Subregional Telecommunication Ministerial Forum for Cambodia, Lao PDR, Myanmar and Vietnam

Nha Trang, VietNam, 11-12 December 2009

in Vietnam by 2010 and Vision for 2020
Mr. Nguyen Van Phuong - Deputy Director General, Dept. of Organization & Human Resources, MIC of Viet Nam
International Telecommunication Union

Strategy on ICT Development

Content Part I: Introduction Part II: Context of ICT human capacity building for development in Vietnam Part III: Recommendation

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Part I Introduction of the Ministry of information and Communications (MIC) of Viet Nam Key components of ICT in Viet Nam

I.

II.

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Introduction of MIC
The MIC of the S. R. of Vietnam is the policy making and regulatory body in the fields of press, publishing; posts; telecommunications and Internet; transmission; radio frequency; information technology, electronics; broadcasting and national information infrastructure; management of related public services on behalf of the government. In charge of submitting to Government drafts of laws, ordinances, regulations, strategies and development plans on press, publishing; posts, telecommunications and ICT. Providing guidances to implement laws, ordinances, regulations as well as to develop strategies and plans related to press, publishing, posts, telecoms and ICT.
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Organizational structure of MIC
Minister and Vice Ministers
Consultative boards Functional units Member units Enterprise

Dept. of Posts Dept. of Telecommunications Dept. of Info. Tech. Dept. of Science & Tech. Dept. of Planning & Finance Dept. of Inter. Cooperation Dept. of Legal Affair Dept. of Organization and HR Dept. of Inspection Ministry Office

Radio Frequency Directorate P&T Quality Control Directorate Directorate for IT App. Promotion Directorate of Press Directorate of Publishing Directorate of Broadcasting and Elec. Information Directorate of Inter. Information

Nat. Inst. of ICT Strategy VN Internet Network Information Center ICT Info. Center ICT Journal VN P&T Newspaper P&T Publishing House VN Public-utility Telecom. service Fund VN Computer Emergency Response Teams

Vietnam Multimedia Corporation

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MIC training units
1. Training Information and Communication Managers College 2. Vietnam - Korea Information Technology College 3. Printing Technology College 4. Post and Telecommunications Institute of Technology (Under direct management of MIC)

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Key components of ICT in Viet Nam
Users
Conducive environment that supports and facilitates development

Po lici

es

r Ma t ke

ws an d

Application

Human Resource

La

Infrastructure

Industry

Government Investment

Businesses

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ICT Human Resource in Vietnam
ICT human resource consists of:
HR working in ICT Sector ICT infrastructure ICT Industry HR in ICT application In economic sectors (manufacturing and services), In State agencies In social organisations and public service providers HR in education and training Training of ICT human resource Application of IT in education and training Users of ICT applications International

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Part II
CONTEXT OF ICT HUMAN CAPACITY BUILDING FOR DEVERLOPMENT IN VIETNAM

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Regulations
Laws Law on Education Law on IT Labour Code Vision and Strategy Prime Minister’s Decision 698/QĐ-TTg ratify the Master Plan in IT human resources development by 2015 and vision for 2020

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ICT Human Resources Training
Rapid increase in professional IT training
• •

Quantitative of ICT training institutions increase rapidly On average each university with IT faculty trains between 100 and 200 students in formal programmes every year. Annualised increase in admissions in postgraduate programmes is 30%. Formal and informal programs, In-service training, distance learning Second degree training for graduates of other disciplines Year Total of ICT training institutions 2006 269 2007 347 2008 390
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Diversification in IT training modalities:

ICT Human Resources Training
(Continued)

IT training in other disciplines:
Basic IT course has been delivered in all non-IT universities, colleges and faculties. IT application delivered in many universities.

Promotion of IT international programs and informal training
IFI, Japanese IT program at National University in Hanoi, Indian National IT Institute program at Hoa Sen College, 9 APTECH training centers, CISCO training program 125 IT application centers with about 200,000 learners. Over 50 informal training institutions can provide 7,000- 10,000 IT experts per year

IT training in general education curriculum IT becomes a formal subject in 240 pilot specialised secondary schools.
IT is an elective subject in other secondary schools, and introduced into junior secondary and elementary schools as extra-curricular activity or International as part of technical practice. Telecommunication
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ICT Human Resources Training
(Continued)

Weaknesses:
• Quality of training remains poor compared with other countries in the region, failing to meet with demand. • English language skills remain weak among young graduates • Training programs is not comprehensive and systematic • IT application for specific purposes is nothing more than using existing specialised software programs • Absence of IT management training programs • IT application is yet to have effect on teaching and education management.
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Workers and Users in ICT
Qualitative and quantitative improvement in ICT human resource
50,000 workforce in telecommunication sub-sector, 20,000 workforce in IT (8,000 workforce in software) University graduates account for 60% of workforce in new telecommunication companies (85% in SPT, 80% in Viettel, 60% in ETC and 58.87% in VTI)

Staff in ICT management agencies get younger with new regulatory mindset
Hundreds of thousand officials have been trained in basic ICT courses IT application user skills in State agencies and enterprises especially those in hi-tech or high competition sectors have progressed significantly

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Workers and Users in ICT
(Continued)

ICT absorption has been gradually improved with the use of basic telecommunication services a feature of daily habit, especially in urban areas. Weaknesses
Shortage of professionally and English proficient human resource
Only 10-15% of new graduates in IT meet programming and English requirements of IT companies Shortage of ICT experts

Lack of CIO at all levels Limited computer and English proficiency among users
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Part III
RECOMMENDATIONS

