STATE BANK OF VIETNAM MINISTRY OF EDUCATION AND TRAINING





Lecturer: PhD. Nguyen Anh Tu
Class: BAF743_251_L14
Group of Students: Group 1
Ho Chi Minh, January 2026.

 ! ""# $%$&  
 #'"$ 
("
1
Quach Bao Ngoc
(Leader)
050611230809
Chapter 5,
Presentation
100%
2 Le Nhu Binh 050611230128
Powerpoint,
Presentation
100%
3 Nguyen Quang Huy 050611230433
Chapter 3, 4
100%
4 Nguyen Ha Le Linh 050611230570
Chapter 7
100%
5 Nguyen Hoang Yen Linh 050611230572
Chapter 6
100%
6 Thai Hoang Khanh Ly 050611230620
Chapter 8, 9
100%
7 Le Phuoc Tinh 050611231302
Chapter 1, 2
100%
TABLES OF CONTENTS
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!)
*&!!!!!!!!!!!!!!!!!!!+


 !"#$%
&'()'(#*
 $%+*
,-!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!*.
,-.$+/0
 )# 
 ! 
  !
 &11!&
/&!!!!!!!!!!!!!!!!!!!!!!!!!!*/
&(2&
&3 &
&  4
&&4
&4% 4
&5(5
&6$% 5
& 5
&&% 5
&4(6
&4 6
&4 ((6
&5%%6
01&
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!*2
4%7
4 
4&8*
44% 0
45 0
4 '!
3&!!!!!!!!!!!!!!,/
5%9 &
5 )%9) 4
5&)%9 5
5&. 5
5& : 6
)-!!!!!,+
68
6 '(8
6&)%8 *
6&;( *
6& :+&0
64<!=><!?&
64<=@'(3=>'3?&
64 <!=@3=>3?&
64&<=@#3=>#3?&&
2!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!//
7A%#(%>A#?&&
7 <3><3?2';;>';;?3+'B>3'?&5
7 <3 &5
7  ';;&5
7 &3' &5
7&3+3>33?:3+3>:33?&5
7&3+3>33?8&6
7& :3+3>:33?&6
74:+((%;>:;?&7
75)(# &7
+!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!/+
3+;%&
 A(&*
C=(=%%%
DE<3A+0F2<32%
C%%(2=
+0F F2<3+2=%D++%
E(&7&&# 40
4!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!0.
*#+G+40
* %#4
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!0/
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 00

+0+#
+0 +  &
+0&+&( *
+04+4;(&0
+05+5:+&0
+06+6'(3=&
+07+73=&
+0+#3=&&
+0*+*A%#(%&4
+00+03+3&6
+0+:3+3&6
+0 + :+((%;&7
+0&+&C=(&*
&
In the current context of Vietnam's educational reform, the aggressive implementation
of the@General Education Program@is shifting the focus from knowledge transmission to
competency and quality development.@This has promoted a massive demand for visual
learning aids, specifically practical models for Natural Sciences and Biology, to support
STEM/STEAM education.@The "Genius Lab" investment project not only brings students
a unique learning experience through interactive anatomical models but also transforms
dry textbook knowledge into exciting, tangible activities that ignite curiosity.
According to market analysis, the current educational equipment market is polarized:
one side consists of prohibitively expensive imports from Europe/US, while the other is
flooded with low-cost static plastic models from China that lack anatomical accuracy and
pedagogical value.@Therefore, our group's project aims to bridge this gap by targeting the
mid-end segment, developing affordable, durable, and mechanically interactive products
that allow students to visualize complex biological systems like heart pumping or muscle
contraction.
In this assessment, our team will analyze the feasibility of the project from market,
technical, financial, and management aspects to assess the likelihood of success of the
project.
7
*&
*!*!#'56"
*!*!*!55$$$ 7$8%6$ "9'#$: ;5<$$#
5<$ $=$
- Vietnam is aggressively implementing the 2018 General Education Program,
shifting from knowledge transmission to competency and quality development.
This creates a massive demand for visual learning aids, especially practical models
for Natural Sciences and Biology that state budgets have yet to fully meet.
- The market is polarized: One side consists of expensive imports from Europe/US
(costing millions to tens of millions of VND); the other is low-cost static plastic
models from China with low anatomical accuracy and poor pedagogical value.
