The problem: a domestic investor wants to open a bilingual school (Vietnamese plus foreign curriculum) or a high-quality private school — which permits, and how does it differ from an FDI international school? Quick answer: domestic-investor schools are governed mainly by Decree 46/2017/ND-CP (investment and operation conditions in education), not Decree 86/2018. The key: integrated foreign curricula must meet accreditation standards — and the school must pass education quality accreditation.
Bilingual vs international schools
International schools (FDI, Decree 86/2018) differ from domestic investors’ bilingual schools (Decree 46/2017) in investor identity and governing framework. Bilingual schools are typically private schools established by domestic investors, teaching Vietnam’s curriculum combined with a foreign curriculum (partially or fully integrated subjects). Applying the wrong framework is a common reason licensing files get returned.
Investment and operation conditions (Decree 46/2017)
- Establishment dossier: objectives, curriculum, facilities, staffing, finance — feasibility must be proven, not just “an idea.”
- Facilities: location, area, classrooms, and equipment serving both the Vietnamese and integrated curricula.
- Integrated foreign curriculum: must be quality-accredited in its home country or recognized by a competent authority; integration must still ensure students complete Vietnam’s curriculum as prescribed.
- Staffing: teachers meeting qualification standards under the Education Law and the Teachers Law 73/2025/QH15 (effective 1 January 2026); foreign teachers (if any) need work permits under Decree 219/2025.
Operation licensing and quality accreditation
After establishment approval, schools need an education operation license before enrolling. In parallel, they must undergo education quality accreditation — for “high-quality” private schools, accreditation results are the brand justifying premium tuition and competition with international schools. Failing accreditation costs not only reputation but may trigger sanctions or suspension.
The “high-quality” advertising trap
Self-labeling “high-quality” or “international standard” without accreditation (or with failed accreditation) is false advertising — punishable under advertising and education administrative rules. The “high-quality” claim must come with evidence: accreditation results, recognized curricula, qualified staff. Parents increasingly scrutinize exactly this when choosing schools.
Frequently Asked Questions
1. What permits does a private school need?
Establishment approval, education operation license, plus land, construction, fire-safety, and food-safety permits (for boarding kitchens). Detailed conditions under Decree 46/2017/ND-CP.
2. Does a bilingual school need permission for foreign curricula?
Yes. Integrated foreign curricula must be home-country-accredited/recognized, and the integration must sit within the approved establishment dossier and operation license.
3. How does private-school accreditation work?
Under education quality accreditation rules: self-assessment, independent external assessment, and certification. Results are time-limited and conditions must be maintained for re-recognition.
4. How do bilingual schools differ from international schools?
Investor identity (domestic vs foreign) and legal framework (Decree 46/2017 vs 86/2018). International schools are foreign-investor-established, primarily teaching foreign curricula.
5. Can “high-quality” be advertised before accreditation?
Not advisable. Claiming “high-quality” or “international standard” without accreditation results is false advertising and punishable.
This article has been quality-reviewed by the FLAW AI Legal Council.
