three decades.18 In its pursuit to continue this growth trend and achieve regional and international competitiveness, Vietnam is confronted by many challenges - increasing demand for skilled workers, environmental concerns, new technical advancements to name a few. At the same time, currently, about 1.6 million people enter the domestic labour market in search of employment to earn a living.19 Aspiring to develop into an industrialised country by 2020, Vietnam has chosen a path of green growth. Vocational education is central to this aspiration.20
In view of this, the Government of Vietnam has prioritised vocational skills training and employment promotion. Technical and vocational education and training (TVET) has been made central to the national development goals. The TVET system, which is being tailored to meet the country’s economic and social needs, specifically aims to prioritise sectors and occupations that face significant skills shortages to tap into the employment potential that largely remains unutilised.21,22
The Ministry of Labour - Invalids and Social Affairs (MOLISA) is the main governing authority for TVET in Vietnam. Directorate of Vocational Education and Training (DVET) under the aegis of MOLISA is the main agency responsible for implementing TVET activities. In addition, while other line ministries such as the Ministry of Education and Training (MOET) play an important role in TVET at the central level, local authorities supervise it at the local and provincial level.
Formal TVET is offered at both, secondary and post-secondary levels. Vocational education and training (VET) is offered by secondary vocational schools at the upper secondary level and lasts up to two years. At the post-secondary non-tertiary level, college training also known as practicing bachelor training is offered to students. This training lasts 2-3 years and is offered by vocational colleges, universities under various ministries and related agencies. Upon successful completion of post-secondary non-tertiary level studies, graduates are able to proceed to (general) bachelor programmes at the tertiary education level.
Non-formal and informal TVET involves continuing vocational education and training (C-VET) programmes in the form of in-service, correspondence, or guided self-study training at the elementary, intermediate, and college levels. However, no mechanisms to recognise non-formal and informal prior learning are in place at this stage.
In recent times, Vietnam has witnessed an increase in development efforts by international development agencies and public-private cooperation. Efforts are underway to develop legal frameworks and regulations on qualification and certification of in-company trainers, teachers’ standards, greening TVET, development of TVET institutes, as well as quality assurance.23
This profile outlines the TVET system in Vietnam and provides information on more recent efforts and developments.
According to Article 4 of the Law on Vocational Education1, the general objectives of vocational education are: to provide training for personnel directly involved in production, businesses or services, to acquire proficiency equivalent to their training standards, possess professional ethics and good health, gain creative ability, and adapt to the environment in the context of international integration; to improve their productivity and quality; and to enable students to find jobs, self-employment or enter higher education.
Specific objectives pertaining to each level of vocational education are:
Key legislation includes:
Some of the special provisions include:
The Law on Vocational Education1 came into effect in July 2015. Major changes in the national TVET system are regulated in this Law. To implement the Law in practice, a number of activities have been implemented, such as:
Various stakeholders are involved in the implementation of TVET. They are:
Decree No. 62/2022/ND-CP dated September 12, 2022 of the Government defining the functions, tasks, powers and organizational structure of the Ministry of Labor, War Invalids and Social Affairs as an agency of the Government to perform the function of state management in the fields of: Labor, Salary; Job; Job Education; Social Insurance; Occupational Safety and Hygiene; people with meritorious services; Social Protection; Children; Gender Equality; Prevention and Combat against Social Evils (hereinafter referred to as the field of labor, people with meritorious services and society) nationwide; State management of public non-business services in sectors and fields under the ministry's state management. The General Department of Vocational Education and Training is an organization under the Ministry of Labor, War Invalids and Social Affairs (MOLISA) performing the function of advising and assisting the Minister of Labor, War Invalids and Social Affairs in state management and law enforcement. on vocational education (except pedagogy) nationwide; manage and perform public services in vocational education within its competence as prescribed by law. |
Various different agencies have managed vocational education and training as shown in the timeline below:
|
There are two sources of funding for vocational training: the State budget and non-state budget funding.
With respect to recurrent funding sources, funds are spent for the regular operation of TVET institutions.
