IT and E-commerce Training Situation in Enterprises Over the Years

CDs of electronic textbooks for self-study with the help of online tutoring programs. The school also has learning resource centers in localities for students to exploit. Tri Duc Training Center (A facility in Hanoi of the Development Center

Ho Chi Minh City National University of Information Technology has applied a semi-online training model, combining online and offline. The center directly teaches up to 30% of the program, the rest provides documents online, PMs, electronic textbook CDs... The center currently has over 30,000 students, of which the university system accounts for over 50%.

Hanoi University of Science and Technology has been selected as the main partner to implement the "Vietnam - Japan Joint Undergraduate and Postgraduate Training Program on Information Technology & Communications". The project uses ODA capital from Japan for 9 years, and is being implemented for the first time in Vietnam. The goal of the project is to build an IT & Communications training program according to Japanese IT skills standards, contributing to training a team of highly qualified engineers with skills standards to meet the demand for high-quality human resources for the Vietnamese software market in particular and the world in general. The first training course was held in 2006. The students will be good, potential engineers, fluent in foreign languages, serving as a bridge between Vietnam and Japan. The curriculum is built by professors and leading experts in IT & Communications from Vietnam and Japan. The multimedia and multilingual learning environment, classroom equipment is guaranteed to be on par with the learning conditions in Japan. After 2 years of study, excellent students have the opportunity to receive scholarships to study abroad at prestigious universities in Japan, then return to Vietnam to teach in public schools. The project has close ties with IT companies in Vietnam and Japan. Students have many opportunities to receive scholarships and find jobs at these companies. The project has close coordination and participation of domestic and foreign agencies and organizations: Ministry of Education and Training, Ministry of Posts and Telecommunications, Ministry of Planning and Investment, Ministry of Finance, Software Association (Vinasa); Japan Bank for International Cooperation, Japan International Cooperation Agency, prestigious Japanese universities (

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Keio, Ritsumeikan...), Japanese IT companies... The project will provide highly qualified human resources for domestic and foreign markets, contributing to promoting the IT industry to develop on par with the region and the world.

However, the current training programs still have many shortcomings. Up to now, the IT framework program has not been announced. Many other majors have had a framework program since 2003. On the Edunet network, a number of framework programs for some majors in the fields of natural sciences, technology, business administration and social sciences and humanities are announced.

- Natural science block

Mathematics. Mathematics has a major called mathematics-informatics. This major trains people who work in information technology with a high theoretical foundation based on mathematics. Here, we do not mention the mathematics-informatics program but only the training program of the mathematics major. The mathematics program has 210 credits, studied in 4 years. In general education, there is a 4-credit "Basic Information Technology" course. This course equips students with the most basic knowledge about computers such as: information, information processing, operating systems, programming languages and compilers, computer networks and the internet, computer skills, programming with Pascal language. Besides basic information technology, the program does not have any IT courses.

Physics, chemistry, geography, environmental science, geology, meteorology ... also have only one IT subject, which is basic computer science with the same content as math.

Biology: in addition to the 4-credit basic computer science course, there is also a 3-credit "Informatics in Biology" course. This course provides students in the fields of biology, medicine, pedagogy, agriculture, forestry, fisheries, aquaculture, etc. at universities and colleges with knowledge about methods to solve biological problems, statistical processing, and management and exploitation of biological research databases using Excel software.

Biotechnology . There are two IT subjects: Basic IT and Bioinformatics.

Some majors in the Pedagogy sector such as agricultural engineering pedagogy, history pedagogy (History Teacher Education), education management (Education Management), and philosophy pedagogy (Philology Teacher Education) also have only one IT subject, which is Basic Informatics, 4 credits.

Some industries in the engineering and technology sector

Mechatronic Technology. University level.

Minimum knowledge: 200 credits, training time: 4 years. Other subjects

"Introduction to Information Technology" 5 credits, also includes subjects related to basic knowledge of the industry: digital technology (3 credits), PLC programming techniques1 (2 credits) and subjects related to industry knowledge: industrial communication networks (2 credits), microprocessors and microcontrollers (3 credits), CAD/CAM/CNC technology (3 credits)

Mechanical Engineering Technology. University level. 200 credits, 4 years of study. In addition to the subject "Introduction to Computer Science" (5 credits), there are also subjects belonging to the basic knowledge block of the industry: basic drawing and design on computers (CAD-2D) 3 credits, belonging to the knowledge block of the industry: automatic control (3 credits), digital program control machines (2 credits), CAD/CAM/CNC technology (3 credits).

Electrical and Electronics Technology. Undergraduate level. 200 credits, 4-year study. In addition to "Introduction to Computer Science" (5 credits), there are also subjects related to the foundation of the industry: digital technology (3 credits), microprocessor 1 (4 credits), data transmission technology (3 credits), related to industry knowledge: microprocessor 2 (2 credits), computer structure and interface (3 credits), digital engineering internship (3 credits), microprocessor internship (3 credits).

- Economic sector.

Economic Information Systems: 180 credits, 4 years of study. The goal is to equip students with basic knowledge of socio-economics and business management, have in-depth knowledge of economic informatics and management informatics, and have the ability to organize, apply and develop information technology applications in the operations of socio-economic organizations.

In the general education knowledge section, there is a subject: General Informatics (4 credits). In the basic knowledge section of the industry (8 credits), there is a subject: Microeconomics I (4 credits),

Macroeconomics I (4 credits).

Basic knowledge of the industry (21 credits) includes the following subjects: accounting principles (4 credits), management (3 credits), discrete mathematics (5 credits), computer architecture and operating systems (5 credits), and management information systems (4 credits).

