The launch of Ardingly College Vietnam introduces the country’s first British-style boarding school, reflecting rising demand for international education closer to home.

In Lao Cai province, about 300 km northwest of Hanoi, the
school day looks a little different from what many might expect in Vietnam’s
traditional education system.

Inside the school’s MakerSpace, a group of students gathers
around 3D printers, learning how to design simple objects on computers before
watching the machines bring their ideas to life. Their latest project is both
technical and personal: small keychains and combs they plan to give their
mothers as gifts for International Women’s Day on March 8.

Just a few rooms away, in the Marie Curie laboratory,
another class is experimenting with chemistry by learning how to produce
handmade soap, carefully measuring ingredients and discussing how different
compounds interact.

Down the corridor, in what the school calls its “painting
workshop,” students move between easels and worktables, experimenting with
materials ranging from industrial paints to oil colors. Their pieces are part
of a larger goal – preparing artwork that will be displayed at the school’s annual
exhibition in April, where parents are invited to visit the campus and see
their children’s creations.

Scenes like these offer a glimpse into a different approach
to learning – one that blends academic study with creativity, experimentation,
and hands-on exploration.

At Ardingly College Vietnam, recently launched in Lao Cai,
this approach reflects the arrival of a model rarely seen in the country’s
education system: the British boarding school tradition.

Bringing British education closer to home

The school is the result of a partnership between KNI
Holdings and Ardingly College International Limited, representing Ardingly
College, an independent boarding school founded in 1858 in West Sussex, United
Kingdom.

The launch comes at a time when demand for international
education across Asia is rising rapidly. Increasingly, families in Vietnam and
neighboring countries are seeking globally recognized academic pathways but
prefer options closer to home rather than sending children overseas at an early
age.

Ardingly College Vietnam aims to respond to that demand by
delivering British-style education within the region, combining international
curricula with a full boarding environment.

Speaking to VET, Ms. Jo Hayter, Deputy Head responsible for
Pastoral Care and Co-Curricular at Ardingly College UK, said the school’s
philosophy goes beyond academic achievement.

“At Ardingly, we believe education must be holistic,” she
said. “It is about the balance between academics, sport, co-curricular
activities, boarding life, and pastoral care. When those elements come
together, students are able to flourish not only academically but also as
individuals.”

The Vietnam campus marks Ardingly’s first presence in
Southeast Asia, following international schools established in Kazakhstan and
China.

According to Ms. Trinh Quang Dong Thao, Director General of
Ardingly College Vietnam, the school’s approach is built around what it calls
the “World Ready” framework, which focuses on developing both character and
practical skills alongside academic achievement. Speaking at the launch event,
Ms. Thao explained that the model is structured around several pillars of
student development, including enquiry and critical thinking, enrichment
through arts and extracurricular activities, care and wellbeing, and the
cultivation of enterprise and employability. At its core, the framework aims to
nurture qualities such as resilience, collaboration, compassion, and active
engagement among students. “World Ready is not simply about leaving school with
certificates,” she said. “What matters more is that students leave with the
real abilities needed to enter life – the ability to think independently, work with others, and
contribute positively to society and the world.”

The role of boarding culture

A defining feature of the school is its boarding system,
which aims to replicate the structure and culture of the British model.

Boarding schools have long played a significant role in the
United Kingdom’s education tradition, where residential life is designed to
build independence, discipline, and a strong sense of community among students.

Ms. Hayter said the foundation of that system is a
comprehensive pastoral care framework. “A boarding school must be a place where
students feel safe, valued, and supported,” she said. “When students feel
secure and cared for, they develop confidence and reach their full potential. A
happy student is a student who can truly thrive.” She added that the boarding
model also allows students from different cultural backgrounds to live and
study together, an experience that helps foster global awareness and mutual
respect.

Another advantage of the boarding environment, educators
say, is the opportunity to extend learning beyond the classroom.

According to Mr. Craig Lewis, Principal at Ardingly College
Vietnam, the institution has already begun introducing families to the concept
through boarding experience days, where students can stay on campus for short
periods and experience residential life.

“We invite parents to the school and explain what it means
to be part of a boarding community,” he told VET. “We also allow students to
try boarding for a short time. The response has been very positive. Some of the
students who joined our first experience programme told us they wanted to
continue boarding for the rest of their time at the school.”

Mr. Lewis said creating the right environment is key to
making boarding work. “When you create a place where students feel safe, where
they can enjoy themselves but also remain engaged in learning, that’s when a
real community begins to form,” he said.

A campus built for outdoor learning

Located in Vietnam’s northern highlands, the school’s
setting is also part of its educational vision. Unlike many urban international
schools, the Lao Cai campus offers large open spaces and proximity to natural
landscapes such as the mountains around Sa Pa.

Mr. Lewis said the environment creates opportunities for
outdoor learning and physical activities that are difficult to replicate in
densely populated cities. “One of our biggest advantages is our location,” he
said. “Schools in major cities often do not have the space to build a full
boarding campus. Here we have fresh air, open land, and a beautiful natural
environment.”

The school plans to integrate outdoor activities such as
trekking, mountain biking, and sports competitions into student life, while
also hosting weekend camps and activities for students from other schools.

At the same time, the institution hopes to attract not only
Vietnamese students but also international students from across Asia. “Vietnam
is becoming an increasingly attractive destination for education,” Mr. Lewis said.
“It is safe, stable, and developing rapidly. Because of our location near the
Chinese border, we are well positioned to welcome students from neighboring
countries as well.”

Education and international cooperation

The launch also reflects growing
educational cooperation between Vietnam and the United Kingdom following the
elevation of bilateral relations to a Comprehensive Strategic Partnership in
October 2025.

Speaking at the launch ceremony, H.E. Iain Frew, Ambassador
of the United Kingdom to Vietnam, described the new school as a symbol of that
collaboration. “Education remains one of the strongest pillars of our
cooperation, and today’s launch is a testament to that enduring and
forward-looking partnership,” he said.

Ambassador Frew noted that the British boarding tradition is
internationally respected not only for academic standards but also for its
emphasis on pastoral care and character development. “Boarding fosters
independence, resilience and responsibility through community,” he said.

He added that the establishment of a British-standard
boarding school in Lao Cai reflects Vietnam’s commitment to expanding access to
international education while preparing young people with the skills and global
outlook needed for the future.

The school will offer both bilingual and international
academic pathways, including IGCSE and A Level qualifications, allowing
students to pursue internationally recognized credentials while remaining
connected to Vietnam’s national curriculum.

For the educators involved, however, the broader goal goes
beyond academic pathways.

“Our responsibility is not only to prepare students for
university,” Ms. Hayter said. “It is to prepare them for life in a world that
is constantly changing.”

-Linh Tong