Funding to vocational training institutions is allocated from the budget of provinces and municipalities or industries. This source is generally used to pay the salaries and insurance of teaching and other staff on the payroll. Due to insufficient expenditures on purchase of materials for training, vocational training institutions usually request an additional financial resource called training support fund. Allocations of the training support fund depend on localities.
Under the current mechanism of spending the State budget on vocational training, MOLISA is only allowed to participate in the process of estimating and allocating the State budget for national target programmes in vocational training. MOLISA is not yet allowed to get involved in the estimation and allocation of the State budget for recurrent expenditures and infrastructure development to support vocational training.
Figure 1 shows the structure of the National Education System in Vietnam.6
Figure 1: Structural framework of the national education system7
The Government subsidises major expenditures for public education institutions at all educational levels, such as infrastructure, equipment, salary for teachers and managers, etc. The fund can be provided in the form of annual recurrent fund or national target programmes. Tuition fee of students and learners cover part of operational expenditures of the education and training institutions. Non-public TVET institutions need to fund their own activities and operations. Mandatory years of schools start around early September and end in June of next year.
The main target group of TVET is young people (from 15 – 21 years of age). Students must successfully complete their primary education to enrol in the elementary vocational training programmes. Graduates from upper secondary schools, post-secondary education or vocational colleges are eligible to enter tertiary level of education.
Formal TVET System
There are three main types of TVET institutions: vocational education and training centres (elementary level), vocational education and secondary schools (intermediate level), and vocational education and colleges (college level). The three types of TVET institutions exist countrywide.
Curricula
At post-secondary education and college levels, curricular are developed and approved under decision of rector of TVET institutions (Circular No. 03/2017/TT-BLDTBXH).8
The theory versus practice ratio depends on training occupations and level of study8:
TVET students attend internship programmes in their last year of training.
According to Circular 04/2017/TT-BLDTBXH dated 2 March 20179 released by MOLISA on training occupations at intermediate and college levels, there were 784 occupations at intermediate level and 550 occupations at college level.
TVET Institutes
In March 2018, there were 1,954 TVET institutions in the country. 394 of them were vocational education and colleges (20.16%), 515 were vocational education and secondary schools (26.35%) and 1,045 were vocational education and training centres (53.48%).
There were 1,289 public TVET institutions (accounting for 66.5%), of which vocational education and college accounted for 23.8%, vocational education and secondary schools accounted for 22.9%, vocational education and training centres accounted for 54.3%. Non-public (private and foreign invested) TVET institutions were 655 (33.5%). (DVET 2018)
Non-formal and Informal TVET System
Non-formal and informal training in Vietnam are referred to as continuing vocational education and training (C-VET). The Law on VET (2015) defines C-VET as training that is provided as in-service, correspondence, or guided self-study training at the elementary, intermediate, and college levels. Flexible or part-time vocational training programmes are also considered as C-VET. The Ministry of Labour - Invalids and Social Affairs is responsible for C-VET programmes.
The duration of continuing training depends on the programme and the types of trainees targeted (e.g. unemployed youths, ethnic minority groups, people with disabilities, employed people wanting to pursue further training etc.). Non-formal and informal TVET are offered in TVET institutions or other organisations such as the Women Union, Farmer Union, Youth Union, associations, and companies.
There are no mechanisms to recognise non-formal and informal prior learning .
According to Prime Minister's Decision No. 1982/QD-TTg10 on approving the Vietnam National Framework, the NQF of Vietnam comprises eight levels, as shown in Table 1.
Table 1: Eight qualification levels of the NQF of Vietnam
Level
|
Learning Outcomes Requirements for learners completing the course: |
Minimum Academic Load |
Qualification Type |
||
Knowledge and Understanding |
Skills |
Autonomy and Responsibility |
|
|
|
1 |
|
|
|
5 credits |
Certificate I |
2 |
|
|
|
15 credits |
Certificate II |
3 |
|
|
|
25 credits |
Certificate III |
4 |
|
|
|
35 credits, for people with the certificates of completion of upper-secondary education, or 50 credits, for people with the certificates of completion of lower-secondary education |
Associate Degree |
5 |
|
|
|
60 credits |
College Degree |
6 |
|
|
|
120 - 180 credits |
Undergraduate Degree |
7 |
|
|
|
30 - 60 credits |
Master’s Degree |
8 |
|
|
|
90 - 120 credits |
Doctor’s Degree |
The NQF is in line with the ASEAN Qualifications Reference Framework (AQRF).
