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Number of Science and Technology Information Training Classes 2002-2007

18

16

14

14

15

12

2002

2003

2004

2005

2006

2007


Figure 2.3.2.2.1 – Number of training courses on science and technology information 2002-2007


* The number of information officers attending training courses is increasing rapidly.

Along with the rapid increase in professional training courses, the number of students attending training courses has also increased sharply each year. Specifically, in 2002, there were 311 students, by 2003 this number was 344, in 2004 it was 381, in 2005 it was 421, in 2006 it was 435 and in 2007 it was 440.

435

440

381

421

311

344

2002

2003

2004

2005

2006

2007


Figure 2.3.2.2.2 – Number of information officers participating in information training courses 2002-2007

The total number of information officers attending training courses in the period 2002-2007 was 2,332, an average of 390 people per year. Compared to the period 1997-2001 when it was 326, this number increased by 20%, showing that the courses were organized

The program is highly practical and meets the needs of professional development, so it attracts more and more students to participate.

* Knowledge related to IT is focused on training


Training classes for the period 2002 - 2007

Quantity

Proportion

I. Group of classes on library information services II. Group of classes related to IT

1. General IT classes


2. Classes on database and network construction and management

3. Classes on database and network exploitation


4. Classes on standardization in electronic environment


III. Group of foreign language classes


IV. Group of supplementary classes on specialized science and technology knowledge

(eg environmental, geographical, biological, . . . )

21

class

24 %

68

class

76 %

18

class

20 %


20


class


23 %

26

class

29 %

4

class

4 %

0

class

0 %


0


class


0 %

Total

89

100 %

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Number of Science and Technology Information Training Classes 2002-2007

Table 2.3.2.2.3 - Training class structure by major

In summary, the training of information staff in the past has focused on training IT knowledge, which is the right direction in the current period, when all the work of information staff is closely related to the Internet and databases, electronic magazines. The IT classes in the period 2002-2007 were 68 classes and accounted for 76%, clearly showing this trend. However, ignoring the training of foreign language knowledge, especially English and science and technology knowledge is a big shortcoming. We will analyze this shortcoming in more detail in the next section (about the existing aspects).

* Training content and programs are gradually improved

Annual professional training programs have become closer to reality, because they are built on the basis of combining two basic factors:

- Specific goals, requirements and tasks of the entire National Science and Technology Information System in each specific stage.

- Real requirements of staff working in information agencies

believe.

Therefore, in the past time, IT knowledge update classes accounted for 1

very high rate (76%). The knowledge from the courses is very useful for students in their daily work, which is what most students confirm.

* Promoting the role of international cooperation in training

According to research data, of the 89 classes held, 17 were directly taught by international lecturers, accounting for 19% of the total number of classes, a sharp increase compared to previous periods. The increase in the number of classes with international lecturers has made the staff training more exciting. Students are very excited to participate in these classes, because they hope to acquire new knowledge and have the opportunity to improve their foreign language skills.

2.3.2.1. Existential aspects

* About training content and program

The training programs have not been systematically and methodically developed, but are only situational and temporary, based on existing training experience and subjective contributions from the departments participating in teaching the class.

* About textbooks and teaching materials

Insufficient documents and textbooks cannot meet the needs of students, especially for classes on new topics. Some textbooks and published documents are now out of stock but have not been updated or reprinted. Some guidance documents have been accepted, but due to various reasons, they have not been published yet. On the other hand, professional documents can be used as documents.

References for courses are also not fully updated (Vietnamese language resources are still poor, English, French, and even Russian documents are added insignificantly every year).

* About the lecturer

There is no team of specialized lecturers. The core teaching staff is not enough. Therefore, mobilizing lecturers is often very difficult, especially for classes held in provinces far from Hanoi. On the other hand, there is still a lack of a core force to meet the needs of training and updating new IT knowledge.

* About training time

Classes are usually held for a limited period of time, usually one week (previously they could last up to eight weeks, but now they can last no more than ten days), so they usually only provide students with basic knowledge and do not allow time to practice skills.

* About students

The level of students is uneven, especially in IT and foreign language skills, and working conditions are also different. The staff at the grassroots level is thin and is constantly being rotated, so systematic training on a certain topic for students is difficult. Many staff, especially those at the Departments of Science and Technology of the provinces, have to participate in many different activities at the same time (information, documents, IP...) even though they have registered but do not participate in the course.

* About the subject structure

Training courses mainly focus on IT knowledge (accounting for 76%) and knowledge of library information services (accounting for 24%) but there are no training courses on foreign language proficiency, especially English. This is an unreasonable problem. In fact, most of the current information officers are weak in foreign languages, those who are good at foreign languages ​​are mostly Russian, while the main sources of documents today are English. To have a good information product, information officers are required to know foreign languages, especially

English, then the news staff can access and exploit diverse and valuable sources of information. From there, they can make more accurate analysis and judgments.

- Science and technology training courses are not given due attention, or more precisely, they do not exist. In fact, information human resources in Vietnam are taken from majors: scientists who switch to information work, students who graduate from the library and information faculty at universities and colleges, and new graduates from other majors. For scientists who switch to information work in their own major, it is quite suitable because they understand their major quite well, so the analysis and synthesis of information will be better and have higher value. However, for students majoring in library and information or new graduates from other majors who lack science and technology knowledge, it will be a big barrier to their work. For example, if a person working on biotechnology information does not understand the concepts of DNA, genetics, genomics, gene sequencing, and technologies in this field, the information they provide will only be a translation, or they will simply copy other articles and edit them, and will not be able to provide analysis or evaluation. Meanwhile, it is the analysis and evaluation (for example, is technology A backward or advanced, how far can it be applied in Vietnam, what are its advantages and disadvantages, etc.) that creates the value of information, helping users have a more comprehensive and in-depth view. Therefore, information agencies need to pay attention to fostering scientific and technological knowledge for these subjects.