5<$ $
Students struggle to visualize biological mechanisms (e.g., how heart valves
operate or how muscles pull bones) through 2D textbook images.
There is a significant gap in the mid-end segment - products that are affordable for
schools and parents yet maintain high mechanical interactivity.
 #'$$ :&775$$ 
Current competitors (e.g., Akitech or bookstores) primarily sell dry "laboratory
equipment."
Genius Lab differentiates itself as Learning Toys with functional mechanics
(squeeze, pull, release), tapping into the Learning through Play psychology.
*!*!,!$55%>5? "
8  7 %$#$ @%6$  A $5$#$B! Global trends are
shifting toward Gamification. Products must be "playable", not just for display.
Genius Lab's models (e.g., squeezing the heart to see fluid flow) lead this trend,
turning dry biology lessons into exciting physical experiences.
&?$"&$ = Following the boom of tablets and learning apps, modern parents
are moving "back to basics." They seek tangible toys to develop their children's
tactile senses and fine motor skills, which touchscreens cannot replicate.
5 "C%5? " There is a growing trend toward each student or
small group owning a personal practice kit instead of just watching a teacher
demonstrate. With a mid/cheap price point, Genius Lab can realize the "One model
per student" vision.
*!*!/!($#$'' 5$$$56$($ #6" %"
5<$6" $$" According to market reports, the Science Toys segment
has a Compound Annual Growth Rate higher than the industry average. With over
23 million students, Vietnam represents a massive domestic market for educational
products.
& #$65 %6$ %($?
Local manufacturing allows Genius Lab to control tooling and material costs while
avoiding international supply chain disruptions.
Investing now capitalizes on the wave of educational socialization, where private
schools and parents are willing to pay for high-quality learning tools.
 6" " Beyond economic profit, the project addresses the shortage of
practical teaching tools, helping Vietnamese students access science visually and
nurturing a passion for medicine and biology from an early age.
*!,!?"
Enterprise Law 2014
Investment Law 2014
QCVN 3:2019/BKHCN: National Technical Regulation on Safety of Toys.
Circular No. 09/2019/TT-BKHCN: Regulations on toy safety, including limits on toxic
substances in plastics/materials.
Decree No. 43/2017/ND-CP and Decree No. 111/2021/ND-CP: Regulations on goods
labeling.
*
Intellectual Property Law No. 50/2005/QH11 (amended in 2022): The basis for
registering trademark protection for "Genius Lab," the logo, and the industrial design of
the models.
Protection of Consumers' Rights Law No. 19/2023/QH15: Regulates Genius Lab's
responsibilities towards customers regarding product quality and warranty policies.
,-
,!*! #';#DE
The company name “Genius Lab” perfectly captures the essence of our mission: to spark
curiosity, exploration, and visualization in learning. “Genius” represents the intellectual
potential within every student, while “Lab” signifies the experimental space where great
ideas are set free. Paired with the iconic image of the Filament Lightbulb, our brand
creates a powerful visual identity that symbolizes the illumination of understanding and
innovation. Our goal is to develop high-quality, affordable anatomical models of the
human body and frog that interactively visualize complex biological systems through
hands-on mechanical functions for students. Genius Lab seeks to show that learning does
not require abstraction; instead, it thrives on interaction, hands-on experience, and the
thrill of discovery. We believe that Genius Lab represents a new way of thinking about
education, emphasizing visual learning and high engagement.
Our Mission: To democratize access to high-quality visual learning by providing
affordable, interactive anatomical models. We are committed to transforming dry
textbook knowledge into exciting, tangible experiences that ignite curiosity and foster a
deep, practical understanding of life sciences for every student.
Our Vision: To become the leading educational technology brand for K-12 STEM
education in Vietnam and the region within the next five years. We envision a future
where every classroom is equipped with Genius Lab kits, inspiring the next generation of
doctors and scientists through the joy of discovery.
0
,!,!5$ #6" %"
,!,!*!$5
 %6<68#@$56$(6$ B
- 6$(#"$  Unlike static models, Genius Lab products feature mechanical
interactivity. Users can squeeze the heart to pump simulated blood, pull the
diaphragm to inflate lungs, or contract muscles to move skeletal joints.
- ##%$%6< The models provide instant visual cause-and-effect results
(e.g., irregular pumping causes weak blood flow; blocking airways stops lung
inflation), helping students intuitively grasp biological functions.