Vietnam Vocational Training Accreditation Agency (VVTAA), a unit of Directorate of Vocational Education and Training (DVET) under the purview of MOLISA, is responsible for ensuring quality assurance and standards in TVET. The major function of VVTAA is to assist the Director General of DVET to perform State function in the area of accreditation and quality management for vocational education and training at national level.
Purpose of accreditation for vocational education and training is to evaluate and determine the level of achievement of objectives of training programmes of TVET institutions (vocational colleges, vocational secondary schools and vocational training centres) for a given period of time. This helps TVET institutions to continuously improve the quality and effectiveness of training.
The organisation and management of vocational training quality accreditation activities is regulated by Article 66 of the Law on Vocational Education and Training1 as follows:
1. The organization for education quality accreditation shall assess and recognize the vocational training institutions and vocational training programs satisfying the requirements pertaining to vocational education quality.
2. Organizations for vocational education quality accreditation include
3. An organization for vocational education quality accreditation established according to projects must:
4. The organizations for education quality accreditation shall have legal status, take legal responsibility for their operation; and they are eligible to collect accreditation fees as prescribed in regulations of law.
5. The Head of Vocational Education Authority shall provide guidance on requirements, procedures and periods of vocational education quality accreditation; conditions and competence in establishment, permission for establishment, dissolution of the organizations for vocational education quality accreditation; rights and obligations of organizations for vocational education quality accreditation; recognition of accreditation results of the organizations for vocational education quality accreditation; issuance and revocation of certificate of vocational education quality accreditation; criteria, rights and obligations of assessors; management and issuance of vocational education quality assessor’s cards.
Accreditation is of two types: self-accreditation and external accreditation. An accreditation cycle starts with self-accreditation of TVET institutions.
Accreditation for TVET institutions is based on 8 criteria for vocational education training centres, and 9 criteria for vocational colleges and vocational secondary schools. The criteria cover aspects such as: mandate and objectives of institutions; training activities; TVET teachers, managers and staff; training curricular, teaching and learning materials; training facilities and equipment; financial management; services for trainees; monitoring and quality assessment; etc. The criterion, ‘training curricular, teaching and learning materials’ is linked to the NQF, which in turn is in line with the AQRF.12
In 2016, over 70% of graduates were hired by the industry upon course completion. Out of these, 69% of graduates came from vocational colleges and 72% from vocational secondary schools respectively. The average starting salary for graduates was VND 4.2 million/month.13
Composition of Personnel
According to data from the General Department of Vocational Education, there are 1,909 vocational education institutions nationwide with nearly 84,000 lecturers and vocational teachers. In which, there are 37,235 college lecturers, 13,295 intermediate teachers and 33,429 teachers at VET centers and other establishments participating in VET activities. Most of the teachers meet the standards of pedagogical skills, training qualifications and professional titles as prescribed (of which 31.7% have university degrees, 60.1% have university degrees, college or vocational college and 8.2% have a professional or vocational intermediate level). About 70% of teachers meet vocational skills standards to teach practice.
Circular No. 21/2020/TT-BLDTBXH dated December 30, 2020 of the Ministry of Labor, War Invalids and Social Affairs amending and supplementing a number of articles of Circular No. 08/2017/tt-blđtbxh dated March 10, 2017 of the Minister of Labor, War Invalids and Social Affairs stipulating standards on the profession and profession of vocational educators.
Composition of Teaching Workforce
Circular No. 08/2017/TT-BLDTBXH dated March 10, 2017 of the Ministry of Labor, War Invalids and Social Affairs (MOLISA) providing for professional standards for vocational educators:
The male-female ratio of teaching workforce in 2016 was 70.82-29.18 (as per draft of Vocational Education and Training Report Viet Nam 2016). TVET teachers come from different backgrounds, including:
Salaries of Teachers & Trainers
Starting salaries differ for teachers working at public and non-public TVET institutions. Teachers’ salary at public TVET institutions is based on the qualification level of teachers. In general, teachers’ starting salary is around USD 175 per month. At non-public TVET institutions, starting salary is a negotiation. However, it is not less than the regulated minimum salary, which is regulated differently in different regions of the country.
