Education policy is a dynamic process featuring social development trends. The world countries have focused their education program on empowering the learners for future life and work. This paper aims to assess the higher education curriculum based on a survey of 280 students, employers, alumni, and lecturers in both social sciences and natural sciences in Ho Chi Minh City, Vietnam. The fuzzy decisionmaking method, namely the Fuzzy Extent Analysis Method (F-EAM), was applied to measure the relative weight of each parameter. Seven factors under the curriculum development have been put in the ranking. Input with emphasis on foreign language was the highest priority in curriculum development, given the expected demand of the labor market. Objective and learning outcome and teaching activities ranked second and third, respectively. The traditional triangle of teaching content, methodology, and evaluation and assessment are still proven their roles, but certain modifications have been defined in the advanced curriculum. Teaching facilities had the least weight among the seven dimensions of curriculum development. The findings are helpful for education managers to efficiently allocate scarce resources to reform the curriculum to bridge the undergraduate quality gap between labor supply and demand, meeting the dynamic trends of social development.

Abstract
1. Introduction
2. Literature Review
3. Research Methods and Materials
4. Results and Discussion
5. Conclusions
References

• Kiet Hao TONG(Office of Human Resources, Ho Chi Minh City Open University)
• Quyen Le Hoang Thuy To NGUYEN(Office of Cooperation and Research Management, Ho Chi Minh City Open University) Corresponding Author
• Tuyen Thi Mong NGUYEN(Department of Fundamental Studies, Ho Chi Minh City Open University)
• Phong Thanh NGUYEN(Department of Project Management, Ho Chi Minh City Open University)
• Ngoc Bich VU(School of Advanced Study, Ho Chi Minh City Open University)