Cooperating with Japanese schools has many favourable conditions: close geographic distance, a long-stable relationship between the two countries, clear labour demand in many fields, and existing interest among Vietnamese learners.
However, the rate of signed agreements that never get implemented is much higher in this direction than in others, and the cause rarely lies in the content of the agreement.
The cause usually lies in the way of working: one side expects fast progress after signing, while the other treats signing merely as the start of a long trust-building process.
This article covers four traits of the working style and how to build a lasting relationship.
Trait one: consensus-based decision-making
This is the difference with the greatest effect on the working pace.
Decisions are shaped through extensive internal discussion before being raised formally. By the time a proposal reaches a meeting, most of the persuasion work has already taken place beforehand.
The consequence for timing. The period from raising an idea to reaching a decision is usually much longer than expected, and pushing for speed does not shorten it.
The positive consequence. Once a decision is made, implementation is usually stable and rarely changes midway. This is a valuable contrast to cooperation relationships that are easy to sign but also easy to change.
The appropriate way to work. Provide full documentation for the partner’s internal discussions, and be patient during periods with no clear response.
Prolonged silence at this stage usually does not mean rejection. It usually means the internal process is underway.
Trait two: relationship before content
In many environments, the two sides discuss content first and the relationship forms afterward. Here, the order is usually reversed.
The initial exploratory phase is long and may seem to produce no concrete result. This is the trust-building phase, and skipping it usually leads to the proposal not being taken up.
Meeting in person carries great value, far more than remote communication. A short visit can achieve progress that months of correspondence cannot.
Continuity of personnel matters. Changing the person in charge midway forces the process to restart to some extent.
A small commitment kept is worth more than a large commitment made. Sending a promised document on time builds trust more effectively than a large-scale cooperation proposal.
The third point is one the Vietnamese school can proactively manage, by designating a long-term person in charge and having a full handover process when a change is unavoidable.
Trait three: indirect communication
This is the source of most misunderstandings in the early stage.
Refusal is rarely stated outright. Phrases such as this proposal would be difficult to implement, or it needs further consideration, usually carry the meaning of a refusal.
Agreement also needs to be reconfirmed. A response that seems positive in a meeting is not necessarily a decision that has been approved.
How to handle it. After each exchange, send a summary letter of what was understood and ask for confirmation. This clarifies things while also fitting a working style based on written documents.
Do not interpret politeness as commitment. The level of politeness in communication is high and does not reflect the actual level of interest.
Sending a summary letter after each meeting should become a habit. It resolves most misunderstandings without creating the impression of doubting the partner’s goodwill.
Trait four: language requirements and document preparation
Many programmes still teach in Japanese, although the number of English-taught programmes is increasing, especially at postgraduate level.
For learners, Japanese is almost mandatory for daily life and for job opportunities after graduation, even when the programme is taught in English.
For cooperation applications, documents in Japanese have a clear advantage, even when the partner has staff who can use English. Investing in translating introductory materials into Japanese is a highly effective investment.
Applications need to be detailed and polished in presentation. Presentation is valued, and a careless document creates an impression that is hard to overcome.
On language, the Vietnamese school has a significant advantage if it already has a Japanese-language training programme, since this is the foundation for every form of cooperation involving learners.
Cooperation models with a high success rate
Transfer programmes with a language-preparation phase. The most common model and the one best suited to the practical language situation.
Cooperation tied to specific labour demand. In fields with clear demand, cooperation usually involves businesses as well and progresses faster.
Short-term exchange for learners. A programme of a few weeks is easy to run and lays the groundwork for longer forms.
Faculty exchange and joint research projects, especially in technical fields.
For the second model, it is important to clearly distinguish between training cooperation and forms of labour recruitment. The two have different purposes, regulations, and responsibilities, and conflating them in advising creates false expectations for learners and their families.
This is a point requiring particular care in all documents and all advisory sessions related to this direction.
Building a lasting relationship
The five tasks below help a relationship continue after signing rather than stop there.
Designate a long-term point of contact on both sides, and maintain continuity.
Communicate periodically even when there is no business at hand, at least once a quarter.
Meet in person at least once a year if conditions allow.
Keep every small commitment, since this is how trust is built.
Share the outcomes of learners who have transferred, including the parts that did not go well. Proactively raising an issue before being asked is highly valued.
The last point deserves emphasis. In this working environment, concealing a problem that is later discovered causes far more damage than the problem itself.
When cross-referencing the structure of the two countries’ education systems, comparative data from the Organisation for Economic Co-operation and Development (OECD) provides a picture of education levels, duration, and outcomes.
For general principles in international education cooperation, the framework of The United Nations Educational, Scientific and Cultural Organization (UNESCO) is a reference worth consulting when drafting an agreement.
Preparation before cooperating with a Japanese school
The five tasks below should be completed before contacting a prospective partner.
Identify the specific field for cooperation, rather than proposing at the general school level.
Prepare a detailed introductory profile, with figures, and if possible in Japanese as well. The presentation needs to be polished.
Designate a long-term person in charge, capable of maintaining regular contact over many years.
Assess current Japanese-language training capacity, since this is the foundation for every form related to learners.
Research the partner before making contact. Being able to state specifically why you chose them, based on understanding their strengths, makes a big difference compared with a mass-sent introduction letter.
The fifth task has the greatest impact in the early stage and is also the least costly. A contact letter that shows careful research usually gets a response, while a generic template rarely gets a reply.
Risks to anticipate
A long time before results appear. The school needs to establish this from the outset so as not to misjudge progress.
The language barrier on the learner’s side, especially given a writing system that requires considerable time to learn.
High cost of living in major cities, often underestimated by families when planning finances.
Differences in study and work intensity. Learners need to be prepared in advance for this point.
Differences in how feedback is given in the classroom. Vietnamese learners may interpret an instructor’s silence or indirect comments as meaning there is no problem, when in fact the opposite is true.
The second risk takes the longest to address, which is why investment in language training programmes should begin before discussing an agreement, not after.
For the fifth risk, preparing learners before departure with concrete discussions about study methods and communication reduces first-semester difficulties considerably.
For schools that already have Japanese-language training programmes, this advantage should be stated clearly in the introductory profile sent to partners, since it is what they care about most when considering cooperation on training. Many proposals are overlooked simply because they fail to mention learners’ language proficiency.
This is a small detail, but it often determines whether a contact letter gets read further.
Summary
The rate of agreements that are signed but never implemented in this direction is high, and the cause usually lies in expectations about pace: one side waits for rapid progress after signing, while the other treats signing as the start of a trust-building process.
Refusal is rarely stated outright, so the habit of sending a summary letter after each exchange and requesting confirmation resolves most misunderstandings.
A clear distinction must be drawn between training cooperation and forms of labour recruitment in all documents and every advisory session, since conflating the two creates false expectations for learners and their families.
Next Steps
Review all of your school’s advisory materials related to this direction, checking for any point where a reader could confuse the purpose of study with the purpose of work.
This is something to do first, since a document that is unclear on this point has consequences for the learners themselves.