Teachers’ Professional Development
Pre-Service Teacher Education
The pre-service teacher training model of Vietnam is a consecutive model that requires students to first get a bachelor’s qualification in a technical-technological field. Students are then trained in vocational pedagogy in a designated course programme and awarded a Vocational Pedagogy Certificate.
The Ministry of Education and Training (MOET) is responsible for all university level training programmes including pre-service teacher training programmes. Inputs of the pre-service programmes are graduates of upper secondary school. The pre-service training programmes are delivered at five Universities of Technology Education (UTEs) and at the Faculty of Technical Education of some other universities. The programmes may be offered in the form of training credits or time-based curricular.
In-Service Teacher Education
Novice teachers start their job by having a formally structured induction phase. The induction phase is of six months for teachers teaching at elementary level and of twelve months for teachers teaching at intermediate and college level (Circular No. 06/2017/TT-BLDTBXH).15 During these phases, novice teachers are mentored by experienced teachers while participating in lessons of other teachers, developing lesson plans, giving lessons themselves, etc. Responsibility of preparing content belongs to TVET institutions.
The Ministry of Labour - Invalids and Social Affairs (MOLISA) is responsible for in-service teacher training programmes, which are delivered by 39 Departments for Vocational Pedagogy at vocational colleges. In-service training programmes are structured in modules.
The national TVET teacher’s standard (Circular No. 08/2017/TT-BLDTBXH on standards and qualifications of TVET teachers)14 that was released in March 2017 forms an important basis for designing and conducting training programmes, such as: professional skills training (updating, upgrading); teaching skills & teaching methodology; teaching media; curriculum development; and internship. It consists of:
Specifically, MOLISA and provincial Department of Labour, Invalids and Social Affairs (DOLISA) provide a vocational pedagogy programme for novice teachers, as well as further pedagogy training programmes on developing integrated teaching plan, competency-based training and training on new technologies for TVET teachers. The pedagogy training certificate course is a national pedagogy standard training programme that focuses on vocational pedagogy comprising vocational psychology and vocational education. The duration of the programme is 400 hours, successful completion of which leads to the pedagogy in-service certificate (by MOLISA). Universities and colleges can use it as a top up programme in pre-service training. Currently, both, teachers with and without this qualification are a part of the system.
In addition to the pedagogy training programme, MOLISA/DVET and provincial Department of Labour, Invalids and Social Affairs (DOLISA) also offer practical training programmes with duration of 480 hours for graduates of TVET teacher training universities, and 960 hours for graduates of engineering programmes. Objective of such programmes is to improve the practical skills of TVET teachers in order to make them meet the national practical standards, which are regulated in the Circular No. 08/2017/TT-BLDTBXH on standards and qualifications of TVET teachers.14
In Vietnam, participation of professional associations is much-required in some specific professions, especially for the development of occupational standards, delivery of training programmes, etc. Thus, quite a few relevant professional associations could be engaged in TVET; however, very few are involved currently. A promising example of private sector cooperation has been the collaboration between Viet Nam Water and Sewage Association and GIZ bilateral programme in Viet Nam on the pilot cooperative training programme.
According to GoinGlobal, 2015 employment trends in Vietnam showed greatest demand,1
By Area, for:
By Sector, for:
By Skills, for:
Key skills needed for the next five to ten years in Vietnam, as well as throughout the Asia-Pacific region, according to Oxford Economics, include:
According to MOLISA’s newsletter update on the labour market of Vietnam, vocational courses are not preferred over academic courses. In addition, graduates of academic courses (bachelor degrees) earn more than graduates of TVET institutions.17
At macro level, MOLISA is working on different policies to:
At implementation level, depending on self-capacity, TVET institutions organise open days and career fairs in collaboration with local enterprises. Quite a number of TVET institutions have developed good relations with enterprises to carry out internship programmes, as well as tracer surveys for their graduates.
