MINISTRY OF JUSTICE

HANOI LAW UNIVERSITY

GROUP ASSIGNMENT
SUBJECT: BASIC LEGAL ENGLISH
TOPIC: Legal education in Viet Nam

CLASS: N01

Ha Noi, 2024
 GROUP WORKING MINUTES AND DETERMINATION OF THE
LEVEL OF PARTICIPATION IN GROUP EXERCISES
Date: 22/04/2024 Location: Trường Đại học Luật Hà Nội
Group: Class: N01 - 4735
Total number of members of the group: 04
+ Present: 04
+ Absence: 0 With reason: 0 No reason: 0
Level of individual participation in group exercises:

Student Teacher rating

reviews
Student Full name Student

ID sign
Scores Letter
A B C point

1. 473511 Nguyễn Thị Hoàng Lan X

2. 473512 Hoàng Nam Khánh X

3. 473519 Nguyễn Đỗ Bảo Giang X

4. 473525 Phạm Phương Thảo X

Ha Noi, 24th April 2024

Group leader

Nguyễn Đỗ Bảo Giang

 CONTENTS
INTRODUCTION.....................................................................................................................1
BODY.........................................................................................................................................1
1. Legal education in Vietnam 1
1.1. History.........................................................................................................................1
1.2. The objectives of Vietnamese legal education.........................................................4
1.3. Current situation........................................................................................................6
1.4. Challenges of Vietnamese legal education...............................................................9
2. Legal careers in Vietnam 11
2.1. Lawyer.......................................................................................................................11
2.2. Judges........................................................................................................................12
2.3. Prosecutor.................................................................................................................13
2.4. Other legal careers...................................................................................................13
3. Compare legal education in Vietnam versus in other countries14
3.1. Duration and Structure...........................................................................................14
3.2. Curriculum and Focus.............................................................................................14
3.3. Teaching Methods....................................................................................................14
3.4. Practical Training....................................................................................................15
CONCLUSION.......................................................................................................................15
REFERENCES........................................................................................................................16
 LIST OF ABBREVIATION

Democratic Republic of Vietnam DRV

Vietnam People’s Supreme Court VPSC

Ministry of Education and Training MOET

Hanoi Law University HLU

Hue University School of Law HUSL

Ho Chi Minh City Law University ULAW

 INTRODUCTION

In our ever-evolving society, the importance of law cannot be overstated.

Law serves as the backbone of societal order, which is created to serve society
and shape morals, promote peace and public policies and to facilitate freedom
and future. For that reason, each individual pursuing legal paths must possess in-
depth legal knowledge and expertise. In recent years, Vietnam has offered a
wide range of opportunities for legal education. Legal education in Vietnam
focuses on providing students with a comprehensive understanding of the legal
system, laws, regulations, and legal practices in the country. Taking part in the
legal education in Vietnam also gives individuals the opportunity to access
numerous legal career choices. Today, we will present to you an overview as
well as detailed information on Vietnamese legal education. Realizing the
importance of this issue, our group decided to choose the topic: “Legal
education in Vietnam”.

