Deliverable No. 3.1

Project acronym: VIETSKILLS

………………………….

Project title:

“Innovating Vietnam’s TVET System for Sustainable Growth (VIETSKILL)”

Contributors:

Nguyen Tien Thong ⁽¹⁾, Nguyen Lan Phuong ⁽²⁾, Huynh Tan ⁽²⁾, Phan Van Cuong³, Ha Viet Hung³, Nguyen Thi Ngan³, Quach Thi Khanh Ngoc³, Nguyen Van Minh³, Ari Kokko⁴

 

1  Copenhagen Business School, Denmark, WP3 leader.

2 Nguyen Tat Thanh University, Vietnam,

3  Nha Trang University, Vietnam

⁴ Copenhaghen Business School

 

 

Deliverable D3.1

Identifying training programs and partnership models for knowledge and skill development

 

 

September 18, 2022

Table of content

1. Introduction. 7
2. Methodology. 8
3. Collaboration between schools and industries in the world. 9
4. Collaboration between industry and school in Vietnam.. 13
5. Training and education collaboration in food processing industry. 25

5.1 An overview of Vietnam food processing sector 25

5.2 Existing education and training programs for food processing sector 26

5.3 Training activities in food processing enterprises. 29

5.3.1 The necessity and challenges for universities and enterprises in training activities. 30

5.4 Identifying education and training programs for food processing sector 33

6. Training and education collaboration in electronic industry. 37

6.1 Overview electronic sector in Vietnam.. 37

6.2 Labor force in Vietnam's electronics industry. 41

6.3 Education and training programs for electronics sector in higher education organizations. 44

6.4 Training activities in electronic firms. 47

6.5 Identifying collaboration programs in electronic sector 55

7. Discussion and conclusion. 60

 

 

 

List of Tables

Table 4.1 Selected collaboration programs between industry and educational institutions in Vietnam.. 17

Table 5.1 Structure and content of programs for food technology in Vietnamese universities. 27

Table 5.2. Training activities at food processing enterprises. 30

Table 5.3 Challenges for universities and enterprises in training activities. 31

Table 5.4  Demand for collaboration between enterprises and education institutes. 33

Table 6.1 Big investment projects in electronic industry in Vietnam. 37

Table 6.2 Training activities of the visited companies. 46

Table 6.3 Recommended collaboration programs between school and industry in electronic sector 53

 

List of Figure

Figure 6.1 Number of jobs: by gender (thousand people) 39

Figure 6.2 Average income of salaried workers (thousand Vietnamese dongs/month) 40

 

 

 

 

Executive Summary

This D3.1 report presents the outcomes of WP3 in the Vietskill project, aiming to identify education and training programs for collaboration between schools and industries in Vietnam's food processing and electronic sectors. The report starts with the methodology, followed by a literature review on school-industry collaboration globally and an overview of collaborations in the Vietnam context. Training programs and partnership models for schools and industry are identified separately for the food processing and electronic sectors. These training programs will be assessed and validated in D3.2.

Schools and industry collaboration has been advocated since 19th century, aiming to balance local, regional, and national interests, promote local and global competitiveness and innovation, and to solve emerging societal challenges. Most governments worldwide have made great effort to promote school-industry collaborations.

The popular collaborations between industry and educational institutions include:1) Collaboration in education such as curriculum design & delivery, sponsorship & scholarships, industry training & professional courses, student recruitment for industry, lifelong learning, and student mobility; 2) collaboration in research such as R&D project and academic mobility; 3) collaboration related to knowledge transfer such as commercialization, entrepreneurship, and social entrepreneurship; 4) Collaboration in public management such as informal professional discussions & advice, collaborative regional development activities, communication & dissemination, shared infrastructure & equipment. The collaborations happen in various activities and programs such as curriculum updating, work-based learning program, industrial Ph.D. program, and internship program.

In Vietnam, school-industry collaboration has occurred widely in almost all colleges and universities. However, the most common collaborations are related to internships, sponsoring scholarships, and additional training activities for recruitments. Collaboration for research, curriculum development, and teaching activities is very limited. While the Vietnamese government has started to emphasize the importance of collaboration between academic institutions and businesses, many difficulties and challenges hinder intensive collaboration. One major obstacle is that the Vietnamese government maintains strict control over local tertiary institution operations and curriculum development. Despite the curriculum being evaluated as disconnected from the needs of the labor market and focused on "simple academic accomplishment, theory-oriented, and scholastically driven," universities cannot make modifications.

The food processing sector is recognized as a highly competitive sub-sector in Vietnam's manufacturing and processing industry, accounting for nearly 1% of all enterprises but contributing up to 19.1% of this industry's product value. Many colleges and universities offer education programs for food processing technologies, covering various specialized products such as fish and seafood, tea and coffee, fruit and vegetables, beer, and wine. The education and training programs range from short courses to 1-3 years vocational programs and higher education programs, including master's and Ph.D. However, there is still a lack of programs related to marketing, innovation and product development, leadership, and management. While the sector has quickly updated processing technology and quality standards, innovation in marketing and product development remains weak.

Surveys with company owners and managers in the food processing sector reveal that most companies have internal or external training activities for their professional employees. According to the perception of the company's owners and managers, the current knowledge and skills of professional employees at four high-skill positions (i.e., food production operators, food safety specialists, food production engineers, and food analysts) are significantly lower than their expectations. Food processing companies have high demands for training their professional staff. Food companies also express a high demand for collaboration with universities and colleges in training and research programs.

The electronic sector contributes the largest share of Vietnam's exports. Electronic engineering and techniques are taught in many universities and vocational training colleges, offering abundant educational and training programs ranging from vocational 1-3 year college programs to 4-year bachelor's, 2-year master's, and 4-year Ph.D. programs. Short courses for specialized skills are also offered by schools and training centers, covering basic to advanced subjects of industrial electronics, electronic engineering technology, communication, industrial automation, mechatronics, electronics-telecommunications engineering, and biomedical electronics.