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Development Vision
HR development for IT is a key factor that has decisive impact on development of ICT infrastructure, industry and application. HR development must be a top priority in Vietnam ICT Development Strategy. Market analysis must form the basis for training needs analysis, sub-disciplinary structure, training programs and curricula and annual admission quota. Assessment and evaluation of HR training must be based on productivity, quality and efficiency of new graduates/recruits as they perform at work. Socialization of HR development with a view to mobilizing domestic and external resources towards HR development for ICT.
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Development Directions
Quality enhancement in ICT training is top priority in ICT HR development Enhancement of labor productivity in ICT Enhancement of knowledge of ICT, information society and enhancement of skills and abilities to use ICT services and applications for the population at large In-country ‘export’ of ICT workers

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Goals by 2015
ICT human strong development, ensure that enough ICT human meet ICT development and application demand. Enhancement of ICT application in education and training, modernization, enhance competitive ability of ICT human training system in order to reach regional and international level. Dissemination of ICT knowledge and skills to 100% of students in vocational and secondary schools. By 2010, 100% of students in universities and colleges, 50% of pupils in secondary schools, 20% of pupils in primary schools was trained in ICT Qualitative improvement in ICT teachers/lecturers.
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Goals by 2020
Guarantee that enough ICT human for domestic and a part of external market demand Vietnam’s ICT labor productivity reaches aboveaverage level among ASEAN countries. Qualitative and quantitative improvement in ICT teachers (lecturers) in all education levels. By 2020, 90% of lecturers in Universities, over 70% lecturers in Colleges reach master level, more than 30% lecturers in Universities reach doctor level.

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HR development Solutions
1. Government
Finalize and implement ICT HR Development Program lead by MoET Develop ICT HR Development Plan within Master Plan for Education and Training to 2010 Allow establishment of 100% foreign-invested ICT training institutions Support non-state universities in ICT HR training Improve assessment and evaluation system of ICT training of different levels and bring it in line with international standards Re-assess & classify all ICT training institutions of different levels with a view to identifying appropriate actions (elimination, upgrading, development) to be taken for each institution.
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HR development Solutions
Continued

Grant quality certification to international and Vietnamese ICT training institutions Give priority investment to selected IT faculties so that their facilities are as advanced as those in counterpart faculties of advanced countries in the region so as to make sure of necessary conditions for quality ICT training and research Prepare to establish new state ICT university Send 300 undergraduates and graduates overseas for degree training.

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HR development Solutions
Continued

2.

Agencies and businesses that use ICT HR In recruitment & placement accept only accreditation from ICT training institutions whose training quality has been certified thro’ Government assessment sys. Develop and strictly adhere to selection criteria, provide incentives with a view to attracting, using and cultivating talents. Improve performance evaluation and remuneration system so as to provide incentives for better performance. Select capable personnel to be trained abroad so that they become senior experts in ICT and ICT management. Encourage businesses of different ownership types to offer ICT training services contributing to expansion of ICT training capacity and thus ICT application skills among population.

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HR development Solutions
Continued

3.

ICT HR training Renovate contents in ICT training programs & curricula. Review, adjustment and completion of existing ICT training programs in different schools, removal of outdated programs that fail to meet requirements Development of new ICT training programs giving more emphasis on practice in all ICT subjects Decentralization to leader ICT faculties and universities to take proactive position towards program and curriculum development as references that can be used for other institutions Maximization of possible use of training programs and curricula of foreign institutions for reference and teaching purposes
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HR development Solutions
3. ICT HR training (Continued) English training and ICT training in English.
Immediate solutions:
Enhancement of English training capacity of foreign language faculties in institutions providing ICT training Develop specialized English for ICT curriculum Pilot delivery of selected ICT subjects in English Invite English speaking ICT professors to lecture and conduct research at ICT faculties

Continued

Long-term solutions:
Effective teaching & learning English at secondary schools. Pilot ICT training in English in selected ICT faculties in the suggested model as follows: During the 1st year as students learn

English teachers are trained to be able to teach in English, rolling on for next years when specialized subjects are delivered in English (social science subjects are delivered in Vietnamese).

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HR development Solutions
3. ICT HR training (Continued)
Continued Quantitative and qualitative enhancement for ICT trainers.
Short upgrading courses provided to 200-300 ICT trainers each year. Recruitment of 300-400 young ICT talents to add to training contingent either on State payroll quota or on long-term contracts that give similar treatments as those provided on State payroll. There should be more State budget allocation for scholarships, fellowships and apprenticeships for 200-300 ICT trainers each year. Scientific research results (e.g. research publications at international conferences or referenced scientific journals) must be an important requirement in recruitment, promotion of ICT trainers. Number of people trained to be ICT trainers raised to 500 each International Telecommunication year. 26 Union

HR development Solutions (Continued)
Upgrading of EduNet into a national education network (with high speed) to connect training institutions, regulatory authorities and research institutes in the whole country with some famous universities in the world Promotion of ICT teaching in secondary schools Improve facilities for teacher training institutions and secondary schools Develop training programmes and textbooks for each level of education in the principle of consistency and continuity in the whole system through to tertiary education Digitalise training curricula, textbooks and reference materials, compiling interactive programmes to assist learning Provide ICT and education software training to teachers each year Use of mass media to disseminate information and raise awareness of ICT among society. Facilitate and encourage International whole population to acquire ICT skills so as to make full use of Telecommunication 27 Union ICT amenities and service

Regional Cooperation
Vietnam committes on providing scholaships for other countries to have their staff trained at different levels such as bachelor, colleages degrees and relevent certificates To host annually experience sharings on ICT human resource planning, implementation and uterlisation Provide technical support for other countries in promoting ICT teaching in schools

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THANK YOU

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