BODY

1. Legal education in Vietnam

1.1. History
There was no formal legal education in Vietnam before 1858, when the
French arrived and began to build their own law system to rule the country.
Prior to this date, Vietnam, led by a long-standing feudal regime of the Nguyen
dynasty, was underdeveloped, unstable and weak in national defense. During
French colonization from 1858 to 1954, a law school was established in 1931 in
Hanoi.1 However, little has been recorded about this law school or its graduates.
This paper, therefore, focuses more on the development of Vietnamese legal
education after French colonization.
The separation of the North and the South of Vietnam occurred during the
Vietnam War, which lasted from 1955 to 1975. In the North, the Democratic
1
Law Reform in Vietnam: The Complex Transition from Socialism and Soviet Models in Legal Scholarship and
Training (1993), https://escholarship.org/content/qt58m3f368/qt58m3f368.pdf?t=n4ovlg at 21/4/2024
1
Republic of Vietnam (DRV) prioritized the war 'for reunification' or ‘to liberate
the South’ (as stated by the DRV) and concentrated all of its resources on the
fighting. During the 1960s, the DRV Ministry of Justice had to be closed due to
the war. To address the current demand for judicial officials, a Judicial Training
School was established in 1960 under the Vietnam People’s Supreme Court. 2
This institution's mission is to train and offer human resources for Vietnamese
courts.
After the Vietnam War, a faculty of law was established in 1976 at Hanoi
University (under the Ministry of Education and Training – the MOET) named
Hanoi University Faculty of Law. 3 In 1979, the Judicial Training School was
upgraded and renamed Hanoi College of Law. Its mission was to train judicial
officials for the Vietnamese court system. In 1982, this College was brought
under the administration of the Ministry of Justice and in the same year, it was
merged with Hanoi University Faculty of Law to form Hanoi Law University. 4
This is known as the first and also the biggest law school in Vietnam to date.
In 1994, as required by the judicial reform in Vietnam, another Judicial
Training School was established under the VPSC to deliver training to court
officials. After more than 20 years of operation, this school was upgraded and
renamed the Court Academy in July 2015. Its mission is to provide professional
training for court officials throughout the nation.5 At present, the Court
Academy is one among several professional training institutions operating
alongside law schools in Vietnam, including the Judicial Academy 6 and Hanoi
Procuratorate University.7 In 1995, Hanoi University was divided into two
universities, namely the University of Natural Sciences and the University of
2
Ai Nhan Ho (2017), Legal Education in Vietnam: The History, Current Situation and Challenges
3
The School of Law, The introduction of Vietnam National University, http://law.vnu.edu.vn/article-Gioi-thieu-
Khoa-Luat-12609-1103.html, at 21/04/2024
4
The history of HLU, https://vi.wikipedia.org/wiki/Tr%C6%B0%E1%BB%9Dng_%C4%90%E1%BA%A1i_h
%E1%BB%8Dc_Lu%E1%BA%ADt_H%C3%A0_N%E1%BB%99i , at 21/04/2024
5
The Vietnamese Prime Minister signed a Decision on 30th July of 2015 to officially establish the Court
Academy, http://www.chinhphu.vn/portal/page/portal/chinhphu/hethongvanban?
mode=detail&document_id=180814, at 21/04/2024
6
JA, The function and mission of Judicial Academy, at 21/04/2024
7
https://hpu.vn/bai-viet/lich-su-hinh-thanh-phat-trien-cua-truong-dai-hoc-kiem-sat-ha-noi.html,
at 21/04/2024
2
Social and Human Sciences. At that time, the Faculty of Law was administered
by the University of Social Sciences and Humanities. After Hanoi University
was modernized and renamed Hanoi National University in 2000, the law school
became Hanoi National University Law School.
In the South, three law schools were established under the administration
of the Republic of Vietnam during the Vietnam War: Saigon Faculty of Law,
Cantho Faculty of Law and Hue Faculty of Law. However, there is no evidence
that these early institutions had any influence on the founding and functioning of
current law schools, which have been established since the end of the Vietnam
War in 1975.
In 1976, Ho Chi Minh City University of Economics was established and
the Saigon Faculty of Law was merged with this university. In 1996, Ho Chi
Minh City University of Economics established a law department with the
mission of teaching basic law and commercial law to non-law students. In 2001,
the college was upgraded and renamed Faculty of Law and started to deliver
Legal Education at the undergraduate level in 2005. 8 In 1981, HLU opened
another campus in Ho Chi Minh City named ‘Hanoi Law University campus in
Ho Chi Minh City’. Whereas, in the late 1980s, Ho Chi Minh City University
formed a faculty of law with its pre-1975-trained lawyers. In 1996, it was
merged with ‘Hanoi Law University campus in Ho Chi Minh City’ to form Ho
Chi Minh City Law University under Ho Chi Minh City University. After Ho
Chi Minh University was upgraded and renamed Ho Chi Minh National
University (HCMCNU), in 2000, ULAW was separated to be under the
administration of the MOET. Along with HLU, ULAW is one of the two biggest
Vietnamese law schools in Vietnam. Also in 2000, another faculty of law was
established at HCMCNU. This faculty of law was later merged with the Faculty
of Economics to form the School of Economics and Law in 2010 under the
administration of HCMCNU.
In central Vietnam, Hue University Faculty of Law was established in
8
The history of the Legal Education, https://law.ueh.edu.vn/ve-khoa-luat/lich-su-hinh-thanh/, at 21/04/2024
3
1957 in the Republic of Vietnam. It was closed after the country’s reunification
in 1975. Nevertheless, there is no evidence of a connection between this faculty
of law and the current Hue University School of Law. 9 In fact, HUSL was
established in 1995 as the Department of Law under Hue University of Sciences.
In 2009, it separated from Hue University of Sciences and became Hue
University Faculty of Law. In early 2015, under a decision by the Vietnamese
Prime Minister, it was upgraded and renamed Hue University School of Law.
Additionally, many other legal education institutions have been established
throughout the nation such as Cantho University Faculty of Law, Vinh
University Faculty of Law, Trade Union University Faculty of Law, Saigon
University Faculty of Law, Dalat University Faculty of Law, and others. Most of
these law schools, however, are new and small in size.
1.2. The objectives of Vietnamese legal education
As standardized by national education policy, bachelor degrees in
Vietnam, including the Bachelor of Law, are commonly 4 years programs and
are trained on a full-time basis. In 2003, Vietnam adopted the Education
Development strategy for 2001 - 2010, in which the objective of education was
generally identified as ibid to provide qualified human resources for the
country’s industrialization and modernization process. The objective of higher
education was then affirmed and elaborated by the 2012 Vietnamese Higher
Education Act such as: Training human resources, improving the literacy of the
citizens, and strengthening the talented; Conducting scientific research,
producing new knowledge and products in order to serve the social-economic
development and ensure national defense, security and international integration;
Training the learners with good political characteristics, morality, knowledge,
professional skills, scientific research capacity and ability to develop and apply
science and technology; Training the learners with good health, creativity
capacity, professional responsibility, adaptation capability to working
environment, and awareness to serve the community.
9
The history of HUSL, https://hul.edu.vn/vi/page/so-luoc-lich-su, at 21/04/2024
4
 Resolution 08/NQ-TW, issued in 2002 by the Central Committee of the
Vietnamese Communist Party, was the first to state the objectives of Vietnamese
legal education as being to provide the government with legally-qualified human
resources. In 2005, the Judicial reform strategy, adopted by the central