Interviews with six large electronic companies in Bac Ninh and workshops show that many training activities are happening in the companies. Training for newly recruited employees focuses on soft skills, company regulations, updating knowledge, and applying educated skills to the working places. The training may take place from several weeks to 6 months, depending on work positions. Some important professional positions may require 1-3 years of training, including training abroad. Some large companies, such as Foxconn, Samsung, and Canon, provide scholarships for their employees to pursue higher education abroad (master's or advanced training).

Collaboration between electronic companies and educational institutes for research and training is rare, despite high demand from both sides. One prominent and promising partnership model is that Goertek Technology has established a Technical Training Center, associated with Bac Ninh College of Industry and Electromechanics, to train technicians, following the 1+1 model.

The labor force in the electronics sector is about 1.3 million people working in different positions in the companies. However, over 90% of labor in electronics companies work on assembly tasks that require simple skills and receive low salaries. A challenging issue for Vietnam's labor force in the electronics sector is that most low-skilled workers can work until about 35-40 years old. After that age, they are laid off and cannot find appropriate jobs with the existing skills and education. Thus, there is an urgent need to reskill these workers who are laid off from the electronic sectors so that they can be relocated to other sectors.

Based on surveys, case studies, and workshops, several training programs for the two sectors are developed. Two case studies are referred to identify collaborative training programs, including Niels Brock College and the Manufacturing Academy of Denmark (MADE). Niels Brock College is a well-known college in Denmark for its integrated vocational models that include schools, companies, and industry associations in education programs. The curriculum, teaching materials, and teaching activities are carried out by industry and schools. Students learn in school and practice in companies in crisscrossing periods. MADE is a Danish non-profit association of companies, higher-education institutions, and other knowledge providers, with roles in creating and supporting world-class Danish manufacturing. MADE's activities include research, innovation, and education.

We identify five training programs for food processing and four programs for electronic industries including: 1) Advanced and executive training courses of technology, marketing, and management; 2) Training courses for fresh graduating students and workers being laid off from electronic sector; 3) Industrial PhD Program; 4) Integrated training program for college system; and 5) Bachelor, master or short- term executive program in accordance with the enterprise's requirements. The program 5 is only for food processing sector, that currently exists in Nha Trang university.

The training and education programs will be organized with the participation of enterprises, training centres, associations, and schools in all activities, including demand assessment, curriculum development, and teaching. The training can be performed via virtual platforms, on-site, or hybrid formats. The contribution of partners in terms of human capacity, in-house resources, and budgets varies with the agreement for specific programs. The training programs identified in this report are updated and validated in a series of workshops with the participation of stakeholders from educational institutes and industries. The results of validation are presented in D3.2.

 

1.              Introduction

Although Vietnam has an abundant labour force, there is an extreme shortage of skilled labour (GSOV 2017). Vietnamese labour productivity in 2016 was ranked the lowest in the region (GSOV 2017). Vietnam’s success in attracting FDI provides a remarkable opportunity for leveraging public investment in education and training. However, the 12,000 foreign firms with 3.8 million local employees that have invested in Vietnam are mainly engaged in labour intensive operations with low value-added and weak linkages to the local economy. Few domestic firms have entered GVCs as exporters or subcontractors of foreign multinational enterprises (MNEs), which is one likely reason why the spill over benefits from FDI to domestic firms appear small (Nguyen Hoa 2017). One of the important reasons is that the local industry has not sufficient absorptive capability i.e., sufficient levels of human capital. The overall objective of VIETSKILL is to strengthen and upgrade Vietnam’s TVET system to help it meet the requirements of the country’s labour market in the next stage of industrialization.

The WP3 of Vietskill project is to assess opportunities and develop strategies for partnerships between educational institutions, authorities, foreign investors, and other stakeholders in the relevant TVET programs. WP3 is adjusted comprehensively compared to original proposal. That work package assesses demand and requirement for skill development and collaboration models at both sides of supply (i.e., schools) and demand (i.e., industry) to identify the final knowledge, skills, and formation of collaboration between school and industry. Results of WP3 are disseminated through three reports. D3.1 presents potential training programs for knowledge and skill development for Vietnam food processing and electronic sector. D3.2 presents results of validating the training programs and D3.3 presents studies of strategy development at central and local level to increase participation of firms in workforce development.

D3.1 is structured as follow. Section 2 presents methodology used to identify opportunities and potentials of partnership models between schools and Vietnam food processing and electronic industry. Section 3 present literature review on collaboration between schools and industry in the world, and section 4 presents an overview of the collaboration status in Vietnam. Section 5 presents the outcomes of study on collaboration and training programs in food processing sector, and the section 6 is the outcomes of the study on electronic sector. The discussion and conclusion including suggested partnership models and training programs for studied sectors are presented in section 7.

2.              Methodology

We used various methods to identify potential partnership models and training programs for food processing and electronic sector of Vietnam.  Desktop research is used to get a review of school and industry collaboration in the world and the collaboration status in Vietnam. Collaboration activities between school and industry in Vietnam are reviewed and documented using information published on the website of colleges and universities as well as the consulting from partners of the project.

Qualitative and quantitative are used for the two sector and meet specific research objectives. A survey on skill gaps for professional employees in the food processing sector is conducted with sample of 50 food processing companies’ managers and owners. We define professional workers as those who have completed at least a two-three-year higher education program in a college or university. We focus on professional employees working in four high-skill positions; i) Food Production Operators; ii) Food Safety Specialists; iii) Food Production Engineers; and iv) Food Analysts. The objective is to assess the difference between the level of existing knowledge and skills and the owner’s and top manager’s perceptions of what would be the required skills for these positions.

We do not focus on production workers because this workforce is not required a long period and high level of training and education. As simple skills needed for the young person graduated secondary school or lower can be achieved after three weeks training in the factory.  We focus on professional employees of food processing sector because if Vietnam would like to integrate further into global value chain, then the upgrading the professional workforce is the first strategy needed to be implemented.  

The specification of the types of knowledge and skills for each professional position are based on Akyazi et al. (2020), who defined the knowledge and skills of food industry employees to meet Industry 4.0 and future requirements. These specifications were then adjusted and operationalized through a focus group discussion with five representatives from enterprises and four scientists, who identified the four professional positions that contribute most significantly to the development of the industry’s enterprises. The survey also includes the questions regarding collaboration activities with school and university that the companies have.

