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This study aims to investigate specific professional competencies of teachers to implement education for sustainable development (ESD) in the contexts of Vietnam.

The authors carried out a Delphi study with eight ESD experts in Vietnam to collect their expertise viewpoints regarding teachers’ ESD professional competencies.

In total, 13 competencies related to three dimensions (content knowledge/cognitive, pedagogical and pedagogical content knowledge, motivation and volition) were highlighted by ESD experts.

The proposed teachers’ competencies were based on the ideas of a small group of experts, and the results need to be tested, refined and confirmed by further work. Besides, in this study, we have not defined the levels of achievement for each competency as well as developed assessment tools.

The specific professional competencies for teachers can be considered as a foundation for developing educational offers focusing on promoting the specific teachers’ professional competencies in basic ESD training.

Studies on educators’ professional competencies for ESD mostly were conducted in western countries. However, competencies do not exist independently; instead, they should be considered in specific contexts of teaching, school, culture and society. This research is among one of the first studies that contextualizes teachers’ competencies in a non-western context.

The purpose of this paper is to identify challenges in education for sustainable development (ESD) implementation in teacher education institutions (TEIs) in Vietnam and propose some appropriate solutions to advance ESD in training teachers toward sustainability.

The authors interviewed ten lecturers and 75 students in five TEIs across Vietnam and organized focus groups to obtain qualitative data which were coded to identify themes and provide quantitative results for analysis.

ESD-related topics were included in both formal and non-formal education. However, there remains a wide gap between ESD cognition and ESD teaching capacity among teacher trainees due to the prevalence of top-down pedagogy, large classes and poor facilities. Through strengthening collaboration among multiple stakeholders, TEIs should achieve more effective ESD approaches.

Future research is required to examine the role of non-formal educational educators, NGOs, for instance, in training teachers about ESD.

Low-cost initiatives generating from the paper may be applied in higher education institutions, particularly in training teachers across developing countries.

The paper analyses the key role of lecturers in ESD implementation and promotion which should be useful for ESD educators.

The paper points out current challenges in ESD implementation in TEIs in Vietnam and suggests some solutions which may be applied in ESD teaching education in other developing countries.

“The world needs science, science needs women” is the message given by UNESCO in the program for the development of women in science” (UNESCO, 2017). In Vietnam, women’s participation and achievements in scientific research is considered a great and important resource for industrialization and modernization. Even so, are there gender differences in scientific achievement in the social science research institutes in Vietnam? What factors influence the scientific achievement of female social researchers? The answers will be based on data from a 2017 survey with a sample of 756 researchers, of which 77.6% were female. The survey was conducted by the Vietnam Academy of Social Sciences, a leading, ministry-level national center for the social sciences in Vietnam. This chapter analyzed the scientific achievements of researchers through their position as principal investigators of research projects and their publications, and factors that may impact this. Bivariate and multivariate analyses of factors that may affect the scientific achievement of researchers found that gender differences in academic achievement in the social sciences in Vietnam was still prevalent. Female researchers’ scientific achievements were lower than those of their male counterparts. The contribution to science of Vietnamese female researchers was limited by many different factors; the most important were the academic rank of the researchers and gender stereotype that considered housework the responsibility of women.

The paper aims to sketch out the scenario of money laundering (ML) in Vietnam and the harm ML may cause to the country.

This paper first, based on the general concept of ML, scrutinizes actual and potential ML in Vietnam as well as ML threat to Vietnam. The typical cases of predicate offences, which were associated with ML activity, will be provided to illustrate the fact. Then a brief of Vietnam's response to ML will be examined.

ML has actually occurred since early in Vietnam. The potential for ML in Vietnam is substantial and poses growing harm to Vietnam in both the respects of economy and security. Although Vietnam has the primary legal framework of AML and set out AML countermeasures, the implementation has been hindered by several factors.

This paper would attract the attention of people who are concerned about ML in Vietnam.