With the technical cooperation of GIZ’s “Programme Reform of TVET in Viet Nam”, at policy level, DVET/MOLISA has installed the mechanism for developing a yearly national TVET report – TVET sector monitoring tool - into the TVET system. It is also piloting topics such as criteria for selecting high-quality TVET institutions and facilitating autonomy of TVET institutions. At the TVET institution level, Centre of Excellence for TVET and greening TVET have been piloted. Furthermore, cooperative training has been carried out and has received success in its initial phase.
Some of the key issues include:
A number of policies and plans have been formulated to help overcome some of the above-mentioned challenges. Few of these are:
ASEAN | Association of Southeast Asian Nations |
AQRF | ASEAN Qualifications Reference Framework |
C-VET | Continuing Vocational Education and Training |
DOLISA | Department of Labour, Invalids and Social Affairs |
DVET | Directorate of Vocational Education and Training |
GDVT | General Department of Vocational Training |
GIZ | Gesellschaft für Internationale Zusammenarbeit (German Agency for International Cooperation) |
ICT | Information and Communication Technology |
IT | Information Technology |
LMIS | Labour Market Information System |
QA | Quality Assurance |
MOET | Ministry of Education and Training |
MOLISA | Ministry of Labour - Invalids and Social Affairs |
NQF | National Qualifications Framework |
TVET | Technical and Vocational Education and Training |
USD | United States Dollar |
UTE | University of Technology and Education |
VET | Vocational Education and Training |
VND | Vietnamese Dong |
VVTAA | Vietnam Vocational Training Accreditation Agency |
[1] Law No. 74/2014/QH13 - Law on Vocational Education. (2014). Retrieved from http://www.molisa.gov.vn/en/Pages/Detail-document.aspx?vID=636 [Accessed 1 Oct. 2018].
[2] Decision No. 2239/QD-TTg - Approving the strategy for vocational education development in the period of 2021 - 2030. (2022). Retrieved from http://gdnn.gov.vn/AIAdmin/AIDocs/View/tabid/90/DocID/3585/Default.aspx.
[3] Circular No. 17/2022/TT-BLDTBXH dated September 6, 2022 of the Ministry of Labor, War Invalids and Social Affairs. (2022). Retrieved from http://gdnn.gov.vn/AIAdmin/AIDocs/View/tabid/90/DocID/3652/Default.aspx [Accessed 1 Oct. 2018].
[4] MOLISA (Ministry of Labour – Invalids and Social Affairs. (2017). Vocational Training Development Strategy 2011 - 2020. Retrieved from http://www.molisa.gov.vn/en/Pages/Detail-document.aspx?vID=550 [Accessed 1 Oct. 2018].
[5] Decree No. 14/2017/ND-CP - Stipulating Functions, Duties, Authorities and Organization Structure of the Ministry of Labour - Invalids and Social Affairs. (2017). Retrieved from http://www.molisa.gov.vn/en/Pages/Detail-news.aspx?IDNews=1477 [Accessed 1 Oct. 2018].
[6] Structural framework of the national education system. (n.d.). Retrieved from http://vanban.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_id=2&mode=detail&document_id=187037 [Accessed 1 Oct. 2018].
[7] Decision No. 1981/QD-TTG. (2016). Retrieved from https://thuvienphapluat.vn/van-ban/Giao-duc/Quyet-dinh-1981-QD-TTg-phe-duyet-khung-co-cau-he-thong-giao-duc-quoc-dan-328234.aspx [Accessed 1 Oct. 2018].
[8] Circular No. 03/2017/TT-BLDTBXH - regulating the procedure for design, evaluation and issuance of the training programmes; organising compilation, selection and evaluation of the training materials for intermediate and college level vocational education and training. (2017). Retrieved from http://www.molisa.gov.vn/vi/Pages/ChiTietVanBan.aspx?vID=35201 [Accessed 1 Oct. 2018].
[9] Circular 04/2017/TT-BLDTBXH. (2017). Retrieved from http://www.molisa.gov.vn/vi/Pages/ChiTietVanBan.aspx?vID=35202 [Accessed 1 Oct. 2018].
[10] Decision No. 1982/QD-TTg of the Prime Minister dated 18th October 2016 on approving the Vietnam National Framework. (2016). Retrieved from http://www.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?class_id=2&_page=2&mode=detail&document_id=186972 [Accessed 1 Oct. 2018].