We apply qualitative research to understand collaboration activities, partnership models and skills needed for the electronic companies. We have visited and conducted depth discussions and interviews with 6 electronic FDI companies in Bac Ninh province. In each visiting and interview we focus on managers’ opinions about quality of their employees at different companies’ units, the recruitments challenges, future demand for labour, and current training activities as wells collaboration with school and university in Vietnam.

3.              Collaboration between schools and industries in the world

University-Business Cooperation (UBC) has increased in popularity around the globe as there are many positive outcomes brought out to favour both universities and enterprises from this win-win relationship. In the early 19th century, famous German philosopher, educator Willhem Humboldt proposed the model for collaboration between education institutions and enterprises based on the argument that universities should conduct research and cooperate with industry sectors beside their education mission. In order to balance local, regional, and national interests and to promote local and global competitiveness and innovation, there are many challenges to create coherent innovation ecosystems where diverse players work together in competitive environments. Such regional and local sustainable innovation ecosystems are developed with the assistance of UBC (Burquel, 2021).

Governments around the world have shown efforts to facilitate UBC. For example, England has established a specialized administration unit for innovation, university and development, and allocated funding for the unit to operation (i.e., University Renovation Fund, Research Fund). They also created a policy so that enterprises contribute to the budget for research and technology transfer at universities. Switzerland has established Zurich Laboratory that has carried out many research projects with universities all over Europe. In China, the government has created many science parks, business incubation centres and intermediary companies that connect universities and businesses. They have an efficient funding scheme with 10% from universities, 30% from researchers (intellect + individual investment), and 60% from the government and companies. Other countries in Asia, Japan, and Singapore, have also enabled various policies to support UCB. Toyota Institute, for instance, is a Japanese model for training workers the Corporation itself and implement innovations in the car industry.

It is through research that universities fulfil their endeavour of constructing knowledge and information to pass it onto their learners in order to cause social change. Universities, hence, have united with business to implement research and development cooperation, exchange of scholars, specialists, and students, developed training programs, promoted lifelong learning, etc. In addition, many universities are embracing the idea of becoming civic institutions and expanding their notion of what it means to be excellent to give research outputs and teaching that is relevant to social demands. They have conducted joint research projects and used open science techniques with local stakeholders who are not academic (Burquel, 2021). Berlin University is among the first in the world that adopted and popularized UBC, and their success stories are indispensable.

UBC is viewed as a crucial force behind knowledge-based economies and societies and is defined as any kind of contact between Higher Education Institutions (HEIs) and business for mutual gain. This means that UBC can have a significant impact on the regional economy in which these organizations operate in addition to assisting individual organizations in addressing some of their most pressing challenges, such as the need for funding and innovation (Arno et al., 2018). Additionally, UBC is essential for increasing innovation in HEIs and a crucial component of DG EAC's overall strategy in the higher education sector. It creates and puts into action policies and targeted efforts to encourage higher education institutions' involvement with business in a wide sense as well as innovation and entrepreneurial culture. Independent of their size and location, their faculties and disciplines, or their international standing, it addresses all types of higher education institutions (HEInnovate, n.d.).

The modes and perspectives of UBC include a range of research and development methods, staff and student mobility, curricular collaboration, and adult learning. In terms of the academic tradition of teaching and learning towards practice, the form of UBC modalities depends on a number of external and institutional elements as well as disciplinary specificities (Pavlin, 2016). For the purpose of this report, we are keen on reviewing some typical collaborative models and activities between education institutes and industries. In general, we can categorize the models into three groups basing on the nature of knowledge and skills creation and exchange such as: (1) collaboration in research; (2) collaboration in education and training activities, and (3) other collaborations (Kotiranta, Annu, et al.,). According to these authors, collaboration in research involves joint publications, consulting for research projects, participation in public research initiatives, and contract research. Collaboration in education and training activities includes various interactive activities, particularly corporate training initiatives, conventions, or supporting thesis work. Other collaboration forms can be a hybrid model with collaborative research activities and job agreements with businesses. Among the types of collaboration, collaboration in research and collaboration in education and training activities (1 and 2) are driven by prospects of personal academic advancement. In contrast, hybrid collaboration which is classified in other collaboration (3) is uncommon and is the only one among the three types of industrial cooperation incentives that strongly correlates with the commercial exploitation of research discoveries.

To provide a better understanding of these models of collaboration, Raihan M.A (2014) described eight programs of TVET industry-institution collaboration, i.e.:

(1) Program for bridging the technological gap: Modern technologies at businesses should be updated at training institution to meet the appropriate knowledge and skills required.

(2) Industrial Ph.D. program: This is a project completed by a doctorate candidate and it is an intriguing example of how academia and business can collaborate (Salimi & Rezaei, 2016). Each candidate will be supervised by two supervisors: one from the industry where the candidate works and the other is from the University at which the candidate is registered. Also, MoU can be signed between the business and the university. While the industry is responsible for suggesting research topics and providing research materials as well as equipment, the university ensures the quality of the research meets the doctoral requirements.

(3)  Internship program: Goplani, Gupta & Sabhani (2020) define “internship” as a brief period of job experience that is provided by an enterprise. Students and recent graduates who want to develop required skills and experience in a specific sector frequently take on internships. Employers gain from these arrangements since they frequently hire staff members from among their finest interns, who have proven abilities, thus saving time and money.

(4)  Curriculum updating program: Industry helps institution with new technology (or current used technology), appropriate know how on the new innovations.

(5)  Institution-industry collaboration program: In this program, organisational support ought to be provided via centre for research and centre for university-industry relations. Besides, MoUs are signed, and parties often share resources such as research equipment and expertise. Though the specific obligations of each party vary, the most typical form of this collaboration is a research project undertaken by technical experts of two or three universities.

(6) Work-based learning (WBL) program: Instead of the more abstract and theoretical teaching and learning that frequently occurs in classrooms, WBL offers project- and problem-focused teaching and learning that is frequently coordinated with school-based learning (Alfeld, Charner & Johnson, 2013). The purpose of this program is to enhance employability potential of graduates by promoting their soft skills, technical and vocational skills. Therefore, WBL curriculum will be co-developed by the TVET institution and related industries.

