This study was an attempt to present a proposal for the development of business education in Viet-Nam. It formulated the philosophy and objectives of business education in Viet-Nam in general both at the university and the secondary level. It also aimed to define the basic model of organization, curriculum development, and faculty recruitment and training. The proposal was based on principles of business education widely accepted in American, Asian, and European countries and on the results of the analysis of the Vietnamese educational system and its environment. It was revealed that, anywhere in the world, there is a vital need for a well-founded general education to be supplemented and complemented by various types of vocational education, one of which is business education. It was also conceived that, with reasonable adaptations, principles of business education developed and widely accepted in other countries may be applied in Viet-Name As a result of the study, it was proposed that business education should be a related and integral part of the Vietnamese total program of education. In Viet-Nam today there is a great need for qualified business managers and competent white collar workers to strengthen the national business system. A strong business system is needed to facilitate the transfer of technology, to develop commerce and industry, to achieve economic independence, and to accelerate rehabilitation after the war. The objectives of business education in Viet-Nam should be general for everyone, prevocational and vocational at the secondary level, and professional at the university level. Vietnamese business education should reconcile culture and career in order to provide competent employees, managers, and administrators who are socially, emotionally, intellectually, and civicly open-minded citizens. The proposal also recommended that a Faculty of Business and section of business education teacher-training of the Faculty of Pedagogy should be created in the state university. At the secondary level business education should be offered as general education in the traditional academic high schools and as vocational education in the upper secondary schools of business and in the business education stream of the comprehensive high schools. Private business education institutions should be encouraged as one segment of the national effort toward adult vocational education. A business educator training program should be planned and realized as soon as possible because it is vital to the development of a business education program.

The Vietnamese secondary school system is experimenting with the comprehensive concept. The office of education program, one of the first fields included in the process, is at its initial stage of development in Vietnam. A reference guide for a realistic teaching technique is needed to help develop a different approach for the program. Statement of the Problem: The problem studied was to prepare a set of guidelines for using office simulation to teach office practice in the Vietnamese comprehensive high schools. Purposes of the Study: The main purposes of this study were to: (1) introduce a different and realistic approach in the teaching and learning situation for the office practice course in Vietnam; and (2) Provide a general reference guide for an office simulation approach in teaching office practice in Vietnamese public high schools. Methods and Procedures: Research studies and reports, as well as professional writings pertaining to simulation approach in office education and other fields, were reviewed, analyzed and synthesized. The period covered was from 1962 to 1971. The preliminary review revealed the six major areas that were necessary in building guidelines for the Vietnamese business educators and School administrators who have not used the simulation technique. The later selection of data was made based on these six identified areas: The objectives of the office practice course. The simulation technique and its contribution to the office practice course. The criteria for designing an educational simulation model. The organization of the simulated environment. The operation of office simulation. The teacher's role in the simulation program. Telephone interviews were made with the former business education advisor in Thu Due Demonstration High School to acquire a general outlook into the present status of the office practice course in Vietnam. Findings: The findings of this study were presented as a set of general guidelines. These guide lines were based on the theoretical and practical principles and opinions on instructional simulation, in office education and other fields, as experimented researched and expressed in the United States. They were organized into four areas: Design guidelines included the following steps: a. Establishment of objectives b. System analysis c. Data collection d. Establishment of model framework e. Manual and script writing f. Model tryout g. Student evaluation procedure h. Model redesign Administrative guidelines concerned: a. Administrative supports b. Course prerequisites and planning c. Curriculum planning d. Equipment and furniture e. Class sizes f. Employee’s manuals g. Business supplies and forms h. Classroom layout Operational guidelines concerned: a. Pretests b. Simulation orientation c. Intensive training d. Employment interview and role assignment e. Simulation warmup f. Full-scale simulation g. Debriefing sessions h. Post-simulation debriefing i. Post-tests Teacher education guidelines involved: a. Teacher's attitude b. Teacher's role c. Working competency d. Professional responsibility Main Recommendations: As the result of the study, it was recommended that: A field experiment be conducted to test the workability of the guidelines with the Vietnamese business educators. Business teacher education in the Vietnamese educational institutions include the training to use, design, and modify existing simulation games. Commercial simulation packages used in other educational systems be made available to the Vietnamese teachers. Research and evaluation be done in view of the use of mobile office education units in Vietnam. Workshops or practicum be organized to introduce the simulation technique to business education teachers and school administrators.