8"%7:&5"$5"
- %6"5% "6  :  "$6 We replace traditional brittle hard
plastic with soft, squeezable silicone for organs (heart, lungs) and high-quality,
impact-resistant ABS plastic for skeletal structures.
-   =6:5 All materials are certified safe for frequent handling by
students, free from harmful chemicals and sharp edges, ensuring safety during
intense classroom interaction.
#'"7%$ #6"6656;
-  " 5 %% ;$# Arteries (red), veins (blue), and nerves (yellow) are
distinctly colored to help students easily differentiate and memorize complex
systems.
- 5'5$ ? Selected models feature clear outer shells or cut-away
sections, allowing students to observe internal movements (like fluid flow or valve
opening) without needing to disassemble the entire unit.
 %"5:&$68"&?
- ; #"; Designed like a 3D puzzle, organs can be detached and
reassembled, encouraging students to learn the spatial relationships and locations
of each body part.

-  5$"6" The models are designed in compact, desk-friendly sizes, making
them easy for individual students to hold, manipulate, and store in standard school
lockers or backpacks.
,!,!,!6$ 
"C?$56$ 6'$
- 5 #$$6$ &;#6 The models transform static textbook diagrams into
moving realities. For example, students can physically pump the heart to see fluid
flow (Circulatory) or pull the diaphragm to watch lungs inflate (Respiratory),
making abstract biological processes concrete and understandable.
- %776$";The models allow students to simulate pathological
scenarios, such as observing suffocation when an airway is blocked or poor
circulation when the heart rhythm is irregular. This fosters deep critical thinking
and diagnostic skills.
86?$56$ :??#$
- #7%5? By turning anatomy into a tactile experience, the models
reduce the intimidation of science subjects. Students are more motivated to engage
with lessons when they can manipulate the muscle contraction to see bones move.
-  "" 5$( &6 (5; Designed for group activities, these kits encourage
teamwork. Students can work together to assemble the frog anatomy or debate the
function of a specific organ, improving communication and collaborative problem-
solving skills.
556"#'' 5$:685%
- 776$68? " Teachers can use Genius Lab models to demonstrate
complex lessons in minutes without needing expensive lab setups or real
specimens, saving preparation time and school resources.
- $%5%C$  The models align with biology curricula, ensuring that what
students practice directly supports their academic success and exam preparation.
 6" Genius Lab’s anatomical models are not just educational tools but bridges to
scientific literacy. By combining mechanical interactivity, anatomical clarity, and hands-
on fun, Genius Lab provides a comprehensive learning experience that nurtures a future
generation of medical and scientific minds.
,!,!/!'6"%9$5
686" $56$($; @8 F6$(F $5B Unlike standard models,
Genius Lab products feature functional systems - hearts that pump, lungs that
breathe, and muscles that contract - providing immediate visual feedback.
;68 " ?6"7$; Replaces the fear/disgust often associated with dissecting
real animals (like frogs) with a clean, ethical, and approachable learning tool.
 $776$(66"$;Uniquely positioned in the mid-range price segment,
making professional-grade learning tools accessible to standard public schools and
individual households.
&5":"Designed for thousands of interactions, serving as a long-
term investment for schools compared to single-use dissection kits.
/&
/!*!(5 #$"16  #6%' "$6"''5"
/!*!*! "$6"
The government encourages domestic production, child protection, and product
safety regulations. Understanding these policies can enhance production and
distribution activities.
Collaborate with educational associations and STEM organizations to raise
awareness about the importance of safe, interactive teaching aids that align with
national education reforms.
&
/!*!,!6  #6
The educational toy sector is experiencing robust growth alongside economic
recovery, as parents increasingly prioritize smart-play products over passive
entertainment.
Increasing incomes are boosting consumer demand for high-quality, safe learning
tools that offer tangible educational value.
Consumers are prioritizing practical value and optimization. This shift perfectly
aligns with accessible pricing strategy, ensuring that essential educational tools are
within reach for the vast majority of families, effectively democratizing access to
quality learning.
/!*!/! 6 6"$5"
Post-pandemic, there is a heightened societal awareness regarding "Health
Literacy" - understanding how the body works is now seen as essential knowledge.
Society is increasingly demanding educational approaches that demystify
biological processes, making them accessible and understandable for the general
population from a young age.