(7) Traineeship program: This program is usually offered to students in skills stream. As part of their pre-skills development process, those participating a traineeship program are supposed to work at industry for two days a week.

(8)  Financial-assistance program: As its name has revealed, this form of collaboration is closely related to finance, mostly money. This form provides fund to raise awareness among TVET students of the employees’ and employers’ rights and responsibilities. For example, these partnerships claim to give universities financial support while giving the business community the opportunity to lead scientific advancement and conduct their own research (Cyert & Goodman, 1997).

Meanwhile, Davey and Siep (2016) categorized and labelled each form of program related to the type of activity that the program aims at such as:

• Education: curriculum design & delivery, sponsorship & scholarships, industry training & professional courses, student recruitment for industry, lifelong learning, and student mobility.
• Research: R&D, academic mobility
• Knowledge transfer: commercialization, entrepreneurship, and social entrepreneurship
• Management: governance, informal professional discussions & advice, collaborative regional development activities, communication & dissemination, shared infrastructure & equipment.

Though there are various kinds of programs or models for institutions and businesses to opt for, parties must deal with several issues during the implementation of the aforementioned programs. The most prevalent problem is the lack of the following factors, including interest in money investment, interest in designing curriculum, interest in practical training, interest in providing training, employer incentives, administrative control, and operational capacity.

4.              Collaboration between industry and school in Vietnam

In Vietnam, a survey that covers 50% of nation’s current higher education institutions in 2022 by Nguyen Hieu reveals that there are 6,126 companies having cooperation activities with universities and colleges; each institution has cooperation with around 60 companies. However, the most popular cooperations is related to internship, then sponsoring scholarships and additionally training activities for recruitments. Companies and schools have collaboration related to curriculum development and teaching participation, yet those activities are not popular.

The Vietnamese government has started to emphasize the importance of collaboration between academic institutions and businesses. In the past decades, documents have been released outlining the policy state that: Universities must be centres of scientific research, technology, technology transfer, and application in production and life; establish close ties between businesses, employers, training facilities, and the State to develop human resources in accordance with social needs; and consider businesses to be the centre of application innovation and technology transfer, the most significant source of demand for the science and technology. Vietnam has lagged behind other nations in the world, most notably the US and European nations, for a very long period. As a result, the government's policies, methods, and practical answers to local issues are still uneven (Pham, 2021).

Among the activities that depict the country’s effort to organize institution-industry programs is the Profession Oriented Higher Education programme (POHE) in response to the difficulties that university graduates face in the job market and the social need for "Education responsive to social needs". The project started implementing competency-based education in 8 pilot universities and included employer involvement in curriculum design and organized student exposure to industry. POHE is originally a Netherlands government's project sought to assist Vietnam in completing its legal framework to meet the goal of having 70% to 80% of graduates be prepared to begin employment after graduation. It aimed to alter mindsets at three distinct levels including the university level, the teaching level, and the ministry level.

Between 2005 and 2009, POHE project’s first phase was conducted with the participation of 8 public universities, including National Economics University (NEU), Thai Nguyen University of Teacher Education (TUE), Thai Nguyen University of Agriculture and Forestry (TUAF), Hanoi University of Agriculture (HUA), Hung Yen University of Technical Education (HUTE), Hue University of Agriculture and Forestry (HUAF), Ho Chi Minh University of Agriculture and Forestry (HCMUAF) and Ho Chi Minh University of Agronomy (HCMUA). This phase developed nine new curricula in the fields of tourism and hospitality, teacher training, agriculture, construction, information technology (IT), and electronic engineering. From 2012 to 2016, its second phase was carried out with the involvement of more universities. In this phase, it has kept using the same curriculum approach for the 8 schools' trial programs and has institutionalized what is referred to as the "profession-oriented higher education system" in Vietnam because of the introduction of a new public regulatory framework for the advancement of POHE. 

The POHE framework's main differences from customary training programs are the availability of a variety of work-integrated learning activities for students, the close linkages to the working world, and the participation of industry stakeholders in the execution of training. To put it another way, POHE emphasizes the aptitude of each learner, the demand of the job market, and the involvement of business parties, whereas traditional programs are theoretical and rigid (Nguyen Thi Ngoc Ha, 2022).

Regarding educational institutions, many universities have cooperated with domestic as well as international companies. For instance, as stated on the Hanoi University of Science and Technology’s website (SOICT, 2019), the university’s School of Information and Communication Technology develops a broad partner network with top IT enterprises and businesses in Vietnam and around the world. Nowadays, the Institute has created a Business Network with more than 200 members who are now the top information and communication technology businesses in Vietnam through the new Innovation Center. Currently, the Institute's support network is successful in providing students with business internship opportunities, aiding in the development of soft skills and foreign language proficiency, cooperating in scientific research and technology transfer, and sponsoring scholarships and financial support for students' training activities and academic projects.

According to Tran & Nguyen (2021), Hanoi University of Industry has conducted several collaboration programs with enterprises in the past years. It has a cooperation training program called "Class of highly qualified engineers”. The program is the result of cooperation between Hanoi University of Industry and Nissan Automotive Technology Co., Ltd. and Pasona Tech Vietnam Co., Ltd. with the aim of developing talents, improving the quality of human resources to meet the needs of the customers. enterprises and gradually put the content of knowledge and practical techniques of enterprises into the training program. Also, the university has organized “Samsung Technical Scholarship” which is an internship and recruitment cooperation program. In particular, Samsung recruits’ students and trains participants for 3 months at the company. The school cooperates with Samsung to monitor, guide, and evaluate the results of students participating in the program. Students are granted scholarships and paid salaries during 03 months of training at the company, recognized by the school for the graduation internship and officially recruited to work at Samsung after graduation. The program has been implemented by the University in collaboration with Samsung since 2015, the number according to the company's annual needs, in 2017 there were nearly 600 students participating in this program.

Ho Chi Minh City University of Economics and Finance has entered a number of agreements with business partners in the fields of business administration, finance, and commerce in its ongoing efforts to achieve the goal of diversifying the practical learning environment and increasing internship and career opportunities for students. UEF has agreements in place with ten businesses for this project, including BIN Corporation Group, GMG Auto Joint Stock Company - Dcar Motor, New tab Online Services Joint Stock Company, MTV One Member Limited Company, Phuong Nam CO., LTD, Trinity Group Joint Stock Company, NHAPHONET Joint Stock Company, Saigon Phat Thinh Credit rating JSC, MayBank Kim Eng Securities Limited, Smartland Real Estate Company Limited, and BiWeb Technology Investment and Solution Co., LTD.