committee of the Vietnamese communist party under Resolution 49/NQ-TW,
identified: Higher legal education as being to ensure the quantity and quality of
human resources working as public officials and civil servants in the legal
profession.
From these documents, the principal objective of Vietnamese legal
education is to provide ‘human resources’ to serve the country’s social and
economic development. In Vietnam, legal education is regarded by the central
government as a State concern and it has to be strictly managed. From the
State’s perspective, therefore, “producing lawyers” is not seen as the priority of
legal education. Rather, as mentioned in Resolution 08/NQ-TW, “legally-
qualified human resources” are what the State expects from the legal education
system. This, in turn, influences the design of curricula and teaching
methodology among Vietnamese law schools. For example, while in many
other jurisdictions professional training is an important component of law
curricula, it is not an objective of Vietnamese legal education. Even though the
2012 Vietnamese Higher Education Act identifies ‘professional skills’ as an
important objective of higher education, professional training has not been
included in most Vietnamese law schools’ curricula.
Furthermore, after the years of 1995, “international integration” has been
rolled over and over as an initial aim of Vietnamese education. Especially since
2006, when the country became a part of the World Trade Organization,
promoting “international integration” has become a mission of Vietnamese
public agencies. Vietnamese higher education has accordingly been missioned to
train students to meet the requirements of the country’s international integration.
In legal education, this mission is often interpreted as meaning that law
graduates are knowledgeable not only in domestic laws but also international
5
laws and laws of other countries. In addition, they are expected to be fluent in
foreign languages, mainly in English, so that they can work in foreign law firms,
participate in international litigation or continue their education abroad at a high
level. Similar objectives are found in the training of judicial public officials such
as judges and procurators to ensure they can effectively handle not only
domestic cases but also cases with foreign- related factors.
1.3. Current situation
1.3.1. Base of Vietnam's law education
There are a variety of similarities in the organizational structures of
Vietnamese law schools. One of the important factors influencing the
organization of Vietnamese law schools is the division of law into different
branches. Learning from the former Soviet Union, Vietnam has built a legal
system based on thirteen fundamental branches of law. Within a law school,
some of the branches that are connected to each other are grouped to form an
academic unit named faculty, department, or section. In most cases, Vietnamese
law teachers are teaching and conducting research within a certain academic
unit. A law school usually has a few academic units. In HUSL, for example,
there are five academic units, namely the Department of Civil Law, the
Department of Criminal Law, the Department of Economics Law, the
Department of Constitutional and Administrative Law and the Department of
International Law. Similarly, five academic departments established under
ULAW include Civil Law, Criminal Law, Administrative Law, Trade Law and
International Law.
1.3.2. Form of legal education in Vietnam
In Vietnam, legal education at an undergraduate level is provided in three
forms: full-time on-campus with students directly from high schools; distance
learning where students mainly study by themselves with limited law teacher
instruction; and in-service designed for working people and taught during
evenings or on weekends. Some law schools also offer a second-degree bachelor
of law. Legal education as a second-degree is delivered to people who have
6
already graduated from university and hold a bachelor degree. These forms of
legal education vary in objective, teaching approach, curriculum, motivation,
evaluation methodology and quality. This article will be focused only on the
undergraduate full-time legal education delivered by the Vietnamese law school
on campus.
A full-time on-campus law degree, standardized as a four-year program
throughout the country, is the most common and important pathway for a
student to enter into the legal profession. Since 2003, the MOET has developed
a general basic curriculum known as the ‘framework curriculum’ and has
imposed it on all Vietnamese law schools. Applied specifically to full-time on-
campus legal education, this framework curriculum commonly sets out 70–80
percent of the required courses that all undergraduate students must take and the
number of credits of each course. These include non-law and law courses.
Based on this basic curriculum, law schools can develop their own curriculum
taking into account their capacities, strengths, and local demand. At present,
different undergraduate law degrees are offered in Vietnam, namely
the Bachelor of Law, the Bachelor of Commercial Law, the Bachelor of
International Law, and the Bachelor of International Trade Law. These degrees
are based on three framework curricula standardized by the MOET. Since 2010,
however, these framework curricula have no longer been mandatory for
Vietnamese law schools. This means that legal education institutions in Vietnam
can now design law curricula in their own way. The only compulsory
component law schools have to include in the curriculum is political and
ideological subjects such as Marxist-Leninist Philosophy, Political Economy,
Socialist Science and History of Vietnamese Communist Party, Ho Chi Minh
Thought
In Vietnam, a bachelor’s degree in law is not the same as a law degree
specializing in economic law or international trade law. Students studying the
bachelor of law degree tend to know all the areas of law but there is limited
opportunity for them to study any of these areas in depth. In contrast, the
7
economic law and international trade law degrees are designed to provide
students with in-depth knowledge of these areas.
1.3.3. Training structure
The Vietnamese undergraduate law curriculum consists of three parts of
knowledge, namely general, fundamental and specialized knowledge. Although
it may vary school by school, the total number of credits required for law
students often ranges from 123 to 170 (except for the specialized training
course), which amounts to approximately 52 – 57 courses (subjects). Quite
often, an undergraduate law student takes seven to ten courses per semester.
This means that on average, a student may spend approximately 24 to 30 hours
weekly participating in class activities with law teachers. This is not to mention
the time students have to spend on group assignments, self-study and teachers’
consultation. The general knowledge component, often introduced to first-year
students, includes mainly non-law courses such as Marxist-Leninist Philosophy,
Political Economy, Socialist Science and History of Vietnamese Communist
Party, Ho Chi Minh Thought, Foreign Languages, Psychology, Sociology,
Vietnamese Culture, History of the Vietnamese State and Law, International
History of State and Law, and more. These courses are designed to provide
students with a general understanding of the state, law, society, and other
relevant disciplines and create a foundation for studying law in later years.
Many of these courses, however, are about ideology, which some scholars
believe is intended to create a socialist orientation in the learners and to build up
their socialist awareness. There are various compulsory courses in the
fundamental knowledge component typically offered by all Vietnamese law
schools. These courses include General Theory of State and Law, Constitutional
Law, Administrative Law, Administrative Procedure, Criminal Law, Criminal
Procedure Law, Civil Law, Civil Procedure Law, Economic Law, Labour Law,
Land Law, Public International Law, Private International Law, Family Law,
Law on Finance, Environmental Law, and Banking Law.