There is a growing global movement to eliminate animal dissection in schools due
to ethical, hygiene, and psychological concerns, favoring cruelty-free learning
environments.
/!*!0!68 " ?6"
The industry is shifting toward industrial injection molding and advanced material
science, enabling the production of medical-grade, tactile simulations at consumer
prices.
There is a strong trend replacing complex electronics with durable mechanical
systems, offering immediate interactive feedback without the need for batteries or
maintenance.
4
/!*!3!(5 #$"
Schools are moving away from single-use disposables toward durable, repairable
teaching aids that serve multiple generations of students.
Strict mandates for non-toxic, BPA-free materials are now standard, ensuring
student safety and aligning with green procurement policies.
/!*!)!?"
Comply with regulations on product safety, production standards, and
environmental protection to avoid legal risks.
Ensure products are quality-tested before entering the market.
/!,!$ #5";
Public and private schools that are highly conscious of complying with the
Ministry of Education's new regulations regarding minimum teaching equipment
standards.
Businesses that specialize in winning government tenders to furnish schools. They
seek "Made in Vietnam" products to meet local content requirements and increase
their chances of success.
/!/!5?$#5<$
The main target segments for Genius Lab vary from Primary Schools (for Nature
& Society subjects) to Secondary and High Schools (for Biology and Natural
Sciences), as well as private STEM Education Centers requiring interactive lab
kits.
In addition, Genius Lab also targets progressive educational institutions that
prioritize "Humane Science" (seeking ethical alternatives to animal dissection) and
"Green Schools" that demand durable, non-toxic, and sustainable teaching aids to
replace single-use disposables.
5
/!0! #'$$ 5%6 #'$$(
/!0!*! #'$$ 5
High-End International Brands such as 3B Scientific, Somso. International brands
known for high anatomical accuracy but possess prohibitively high costs, making
them inaccessible for mass procurement in standard public schools.
Domestic Traditional Suppliers such as Akitech, Hong Ha. Established Vietnamese
companies with strong distribution networks. However, they primarily focus on
trading or reselling standard static equipment and lack R&D in interactive
mechanical features.
/!0!,! #'$$(5("5;
Focus on "Mechanical Interactivity" as the key differentiator. Unlike competitors'
static models, anatomical modelsmove (pumping hearts, breathing lungs), offering
superior pedagogical value.
Ensure all products are strictly tailored to the Ministry of Education’s Circulars,
making them the safest choice for schools to purchase for compliance.
Establish a robust warranty and spare parts policy (e.g., replacing just a damaged
heart valve instead of buying a whole new model), addressing the problems of
durability in schools that importers cannot solve.
/!3!5<$?$5$?;
"56@5 7 "5%?BDevelop a professional website acting
as a digital catalog with detailed technical specifications, 3D product
visualizations, and demo videos for procurement officers to review.
77" 6$($ @&56$ ??#$B Actively participate in national
Equipment & Education Expos and B2B trade fairs to network directly with
government contractors and school board representatives.
"6"$ Collaborate with respected Biology teachers and STEM experts
to review and endorse the products. Partner with STEM Education Associations to
co-host workshops.
6
01&

0!*!686"%$68 " ?;
0!*!*! 6$ %55 %?(5 #$"76$ 5
Location: Binh Duong High-Tech Park (KCNC Bình Dương), Binh Duong
Province, Vietnam
Area: 350m² (ground floor)
Binh Duong High-Tech Park is strategically located within the Southern Key
Economic Region, with direct connectivity to Ho Chi Minh City and neighboring
industrial zones via major arterial roads such as National Highway 13 and the My
Phuoc Tan Van Expressway. This location ensures convenient transportation of
raw materials and finished products.
Investment: KCNC Bình Dương is part of a well-planned industrial–technological
ecosystem, attracting a large number of domestic and foreign investors, high-tech
enterprises, and skilled workers. The presence of supporting industries, logistics
services, and modern infrastructure creates favorable conditions for long-term
investment and stable operations. The area surrounding the high-tech park includes
rapidly developing residential zones and urban services, providing access to a
sizable labor force and supporting amenities. This contributes to operational
stability and reduces workforce-related risks.
Traffic density: The location is approximately 25–30 km from Tan Son Nhat
International Airport and has efficient connections to Cat Lai Port and Cai Mep
Thi Vai deep-sea port. This logistical advantage facilitates domestic distribution as
well as export-oriented activities, particularly for technology-based and value-
added products.