Lu & Vu (2019) reported that HUTECH is one of the colleges that has successfully carried out a number of partnerships with businesses. The institution has an excellent total of 825 business cooperation activities and 72 MoUs with businesses (figures as of 2019). (Jobs, internships). For students to learn and practice at HUTECH, Toyota Vietnam has financed an experiment facility outfitted with vehicle equipment, spare parts, and tools. Other effective models, like the Ho Chi Minh City Industrial University, have secured funding from industry to outfit its more than 400 laboratories and 120 practice workshops. Higher employability for its graduates (>90%) has been a result of institution-industry models from universities like Nguyen Tat Thanh University, Van Hien University, and Van Lang University.

Hanoi National University has established cooperation with giant corporations in VietNam such as VinGroup, Viettel, PetroVietnam, etc. and every year the university is able to send nearly 1500 staff and 1200 students to participate in international exchange programs. These collaborations also bring thousands of scholarships for their students (nearly 5 billion/year) and many point projects to serve community development (Tran Sy Nguyen, 2020). 

Le Hoang Ba Huyen (2019) reports that Hong Duc University has also turned to UBC with quite many fruitful activities such as cooperating with Young Businessmen Association of Thanh Hoa province to organize “Innovation Ideas Contest” and established “Future Businessmen Club”; or cooperating with enterprises to carry out some research projects in agriculture, forestry and aquaculture, IT, business administration, engineering, etc; organizing joint conferences and workshops to exchange ideas about training programs, learning outcomes, internship, experiments, practices; inviting entrepreneurs to conduct training work skills for students; establishing centers for research, application and technology transfer in various fields. These centers effectively connect the university with enterprises.

According to Lu Xuan Cong & Vu Tien Dung (2019) HUTECH is among universities that has successfully implemented many collaborations with enterprises. The university has an impressive number of 825 cooperation activities with enterprises (figure as up to 2019) and 72 MOUs with enterprises (jobs, internships). In particular, Toyota Vietnam has sponsored an experiment facility fully equipped with automobile equipment, spare parts, tools… for students to learn and practice at HUTECH. Other successful models such as HCMC Industrial University have received support from businesses to equip its 120 practice workshops and more than 400 laboratories…UBC models from universities such as Nguyen Tat Thanh University, Van Hien University, Van Lang University… have resulted in higher employability for their graduates (>90%).

Despite successful programs, there are challenges that universities have encountered in developing cooperation with enterprises, especially the scarcity of quality and sustainable programs. Only 4% of UBC is on research and technology transfer. About 29% is on workshops, galas, and teaching. Cooperation is usually based on immediate needs, short term plans (78%). Very few recognize each other as long term and strategic partners (Lu Xuan Cong & Vu Tien Dung, 2019).

In a foreign-owned university setting in Vietnam, important UBC players, including offshore students and work supervisors, have demonstrated an effective framework for cooperation. Vietnamese university students, in contrast, collaborate with their academic and job supervisors separately in local institutions. This is due to the active participation of academics at this university in the planning, execution, and evaluation of placements for offshore students and their supervisors. Government authorities in Vietnam keep strict control over local tertiary institution operations and curriculum development. Even though the curriculum has been evaluated as being disconnected from the needs of the labour market and focused on "simple academic accomplishment, theory-oriented, and scholastically driven," universities are unable to make any modifications (Nguyen Thi Ngoc Ha, 2022).

According to Tran Sy Nguyen (2020), UBC in Vietnam exhibits many issues that pose great challenges for the key players in this process, i.e., the university, industries, and the government. Tran Sy Nguyen pointed out that even though many Vietnamese universities have achieved certain success with business partnerships, these collaborations are often short lived, seasonal, lacking long term and sustainable commitment. Typical one way supports such as scholarships for students for grants for lab equipment/facilities are popular. Very few cooperation on research and technology transfer, but the cooperation mainly focuses on training and providing labours for enterprises instead. The role of enterprises in training students is vague (there are requirements of qualifications such as entrepreneurs need to have master’s diplomas to teach). Tran Sy Nguyen also observed that the cooperation is dependent mainly on the “VIP” individuals, i.e., leaders of universities and enterprises (esp. alumni). In addition, the government has done little to support, i.e., has not been able to create a “leeway” or “playground” for UBC.

 

 

Table 4.1 Selected collaboration programs between industry and educational institutions in Vietnam