Industry knowledge (20 credits) includes subjects: data structure & algorithm (4 credits), programming basics (4 credits), database (4 credits), economic information system development (4 credits), network and communication (4 credits).

This is a field of study that represents the idea of information technology combined with industry knowledge (economics), so it is necessary to describe the content of some of the following subjects in more depth:

a) Management Information Systems, 4 credits. Management information systems are an important functional part of an economic organization, helping the organization operate effectively. The subject equips students with the ability to exploit, update, develop information systems, and process and extract important knowledge for businesses to create high-quality goods and services and gain competitive advantages. The subject's content includes: Concepts, components, and important roles of information systems in organizations, methods of information systems supporting business activities, supporting decision making, and creating competitive advantages. Organizational processes and methods for solving business problems with the help of information systems. Presenting some information systems in case studies (Case Study).

b) Economic information system development subject. (4 credits). Analysis, design, and installation of information systems according to the five stages of the system development cycle: project formation and feasibility assessment, system construction, analysis, design, installation, operation, and system maintenance. Information system vision from the perspective of a business manager.

Training a new major such as "Economic Information Systems" is a major change in training experts in the field of management and economics, aiming to provide the market with experts who have both knowledge and skills in management and economics and sufficient knowledge and skills in information technology to meet the needs of business activities.

modern, creating high quality products with high intellectual content. However, knowledge in this field develops rapidly, so there is a need to update new knowledge and technology in this field, such as information systems on the internet (websites), e-commerce systems, ERP (Enterprise Resource Planning) information systems, ...

Economics, Finance and Banking, and Business Administration only have an IT subject called “Introduction to Computer Science”, 4 credits. Business Administration has one subject: strategic management (3 credits) for 3rd year students (4th year) containing a content about strategic management model and information system.

Accounting. In addition to the subject "General Information Technology" (4 credits), there is also the subject "Applied Information Technology" (3 credits) in the basic knowledge block of the subject. This subject aims to equip students with IT knowledge and skills to be able to exploit economic information systems in general and accounting information systems in particular in accounting and auditing activities using Excel. With the current development of IT, that tool only helps students understand the concept.

Through this framework program, we see that there are still many issues that need to be studied. Many industries cannot equip students with enough knowledge and skills about IT to hope to create valuable products with high IT content for their industry.

In addition to the source of specialists, programmers, and engineers from universities and colleges, the demand for human resources in IT application, repair, and assembly of IT equipment has been increasing in recent times. Many vocational schools and training facilities have opened additional IT majors to meet the demand.

By the end of 2003, the Department of Labor, War Invalids and Social Affairs of Ho Chi Minh City alone managed about 70 vocational training establishments that taught computer science (mostly teaching office computer science, accounting, graphic design; there were 9 establishments teaching programming techniques, network administration and repair and assembly of telecommunications equipment). However, the connection between vocational training establishments and enterprises in need seemed to have not yet been formed.

Many students of public schools majoring in IT attend domestic and international IT human resource training centers to equip themselves with practical and programming skills.

Currently, there are many IT specialist training programs, typically the training program of NIIT international academy. This is one of the IT specialist training programs with international qualifications and standards. The updated program is suitable for the needs and trends of IT today, with the strength of focusing on professional skills and improving English usage, so it satisfies the conditions of employers. Most students who graduate with NIIT certificates find stable jobs that are suitable for their abilities.

Currently, there is no regulation on IT specialist degree or equivalent degree, but the reality shows that IT specialist certificates are very strong compared to current IT university degrees in our country. Those are degrees that only focus on empty theory, outdated programs, which has been shown by the fact that every year, tens of thousands of IT students graduate but still do not meet the standards and needs of employers.

The IT training program according to international standards in Vietnam is highly practical, the curriculum is constantly updated and meets the needs of the current new trend. These centers have partly compensated for the current serious shortage of IT human resources.

2.2.2 Human resource training in IT enterprises

Compared to 2003 and 2004, the situation of IT and e-commerce training in enterprises in 2007 has made much progress, both in terms of the number of enterprises implementing training as well as the proportion of training in the investment structure. If in 2004, training costs only accounted for an average of 12.3% of the total IT costs of enterprises (calculated for hardware purchases, software installation and maintenance, system operation, training, e-commerce services...), this rate in 2007 was raised to 20.5%. In 2004, 28.6% of surveyed enterprises said they did not conduct any form of IT training for employees.

employees, in 2007 this rate was only 17.1%. Thus, businesses are increasingly aware of the role of human resources in effectively exploiting IT - e-commerce applications and have appropriate investments in this factor.

Figure 2.2: IT and e-commerce training situation in enterprises over the years

70%

60%

50%

40%

30%

20%

10%

Open training classes Send employees to study On-site training No training

Training forms

Source: E-commerce Report 2007 – Ministry of Industry and Trade

2004

2005

2006

2007

With the advantage of saving costs and bringing immediate efficiency due to being closely linked to the job requirements of each employee, on-the-job training is still a popular choice (according to the survey results for 3 consecutive years from 2005 to 2007, the rate of enterprises applying this training method is always above or below 60%). However, the number of enterprises that systematically combine the "learning while doing" model with other training methods is increasing. 9% of enterprises open training classes and 31% of enterprises send employees to attend short-term courses on IT. In 2004, the figures of 12% and 38% in 2007 showed an encouraging sign of the trend of intensive training in IT - e-commerce skills for employees in enterprises.

Figure 2.3:

Percentage of employees who use computers regularly for work

Over 10%

Over 70%

From 10% - 40%

Under 10 %

Source: E-commerce Report 2007 – Ministry of Industry and Trade

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