Electricity and water: Transport and technical infrastructure have been invested
synchronously, suitable for production activities.
Rental price: Premises rental price is 12 million/month. This is a suitable price for
other premises in Binh Duong High-Tech Park.
7
0!*!,!8'5 %6$ '5 6 7$ #6"$ ;
Table 0.1Table 1. Anatomical toy production process
$'*G$5"69$  The production process of anatomical toys begins
with sourcing plastic, silicone, and motor components from reliable suppliers such as
industrial plastic manufacturers, medical silicone processing facilities, or mechanical parts
manufacturers. Genius Lab inspects and categorizes the plastic, silicone, as well as the
components before storing them in preparation for the production process of human, frog,
and self-contracting motor parts anatomical models.
$',G$5"5'5$  The sourced plastic, silicone, and components are
processed to remove impurities and moisture. The plastic and silicone blocks are cut or
pre-shaped according to the required dimensions, while motor components are
functionally tested for the anatomical toy products. This stage ensures that the raw
materials meet high-quality standards before proceeding.
$'/"$6%"6 5 6?After preparation, the plastic and silicone blocks
are fed into modern processing machines. Here, the plastic and silicone are molded, cut,
and shaped to create the necessary components for the anatomical models. This process

utilizes Computer Numerical Control (CNC) machines to ensure precision and
consistency in each product, while creating space for integrating self-contracting motors.
$'0 #";% 8? The processed plastic and silicone components are
assembled according to the predetermined design, including the integration of self-
contracting motor components into the relevant parts. During this stage, the parts are
securely connected to form a complete anatomical toy product. Afterward, the product is
smoothed to ensure a smooth and safe surface for children.
$'3H"$; $5 "In this stage, Genius Lab thoroughly inspects the anatomical toy
products for size, shape, durability, and motor functionality. Tests are conducted to ensure
that the product has no sharp edges, can withstand impacts and moisture without damage,
and that the self-contracting motors operate correctly. Products that meet quality
standards are packaged by Genius Lab and ready to be marketed.
0!*!/!685;%9'#$I
The target market for anatomical toys will include schools at various levels. Therefore, a
prerequisite is to select machinery and equipment with a long warranty period, high
durability, and a compact design to save space in the production workshop.
Essential specialized equipment for the anatomical toy production process includes:
Plastic molding and forming machines.
Silicone and rubber processing equipment.
CNC and laser cutting machines (for molds & frames).
3D printing machines (prototype & small parts).
Assembly and precision small-part processing machines.
Fluid testing and leakage inspection equipment.
The estimated cost of purchasing this equipment is approximately 2 billion 140 million
VND, with specific components as follows:
*
Plastic molding and forming machines: 500 million VND.
Silicone and rubber processing equipment: 300 million VND.
CNC and laser cutting machines (for molds & frames): 400 million VND.
3D printing machines (prototype & small parts): 75 million VND.
Assembly and precision small-part processing machines: 180 million VND.
Fluid testing and leakage inspection equipment: 100 million VND.
This total cost ensures the feasibility of the@toy production project. However, the selection
of equipment should also consider other factors such as performance and maintenance
costs.
0!*!0!68 " ?;
In the production process of anatomical toys, technology plays an essential role in
improving production processes, increasing productivity, and ensuring product quality. To
suit the high precision required in modeling human body, frog, and self-contracting motor
parts, Genius Lab can integrate 3D design software and 3D printing support to refine
anatomical details, making the products not only safe but also highly educational. Modern
technology allows Genius Lab to enhance order management and inventory forecasting
efficiency; furthermore, it helps reduce transportation time and costs. The use of
technology-based management and distribution systems not only ensures that products are
delivered quickly but also efficiently from the factory to consumers, contributing to
building Genius Lab's reputation and brand image. Moreover, technology provides new
communication channels with consumers through online advertising, social media, and
digital platforms, enabling Genius Lab to leverage digital technology to create creative
and effective advertising campaigns, thereby making anatomical toys more accessible and
approachable to consumers.
0!*!3!'6$;
G#$5"''";: A stable and abundant supply of high-quality plastic and
silicone is crucial for maintaining production capacity. A plentiful raw material
source allows the factory to expand its production scale sustainably.
0