No.	Collaboration activity	Description	Participation of educational institutes	Participation of industry
Collaboration in education such as curriculum design & delivery, sponsorship & scholarships, industry training & professional courses, student recruitment for industry, lifelong learning, and student mobility
1	"New Collar and Skills Accelerator" – a collaboration program between Hanoi University of Science and Technology (HUST) and IBM to educate HUST students on digital skills	IBM supports the Institute of Information and Communication Technology (ICT) of HUST in training activities, especially supporting IBM's infrastructure, technology, and data in construction and upgrading as well as deploying the subjects of training programs in the field of ICT in general and Data Science and Artificial Intelligence in particular.	- Adjust the curricula to meet the requirements of the program; - Arrange a schedule for lecturers and graduate students to participate in courses and seminars instructed by IBM; - Organize and provide facilities for IBM courses and seminars; - Act as an intermediary to provide potential interns for IBM business partners in Vietnam; Equip students with essential skills for their internship at IBM business partner companies.	- Support upgrading the curricula for some modules of ICT training programs, especially the new training program: Data Science & Information Technology.  Accordingly, IBM's abundant sources of information, documents and data will be used by lecturers and students to improve teaching and learning efficiency. - Provide short courses and seminars on updated technologies for lecturers and graduate students. - Coordinate with the Institute of ICT to organize seminars, and training courses related to professional and soft skills for final-year students. Assist final-year students in finding suitable internship opportunities at IBM's partner businesses in Vietnam.
2	HUTECH and Toyota collaborate to organize an online seminar on “Toyota service activities and automotive development trends”.	The event helps students majoring in automobile engineering, understand the labour market and job requirements so that they can be well-prepared to find jobs that match their abilities and aspirations. Also, students are equipped with knowledge about trends in the automobile industry, especially hybrid cars.	- Provide a platform for the event and run the event; Arrange a schedule for students to participate in the event; Promote the company in media publications of the event.	Send experts to share with students about the job challenges and opportunities, and advise students on how to deal with the fluctuations of the job market in the current hard time; Apart from sharing information and experience, the experts from participating companies also answer questions and give advice to students. Provide materials of Toyota technologies and analysis of  hybrid cars.
3	An Giang University (AGU) and Loc Troi Group Joint Stock Company (Loc Troi) collaborate in training and research	-  AGU and Loc Troi cooperate in a number of main activities and applied research; -  Create conditions for students to approach businesses, internships, improve soft skills; -  Job orientation and job creation for students after graduation; -  Coordinate the implementation of basic research, applied research in current production practice.	Adjust curricula to meet the requirements of the program; Arrange a schedule for students to participate in courses and seminars instructed by Loc Troi; Select candidates for the scholarship provided by Loc Troi; Connect students and Loc Troi to provide candidates for internships.	Award scholarships to students with excellent academic achievements in Horticulture and Plant Protection major; Support in improving curricula of the agriculture-related subjects; Send experts to courses and seminars; Provide job and internship opportunities.
	UEF and 10 enterprises collaborate to provide job and internship opportunities for students	UEF and enterprises collaborate to prepare essential skills for students before graduation. Also, students are provided with job and internship opportunities at the participating enterprises.	Create plans for students to come to practice at enterprises; Promote the image of enterprises in media publications; Provide high-quality human resources for the enterprises; Cooperate in scientific research to find out methods to promote the development of the enterprise.	Coordinating the organization of seminars on professional experience and necessary skills for students to work in the business field of enterprises; Provide a source of speakers to share in specialized subjects in workshops, talkshows, etc.; Contribute to the development of UEF's output standards, programs, and curriculum; Provide job and internship opportunities.
	Nissan Automotive Technology Vietnam Co., Ltd (NATV) and Hanoi University of Industry (HAUI) collaborate to organize the talented bachelor's program	The joint training program is built to recruit excellent students to work at NATV, and at the same time contribute to the cause of training high-quality human resources in Vietnam through technical learning. Advanced technology in Japanese enterprises.	-  Gather students to participate; -  Coordinate the implementation of recruitment seminars; -  Support student management; -  Adjust student schedule based on the requirements of the program.	-  Select qualified students; -  Provide scholarships and full training costs; -  Support implementation costs for HAUI. -  Provide opportunities to practice at the Company with advanced NX - CAD software; -  Provide training sessions on basic Japanese and working style.
Collaboration in research such as R&D project and academic mobility
4	HUST and BOWAY Group sign MOUs to collaborate in training and research on science and technology	HUST and BOWAY Group (China) sign a cooperation agreement for 5 years in training, research, and development activities to support and improve the efficiency of realizing the mission and development strategy of the two parties in each period.	-  Send excellent lecturers and students to participate in the research process; -  Equip lecturers and students participating in the research with knowledge about BOWAY products to prepare for effective research; -  Provide facilities for research; -  Organize and provide facilities for seminars on new technologies and potential development orientations.	-  BOVIET SOLAR (a part of BOWAY) supports HUST with 15 KWp solar photovoltaic modules for training and research laboratories in the field of Solar Cell Technology and Renewable Energy; -  Provide new equipment and material for research if required; -  Send experts to conduct research with HUST members; -  Send experts to share and update new technologies in the industry and potential development orientations;
5	Hue University of Agriculture and Forestry (HUAF) and 4 entities (AIO Investment and Project Development Joint Stock Company, Green Agri Technology Joint Stock Company, Young Entrepreneurs Association of Thua Thien Hue Province, Nhat Thien Huong Company) sign an MOU in training, research, internships and job opportunities	The program offers students majoring in Rural Development at HUAF financial support as well as opportunities to practice in a professional environment and develop essential skills for their future careers. Also, HUAF is supported in conducting research and thus, participating entities can have new innovations for their business.	-  Prepare a team of researchers to implement the research project; -  Provide facilities for research; -  Equip researchers with knowledge about current products and demands of participating entities to prepare for effective research; -  Promote participating entities in the media presence of the program and connect participating entities with students.	-  Provide HUAF researchers with financial support in the fields of agricultural innovations; -  Collaborate with faculty members in creating project proposals and research implementation. -  Send experts to support HUAF if necessary.
Collaboration related to knowledge transfer such as commercialization, entrepreneurship, and social entrepreneurship
6	Vietnam National University, Hanoi (VNU Hanoi) and Eco CNC Pharmaceutical Joint Stock Company (Eco CNC) collaborate to organize the pitching with the University of Science – VNU Hanoi (HUS)	Organize a pitching day for products from HUS and introduce Eco CNC these products.	-  Presented a group of products with potential applications; -  Present development needs toward transfer and commercialization; -  Propose a plan to develop and commercialize the products.	-  Present Eco CNC’s needs to order some products that are suitable for the market; -  Evaluate the possibility of commercialization of HUS’s products; -  Give feedbacks about the proposed plan for the products.
7	“Innovative Technology Entrepreneurship the University of Danang 2021” – a competition organized by Da Nang University (UDN), Department of Science and Technology, and enterprises (Joint Stock Commercial Bank for Investment and Development of Vietnam (BIDV), Hai Van Branch and Viettel-CHT Company Limited).	This competition, which was first instigated by UDN's Student Association, is a "playground" for students who are enthusiastic about start-ups in the field of technology. It has drawn many students from Da Nang's high schools, colleges, and universities with more than 80 ideas, projects, and products.	-  Provide facilities for ceremonies and run the competition; -  Promote the competition to students; -  Provide human resources for the evaluation of projects; -  Support participants when problems arise (e.g COVID-19).	-  Send experts to evaluate the projects; -  Sponsor the competition; -  Provide prizes for winners.
8	Hong Duc University (HDU) and Young Businessmen Association of Thanh Hoa province to organize “Innovation Ideas Contest”	This is an annual activity of the University in collaboration with Young Businessmen Association of Thanh Hoa province in order to promote creativity, ability to apply the trained knowledge to practical activities of students in the university environment and to generate promote creativity and application of science, technology and techniques of HDU’s lecturers and staff, as well as officers and employees of young enterprises in production and business development activities.	-  Provide facilities for ceremonies and run the competition; -  Promote the competition to students; -  Provide human resources for the evaluation of projects;	-  Promote the competition to professional workers and member of the association; -  Send experts to evaluate the projects; -  Sponsor the competition; -  Provide prizes for winners.