* On planning and proactiveness in training activities

Some classes organized through international cooperation channels often depend on foreign partners, do not have early and stable plans, so they are often passive in terms of time and the effectiveness is not as expected. Moreover, these classes are often concentrated in Hanoi, other localities have few opportunities to attend.

* About financial planning

Some current financial regulations serving training activities such as expenses for teaching, food, accommodation, travel, etc. of the Organizing Committee, lecturers as well as students are no longer suitable and thus both the class organizers and students face many difficulties.


Chapter 2 Conclusion

Through the study of actual survey data on information human resources in science and technology information agencies under the National Science and Technology Information System, it can be seen that: In terms of expertise, foreign language and IT skills, information human resources in general do not meet the increasingly high requirements of the job. The training of information students at universities still has many shortcomings, focusing on general theory, causing many difficulties for graduates in their work. Regarding the training of information staff, although there has been an increase in the number of classes, participants, and subjects, it is still small and only concentrated in a number of large information agencies mainly in Hanoi and Ho Chi Minh City, so information staff in other provinces have few opportunities to participate in training and coaching. Moreover, current training work still does not focus on training in information technology and foreign languages, although knowledge in these two fields is very important for information staff. In addition, the survey of the age of the current information staff also shows that the majority of information staff are in their 50s (accounting for 31%), and if calculated over 40 years old, it accounts for 60%, while the young successor team is very small, if there is no solution, it will certainly lead to a shortage in the future.

CHAPTER 3

SOLUTIONS TO ENHANCE TRAINING OF INFORMATION PERSONNEL IN INFORMATION AGENCIES

BELONGING TO THE NATIONAL SCIENCE AND TECHNOLOGY INFORMATION SYSTEM

3.1. Viewpoints of the Party and State on training and fostering information human resources

As in other fields, in science and technology information activities, the role of training and fostering staff is extremely important. Because science and technology information human resources are a component of the national science and technology information system. Human resources are the driving force to organize, deploy and promote the development of the entire system in general and of each science and technology organization in particular. Therefore, our Party and State have paid great attention to the training and fostering of science and technology information staff. This is clearly shown in legal documents on science and technology information activities.

As early as 1972, the Prime Minister issued Resolution 89/CP dated May 4, 1972 "on strengthening scientific and technological information work". This was the first document dedicated to the field of scientific and technological information. Resolution 89/CP laid the legal foundation for scientific and technological information activities. This Resolution, together with other legal documents, was also the legal basis for the immediate establishment of a number of important leading information agencies such as: Central Institute of Scientific and Technical Information (now the National Center for Scientific and Technological Information), Institute of Social Science Information, Central Library Information Institute, Institute of Scientific Information under the Vietnam Academy of Science (now the Center for Information and Documentation under the Vietnam Academy of Science and Technology)... After that, most other ministries and branches established focal agencies for scientific and technological information. The network of scientific and technological information agencies was gradually formed and expanded.

In Resolution 89/CP, there is a separate section on "building a team of cadres working on scientific and technological information" (section 2, part B), which emphasizes 3 core contents:

+ Ministries, Committees, and General Departments need to increase the number of staff with production capacity, scientific and technological qualifications, and foreign language skills for their scientific and technological information organizations and affiliated facilities.

+ The State Committee for Science and Technology (now the Ministry of Science and Technology) needs to organize short-term courses to improve information skills for science and technology information officers in various sectors. The State Planning Committee, together with the State Committee for Science and Technology and relevant sectors, will research and develop a plan to train science and technology information officers and submit it to the Prime Minister for decision.

+ The Ministry of Universities and Vocational Secondary Schools needs to have a plan to train staff and students at universities in understanding scientific and technological information.

On July 29, 1974, the State Committee for Science and Technology issued Circular 775/TT guiding the initial implementation of Resolution 89/CP . Regarding the training of science and technology information staff, the circular also stated that "The Ministry of Universities and Vocational Secondary Schools will have a plan to train university lecturers and students with the necessary knowledge of science and technology information. The Central Institute for Science and Technology Information is responsible for coordinating the training content".

The unified regulation on the organization and operation of scientific and technological information issued under Decision 133/QD dated April 2, 1985 of the Chairman of the State Committee for Science and Technology is a fairly complete document in terms of organization of the system of scientific and technological information agencies consisting of 4 levels. It clearly stipulates: system components; functions; tasks of each type of agency at the Central, Ministry/branch, locality and base; operating principles and relationships between agencies in the system. In this document, the State Committee for Science and Technology assigns all scientific and technological information organizations at all levels from the Central to the Ministry, branch, locality and base to have the task of "instructing information operations, organizing training and professional development for information officers".

Then, on April 4, 1991, the Chairman of the Council of Ministers (now the Prime Minister) issued Directive 95/CT on science and technology information work . Regarding the training, fostering and use of staff, the Directive clearly stated: "To quickly build a team of highly qualified science and technology information staff, the Ministry of Education and Training

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