8
 In Vietnam, this component of knowledge is considered to be
‘fundamental elements’ in the Bachelor of Law degree and is consequently
required for all undergraduate law students. The issue of required fundamental
knowledge is not unique to Vietnamese legal education. In the Japanese system,
for example, there are six fundamental law areas (the Civil Code, the
Commercial Code, the Criminal Code, the Constitution of Japan, the Code of
Criminal Procedure and the Code of Civil Procedure) required for all
undergraduate law students. To some extent, the required fundamental academic
knowledge for admission is necessary to ‘standardize’ legal education and the
legal profession of a country.
1.3.4. Real-time situation
At the undergraduate level, by April 2022, there were more than 40 institutions
in Vietnam offering legal education. They are producing approximately 20000
law graduates mostly from HLU and ULAW which are two major law schools
in Vietnam.10 These universities are commonly known as ‘specialized’ or ‘stand-
alone’ law schools established under the direct administration of the Ministry of
Justice and the MOET.
1.4. Challenges of Vietnamese legal education
1.4.1. Lack of autonomy and flexibility
Legal education has been criticized for failing to not efficiently prepare
students for the profession. Due to the fact that Vietnam is pursuing a
sustainable legal foundation, which is building laws to predict events that will
occur – statutory law; instead of using laws to immediately resolve problems
arising – precedent, the legal education absolutely has to follow this direction.
As a result, Vietnamese law schools’ curriculums are considered to be too rigid
and theoretical. At present, there are not many opportunities for students to
practice law at school. Although at many Vietnamese law schools like Hanoi
Law University, students have many opportunities to express their legal point of