[11] Circular No. 42/2011/TT-BLDTBXH about regulation for process of quality accreditation for vocational education and training. (2011). Retrieved from http://moj.gov.vn/vbpq/lists/vn%20bn%20php%20lut/view_detail.aspx?itemid=27413 [Accessed 1 Oct. 2018].
[12] Circular No. 15/2017/TT-BLĐTBXH about regulation of criteria and standards for quality accreditation of vocational education and training. (2017). Retrieved from http://www.molisa.gov.vn/vi/Pages/ChiTietVanBan.aspx?vID=35341 [Accessed 1 Oct. 2018].
[13] Vietnam News Agency. (2017). 70% of vocational students have jobs after graduation [Infographic]. Retrieved from https://infographics.vn/70-sinh-vien-cac-truong-nghe-co-viec-lam-sau-tot-nghiep/7306.vna [Accessed 1 Oct. 2018].
[14] Circular No. 06/2017/TT-BLDTBXH on recruitment, employment, and training apply for TVET teachers. (2017). Retrieved from https://thuvienphapluat.vn/van-ban/Lao-dong-Tien-luong/Thong-tu-06-2017-TT-BLDTBXH-tuyen-dung-su-dung-boi-duong-nha-giao-giao-duc-nghe-nghiep-341853.aspx [Accessed 1 Oct. 2018].
[15] Thompson, M.A. (2015). Employment Trends: Vietnam. Retrieved from http://www.goinglobal.com/articles/1661/ [Accessed 20 Dec. 2017].
[16] MOLISA (Ministry of Labour – Invalids and Social Affairs. (2017). Vietnam Labour Market – Newsletter Update, 14(Q2). Retrieved from http://www.molisa.gov.vn/Images/FileAnPham/fileanpham2017918937744.pdf [Accessed 1 Oct. 2018].
[17] Vietnam Overview. (n.d.). The World Bank. Retrieved from http://www.worldbank.org/en/country/vietnam/overview [Accessed 3 Oct. 2018].
[18] Shaping future of Vietnam’s labour. (2018, September 20). Vietnam Investment Review. Retrieved from https://www.vir.com.vn/shaping-future-of-vietnams-labour-62513.html [Accessed 3 Oct. 2018].
[19] Government of Vietnam. (2012). Vietnam National Green Growth Strategy (VNGGS). Retrieved from https://www.giz.de/de/downloads/VietNam-GreenGrowth-Strategy.pdf [Accessed 3 Oct. 2018].
[20] Resolution No. 142/2016/QH13 - Resolution on five-year socio-economic development plan from 2016-2020. Retrieved from http://www.chinhphu.vn/portal/page/portal/English/strategies/strategiesdetails?categoryId=30&articleId=10057712 [Accessed 3 Oct. 2018].
[21] Government of Vietnam. (2016). The Five Year Socio-Economic Development Plan 2016-2020. Retrieved from http://pubdocs.worldbank.org/en/839361477533488479/Vietnam-SEDP-2016-2020.pdf [Accessed 3 Oct. 2018].
[22] Background. (n.d.).Trained In Viet Nam. Retrieved from https://www.tvet-vietnam.org/en/topic/39.tvet-in-vietnam.html [Accessed 3 Oct. 2018].
99.5 men / 100 women (2022 est)b
0.706(2022 est.)c
$409 Billion (2022 est.)b
$4,110 (2022 est.)b
Agriculture, Forestry and Fishery: 11.88%
Industry and Construction: 38.26%
Service: 41.33%
Product tax minus product subsidies: 8.53%
(2022 est.)b
3.6% (2022 est.)b
0.640 (2020 est.)c
97.91% (2021)c
12.6 (2015)c
8.0 (2015)c
10.4% (2013)c
2.32% (2022)c
7.72% (2022)c
Agriculture, Forestry and Fishery: 27.5%
Industry: 33.6%
Service: 38.9%
(2022)b
a Population Pyramid
b Vietnam General Statistics Office
c UNDP HDR
For official government data on key indicators, please refer to data released by official government source(s).
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