 

 

5.              Training and education collaboration in food processing industry

5.1           An overview of Vietnam food processing sector

Food processing is viewed as a highly competitive sub-sector in the Vietnam’s manufacturing and processing industry, accounting for nearly 1% of all enterprises but contributing up to 19.1% of this industry's product value (GSO 2021). Very early on, the food processing industry was incorporated into the global economy, particularly after Vietnam joined the WTO in 2007. As one of the top exporters of agro-forestry products globally, Vietnam's food processing industry is also one of the fastest growing in the world, gradually supplying highly competitive products, dominating the domestic market, as well as increasing exports (UNIDO 2019). Food currently accounts for the greatest proportion of Vietnamese consumers' monthly spending structure (GSO 2021). The government's goal for the development of this industry is to focus on high-value products with robust backward and forward value chain links.

Food processing industry employs 1.5 million people and is one of Vietnam's most labour-intensive (Cunningham and Pimhidzai 2018). It contributes significantly to the success of the country's new rural development policy by providing a monthly income of between VND 5,000,000 and VND 6,000,000 per capita and employment for people, particularly in rural areas (UNIDO 2019). Although the food processing industry in Vietnam is growing at a 7% annual rate, there are a few bottlenecks that must be overcome. Certain agricultural products still have high processing costs in comparison to other countries in the region and the rest of the world, and a significant portion of exports remains low-value-added products due to low investments in deep processing and the creation of high value-added products. Approximately 75% of the workforce in small and medium-sized enterprises (SMEs) lacks technical or professional training, which makes it challenging to apply advanced technology in production (UNIDO 2019).

This section presents results of surveys of labour education and training activities in institutes and food industries in Vietnam. We investigate the knowledge and skill gaps in the workforce in the Vietnamese food processing industry and identify some of its future skill requirements as well as the challenges and needs for collaboration between educational institutions and enterprises. 

5.2             Existing education and training programs for food processing sector

The training programs in food processing sector consists of vocational training programs, bachelor training programs and post-graduate training programs. All training programs are presented in Appendix, Table A1-Vocational training programs for food processing sector.

According to the Decision No. 2239/QD-TTg dated December 30, 2021, of the Prime Minister on approval of the Vocational Education Development Strategy in the 2021-2030 period with the vision towards 2045, Vietnam is striving to raise its vocational education to the level of top regional countries by 2030. Vietnam will focus on boosting the quality and efficiency of vocational training to meet the demand for skilled laborers for modern industrial production. The strategy aims to meet the diverse demands of the labour market and the higher requirements in human resources qualifications for national growth in the new period. The rate of trained laborers with certificates is expected to reach 30% of the workforce in 2025 and 35-40% in 2030. In 2025, about 40-45% of high school graduates are expected to take up vocational training. Whereas, laborers acquiring information technology skills would make up 80% of the total workforce by 2025 and 90% in 2030.

• Vocational training programs

The vocational education and training program (VET) provides three training levels, including elementary level, intermediate level, and college level. The training durations for different levels are from 3 months to under 1 year for elementary level, from 1 year to 2 years for intermediate level and from 2 years to 3 years for college level. All vocational training programs are carrying out by colleges that belong to Ministry of Labour – War Invalids and Social Affairs. The vocational training programs focus on providing students with practical knowledge and skills. The practical time and internship in food processing industry account for at least 60% of the total training time. For example, the food technology training program has 87 credits (25 subjects) with the total training time of 2,145 hours. Among them, 594 hours (27.7%) for theoretical studies and 1,551 hours (72.3%) for practical studies and internship in food processing industry.

Generally, all the vocational training programs have the same basic and fundamental knowledge. The specialized modules/courses are different depending on the training program. The modules/courses are built focusing on the specialization area of the training program (Table A1). Specialized modules/courses provide students with theoretical knowledge of food products processing technologies. In particular, all modules/courses have practical content that takes up a large proportion of time in order to develop vocational skills for students.

• Bachelor training programs

While Vietnam continues to transform into a successful industrial economy, changes in trainings are required to prepare for a highly skilled workforce to meet economic development demands. With the food processing industry's goal of creating more products with high added value and integrating into the global supply chain, human resources for production management as well as technicians and specialists in food technology play a critical role in achieving the goals. These human resources are primarily educated at universities with a major in food processing technology.

Table 5.1 Structure and content of programs for food technology in Vietnamese universities

Structure of programs	Content
General knowledge	Natural and social science knowledge base, e.g., Advanced maths, statistics, philosophy, communication, languages (Vietnamese and English), sport and physical activities, etc.
Fundamental knowledge of food technology	Food Chemistry Food Biochemistry Food-Engineering Food safety
Specialized knowledge of food technology	Postharvest handling of agricultural products Food processing technology (for different products) Food Packaging Management System and Quality Assurance Food Product Development Enterprise Management

University training programs in food technology typically last four years including three components (Table 5.1): general education knowledge, fundamental knowledge, and specialized knowledge of trained majors. It provides the structure of food technology training program synthesized from four major Vietnamese universities. In addition to general education knowledge, the programs offer students instruction in food chemistry, food biochemistry, food engineering, and food safety to give them a foundational understanding of food technology. Training programs also offer knowledge in areas such as packaging, management system and quality assurance, food product development, food processing technology, and post-harvest handling of agricultural products.