10
Ai Nhan Ho (2017), Legal Education in Vietnam: The History, Current Situation and Challenges

9
view and research into many legal areas to consolidate legal knowledge, it is still
undeniable that shaping student’s thinking based on preconceptions of
something already available instead of promoting legal thinking still exists. This
can be seen as a major gap in the Vietnamese system.
According to Chirot and Wilkinson, the absence of university autonomy
can be seen as a significant flaw in the Vietnamese educational system. To be
more specific, they contend that “no level of financial resource will be enough”
to change higher education in Vietnam “without a fundamental reordering of the
relationship between academic institutions and the state, no level of financial
resource will be enough”.11 Similarly, the 2009 US-Vietnam Education Task
Force Report indicated that “Vietnamese education institutions must be able to
operate with greater autonomy as well as greater accountability ...” 12
1.4.2. Lack of professional knowledge and skills
The undoubtedly issue which is happening is the lack of practical law
skills among law university students. There are various reasons for this issue,
but it always comes from some main factors. Firstly, the curriculum emphasis
may focus more on theoretical knowledge rather than practical skills. Students
have to spend a significant amount of time studying laws and regulations but
have limited opportunities to apply that knowledge in real-world scenarios.
Secondly, the limitation in clinical education, clinical law education, where
students work on real cases under the supervision of experienced lawyers, might
be lacking in Vietnamese law schools. Without hands-on experience, students
may struggle to develop essential skills such as legal research, writing, and
client counseling. Moreover, language barrier, which is crucial for legal studies,
especially in accessing international legal literature and participating in global
legal competitions. If students face language barriers, it can impede their ability
to develop practical lawyer skills effectively. Finally, cultural factors, cultural
11
Laura Chirot and Ben Wilkinson, The Intangibles of Excellence: Governance and the Quest to Build a
Vietnamese Apex Research University
12
Department of State, United States of America and Ministry of Education and Training, Socialist Republic of
Vietnam, US-Vietnam Education Task Force Final Report

