ベトナムでインターナショナルスクールの開校が相次いでいる。経済成長に伴い教育投資意欲が高まる中、従来の公教育に不安を抱える保護者層を取り込みつつある。だが、教育の質や情報の不透明さといった課題も浮き彫りとなっており、持続的な成長には業界全体の透明性とガバナンスが問われる。

この10年で3分の1が新設、都市部中心に急増

【図1】インターナショナルスクール数（校）

International School Databaseのデータによると、現在ベトナム国内には77校のインターナショナルスクールが存在し、そのうち27校（約35%）は過去10年以内に開校した。地域別ではホーチミン市が最多の35校、ハノイ27校、ダナン6校で、他の地方都市にも徐々に広がりを見せている。

In addition, about 60% of the total (43 schools) offer integrated education from kindergarten to high school, and the remaining schools have relatively long curriculums such as “K to junior high school” or “elementary school to high school.” This structure is aimed at maximizing profits by vertically dividing the grades at international schools, which require large investments in facilities.

学費に5倍超の開き、都市と地方の格差も

学費水準は学校によって大きく異なる。小学校段階で年間約5,000～30,000USD、高校では6,000～36,000USDと5倍以上の差がある。2大都市におけるトップ校では校舎や教育設備への初期投資が数十億円規模に上るケースもあり、生徒数1,000人、年間学費30,000USDと仮定すれば年商50億円規模のビジネスとなる。一方、地方都市では施設・学費水準ともに抑えられ、より中間層向けのスクールが主流だ。

外国人児童よりベトナム人家庭の志向が牽引

While the rise in international schools is partly driven by the influx of foreign expatriates, the majority of students are actually Vietnamese. This trend reflects ongoing dissatisfaction with public schools and growing concerns over education standards. Wealthier families, especially in urban areas, are increasingly turning to international schools in pursuit of a “global education,” signaling a shift in the middle class’s educational mindset. Influenced by the career paths and experiences of the parent generation, there is a rising willingness to invest in education with future goals such as studying abroad or securing employment with foreign companies in mind.

Urgent Need for Greater Transparency in “In Name Only” International Schools

A pressing concern in Vietnam’s international school landscape is the wide variation in educational quality. Many schools label themselves as “international,” yet their curricula are heavily centered on Vietnamese language instruction, with limited international content or foreign faculty. This disconnect highlights the need to clarify accreditation systems and establish consistent standards to define what qualifies as an international school.