10
norms and values in Vietnam may prioritize rote memorization and deference to
authority over critical thinking and problem-solving skills. As a result, students
may not be encouraged to question legal principles or engage in analytical
thinking, which are essential for practicing law effectively.
1.4.3. Lack of training in legal ethics and professional responsibility
The absence of professional responsibility and legal ethics knowledge
from the existing curricula is another limitation of the current system. One
possible reason for this situation is the two-stage legal education system, in
which general education is delivered by law schools, whereas professional
training, including legal ethics and professional responsibility, is the Judicial
Academy’s business. However, many scholars believe that professional
responsibility and legal ethics are not taught effectively at these professional
schools. While 'experiential learning' is widely recognized as an effective
method for teaching and learning professional responsibility and legal ethics,
most Vietnamese professional schools still rely heavily on lecture-based
teaching methods.
Another reason contributing to the lack of professional responsibility and
legal ethics in Vietnamese law schools may be the low percentage of law
graduates who plan to pursue legal careers. This situation has made many people
believe that professional responsibility and legal ethics knowledge is necessary
only for those practicing law. For this reason, these knowledge and skills are not
part of the curricula in many Vietnamese law schools.
2. Legal careers in Vietnam
When it comes to studying law, the first thing that many people
immediately think of is to become a lawyer after graduating. But in reality, that
is not the case. The law field provides learners with knowledge related to the
analysis, use and application of law appropriately. Having a deep knowledge
base of the law, learners can apply it in many different professions, as every
field is regulated by law. There are numerous legal career paths available in
Vietnam.
11
 2.1. Lawyer
As a vital part of the country's legal system, lawyers offer independent
judicial positions and provide advice, representation, and advocacy to
individuals, businesses, or organizations on legal matters. Lawyers are trained in
the law and have a deep understanding of legal principles, procedures, and
regulations. According to Article 10 of the Law on Lawyers, to become a lawyer
in Vietnam, citizens must hold Vietnamese citizenship and complete a bachelor
of law degree. Besides, they have to participate in a lawyer training course,
complete legal profession probation, and more. They must also obtain a Law
Practicing Certificate and join a Bar Association.13
In Vietnam, there are two types of lawyers, solicitors and barristers. A
solicitor is responsible for providing specialist legal advice to their clients,
which can range from an individual to an organization. On the other hand, a
barrister represents their clients in court and provides specialist advice in their
area of expertise. Although there can be some crossover between the roles, there
are some differences. For instance, solicitors may represent their clients in court
if they are granted “rights of audience”. However, barristers can work at much
higher levels of court than solicitors.14
2.2. Judges
Judges, who usually work in the People’s Court, which is the judicial
branch of the Socialist Republic of Vietnam, is a person who presides over court
proceedings, either alone or as a part of a panel of judges. They are required
to meet all the conditions and criteria stated by the Law and are appointed by the
President to perform their duty of adjudication in accordance with Clause 1,
Article 65 of the Law on Organization of People’s Court 2014.15
While performing their duties, the judges act independently and only
follow the law. They are not influenced by any agency, organization, or

13
Bao Luan (2022), Criteria and conditions to become a lawyer in Vietnam
14
Grant Longstaff (2023), What are the main differences between a barrister and a solicitor?
15
Nguyen Thi Diem My (2023), Who is the judge? Conditions for appointment of judges in Vietnam

12
individual and are solely responsible for their work. Therefore, the main
requirement for judges is to have extensive legal expertise. The other necessary
qualifications for this profession may include possessing a bachelor or higher
legal professional degree in law, having a certificate in trial profession training,
and having sufficient experience in legal practice. Moreover, becoming a judge
in Vietnam demands a specific set of requirements and steps that candidates
must follow.
2.3. Prosecutor
In Vietnam, unlike most countries, the title of prosecutor does not exist,
and instead, it is called a procuracy who prosecutes and supervises legal
activities in. It is made up of people appointed according to the law. While the
prosecutor in many other countries presents the case, investigates, provides
evidence, and proposes a penalty, Vietnamese procuracy upholds the
Constitution and laws, protects human and citizen rights, the socialist regime,
and the legitimate rights of the individual, organizations and the state, ensuring
consistent and strict enforcement of laws.
To become a prosecutor in Vietnam, besides possessing an undergraduate
or bachelor's degree in law from a recognized university or law school,
candidates must also follow a specific set of requirements, such as enrolling in a
legal training program, passing the National Bar Exam, gaining practical
experience and applying for positions as a prosecutor in the Public Procuracy of
Vietnam. If selected, further training may be required to develop the necessary
skills and knowledge specific to the role.
2.4. Other legal careers
Besides the legal careers that play an essential role in the legal system
mentioned above, possessing exhaustive legal knowledge and expertise can also
help people access countless legal career paths in Vietnam
One of the typical examples is becoming a law lecturer. Law lecturers are
individuals who are recruited to teach at the college and university level. They
have a deep knowledge base of the law and have invested considerable time in
13
researching it. Their tasks include teaching, scientific research, and training to
improve their professional qualifications, which requires an in-depth
understanding of the law.
Another commonly mentioned example is becoming an in-house counsel.
In-house counsels provide legal advice to their company organization on various
matters, including contract drafting and negotiation, compliance with laws and
regulations, and dispute resolution. They must also stay up-to-date with changes
in the legal landscape and provide guidance on potential risks and opportunities.
And finally, we can not ignore the option of becoming a notary. Notaries
are civil servants in the judicial sector and can work in either state agencies or
private organizations. Notaries primarily certify the authenticity and legality of
contracts and other transaction documents, ensuring their accuracy, legality, and
non-contravention. They are also responsible for verifying the social ethics of
document translations required by law or voluntarily requested by individuals
and organizations.
3. Compare legal education in Vietnam versus in other countries
3.1. Duration and Structure
Legal education in Vietnam typically begins at the undergraduate level
and lasts for four to five years for a Bachelor of Laws (LL.B.) degree. In
contrast, the duration and structure of legal education vary in other countries; for
example, in the United States, students pursue a Juris Doctor (J.D.) degree after
completing a bachelor's degree, typically taking three years to complete.
3.2. Curriculum and Focus
Legal education in Vietnam focuses on foundational subjects such as
constitutional law, civil law, criminal law, and administrative law. There's a
significant emphasis on memorization and understanding of legal codes and
statutes. Legal education in common law countries covers similar subjects but
also places a strong emphasis on case law, legal reasoning, and analysis.
Students are often encouraged to engage in critical thinking, legal research, and
writing.
14
 3.3. Teaching Methods
In Vietnam, teaching methods often involve rote memorization and
lectures, with limited opportunities for interactive learning or practical
application of legal concepts. On the other hand, legal education in other
countries often incorporates more interactive teaching methods, such as case
studies, moot courts, and clinical programs, to develop analytical and advocacy
skills.
3.4. Practical Training
Practical training opportunities, such as internships and clinical legal
education, may be limited in Vietnam compared to other countries. In contrast,
in countries like the United States, United Kingdom, and Germany, practical
training is often an integral part of legal education, providing students with
hands-on experience in legal practice through internships, and clerkships.

CONCLUSION
In summary, legal education in Vietnam is evolving to meet the changing
needs of its legal system and society. Rooted in the civil law tradition,
Vietnamese legal education emphasizes statutes and codes but is increasingly
incorporating modern teaching methods and practical training opportunities.
While challenges like limited interactive learning persist, efforts to enhance
quality and relevance are underway. As Vietnam progresses economically and
socially, investing in legal education can produce skilled and ethical legal
professionals vital for addressing contemporary legal challenges and promoting
the rule of law and sustainable development within the country.

15
 REFERENCES

A. Legislation
1. Law on Organization of People’s Court 2014
2. Law on lawyers 2006
3. Resolution 49/NQ-TW of 2005 on the Strategy to build and improve
Vietnamese legal system by 2010, with a vision toward 2020, issued in
2005 by the Vietnamese Central Committee of the Communist party
4. Resolution 08-NQ/TW of 2002 on a number of key tasks of judicial work
Ministry of Politics
B. Book, thesis
5. Ai Nhan Ho (2017), Legal Education in Vietnam: The History, Current
Situation and Challenges
6. Bui Thi Bich Lien (2010), Legal Education and Legal Profession in
Contemporary Vietnam – To Change or not to Change?
7. Bui Thi Bich Lien (2005), Legal Education in Transitional Vietnam
8. Dr. Phan Thi Lan Huong (2017), CURRENT LEGAL EDUCATION IN
HANOI LAW UNIVERSITY: Its Challenges and Prospects
9. Laura Chirot and Ben Wilkinson (2009), The Intangibles of Excellence:
Governance and the Quest to Build a Vietnamese Apex Research
University
10.Department of State, United States of America and Ministry of Education
and Training, Socialist Republic of Vietnam (2009), US-Vietnam
Education Task Force Final Report
C. Website
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12.The School of Law (2022), The introduction of Vietnam National
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barrister and a solicitor?, https://s.net.vn/wyO7 ,visit website on
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