• Post-graduation programs (master and PhD programs)

The post-graduate training programs in food processing sector aim to (i) train high-skilled labours that is capable in research practice, teaching and specialized scientific activities in food processing sector and (ii) improve the quality of training to meet the demand for high-quality human resources for the sustainable development of Vietnamese food processing sector. The post-graduate training programs focus on providing students with deep knowledge and professional skills on food products technology, new product R&D, quality management in supply chain, food safety as well as production management. Graduates from master and PhD training programs have qualified and intensive prospective, good scientific thinking, and have the ability to explore and resolve the new scientific problems in the field of food products technology; have ability to research independently and to collaborate with other scientists; have ability to present new scientific ideas and research results; ability to train the undergraduate students, and to supervise the students to conduct the research.

The master training programs in food processing sector are offered to answer the need of food industry to employ professionals understanding in food processing areas. The programs are open for professionals in food industries and governmental officers. After graduation, master graduates will have competence in food technology areas including food processing, food packaging, food storage, food product development, food quality assurance and food safety. All master training programs in food processing sector consist of 60 credits, including 14 credits for general knowledge, 19 credits for fundamental and professional knowledge, 12 credits for scientific research and 15 credits for master thesis. Courses for general and fundamental knowledge of all master training programs are the same. However, courses for professional knowledge are different from each training program (Table A1). Topics for scientific research and master are identified based on the need of specialization areas of the training program.

The PhD training programs in food processing sector emphasize on off-the-shelf research to create new knowledge and explore future challenges. The researcher is expected to identify the research gaps, formulate objectives, develop methodologies for finding solutions to real life problems. PhD training program is a research-based doctorate course. The PhD training program consists of 90 credits, including 8 credits for course work, 10 credits for doctoral research topics and 72 credits for PhD thesis. Compulsory courses are different from each PhD training program depending on the field of specialization. However elective courses are the same for all PhD training programs in food processing sector (Table A1). Doctoral research topics and topics for PhD thesis are identified based on the need of specialization areas of the training program.

Executive training programs

Currently, there are not many executive training programs on operation and management in the food processing sector being implemented in Vietnam. There are some training programs focused on fish processing sector such as quality management and food safety, human resource development, production management, etc. that are implementing by Vietnam Association of Seafood Exporters and Producers - Training and Trade Promotion Center.

Even though there are many training programs at various levels for the food processing industry, there is still a shortage of marketing, product development, leadership, and management in agribusiness courses in the face of increasing competition challenges and consumer demands for product quality.

5.3           Training activities in food processing enterprises

To understand the labour training activities happening at food processing companies we carried out a survey at firm level. The survey aims to investigate skill gaps for professional employees in the food processing sector. In the survey we define professional workers as those who have completed at least a two-three-year higher education program in a college or university. We focus on professional employees working in four high-skill positions; i) Food Production Operators; ii) Food Safety Specialists; iii) Food Production Engineers; and iv) Food Analysts.

Beside the main results presented in Manuscript of WP1 that assess the difference between the level of existing knowledge and skills and the owner’s and top manager’s perceptions of what would be the required skills for these positions, we also assess the training activities in the companies, the challenges and necessary knowledge and skills for high employment positions in the companies.

Table 5.2 shows training activities of food processing enterprises from our survey with 50 enterprises. Most companies have training courses for their employees and focuses on various professional areas. Professional workers are defined as those who have successfully completed a higher education program (2–3 years in a college) or higher. These qualified workers may hold high-skill level positions such as food production operator, food safety specialist, food production engineer, and food analyst. Human resource training activities can be organized by enterprises themselves or by facilitating the workforce's participation in training activities outside of the enterprises.

Over 80% of companies in the survey reports that they have internal training activities for their employees at professional position. The internal training means the more experienced staffs train the younger and new entry staffs at the factories. External training is the training courses organized by outside organizations such as association, universities, or private training institutes. About 60% of companies in the survey report that they often send their staffs to training courses organized by external organizations. Food Safety Specialist is the most attended to get trained internally as well as externally, implying that the knowledge and skills of this professional position require regular upgrading and thorough training.

Table 5.2. Training activities at food processing enterprises

Professional Position	Training at the companies (Internal training)		Training at organizations outside the companies (external training)
	Yes (%)	No (%)	Yes (%)	No (%)
Food Production Operator	80	20	66	34
Food Safety Specialist	86	14	66	34
Food Production Engineer	84	16	56	44
Food Analyst	78	22	60	40

 

5.3.1     The necessity and challenges for universities and enterprises in training activities

To further investigate the challenges in training activities in food technology, a workshop with 6 representatives from food processing companies and 4 from the universities was hold. Two major issues were brought up in the workshop for discussion: 1) The ability of workers with various skill levels to keep up with the demand from enterprises. 2) Particular issues that universities have with labour supply. Table 5.3 indicates the challenges for universities and enterprise in training activities.

 

 

Table 5.3 Challenges for universities and enterprises in training activities

Universities’ challenges	Enterprises’ challenges
Lack of opportunities for internships with enterprises	New hires often cannot meet job requirements
Lack of facilities for practical activities at universities	Constantly changing labour, enterprises must retrain their workforce, which is very costly in time and money
Some universities have not kept up with changes in the food industry, resulting in training programs not being linked to the industry's production and business practices.	Workforce lacks adaptability to industry 4.0 and digital transformation
Tuition fee levels are set in accordance with government regulations, making it difficult for universities to invest appropriately in training on a limited budget.	Due to supervisory and resource limitations, smaller enterprises may experience difficulties with training activities.

Due to weak ties with enterprises, there are few opportunities for students to complete internships, which poses a major challenge for universities training human resources in the field of food technology. Additionally, tuition level for learners from non-autonomous universities must not be higher than that permitted by government regulations. As a result of reduced government funding for universities and potential effects on the educational system, there is more or less a trade-off between investment costs and training quality.

Even after four years of training at universities, representatives from enterprises in a workshop stated that graduates from universities frequently struggle to immediately meet job requirements and that because university students are primarily trained in theory, their most lacking skill is their ability to apply and solve practical problems. Additionally, since a portion of the products in the food processing sector are exported, it is crucial for the growth of this industry to comprehend consumer preferences in order to produce appropriate products. Enterprises are also facing challenges in meeting the new requirements of the industrial revolution 4.0 due to a shortage of human resources capable of adapting to industry 4.0 and digital transformation.

There are urgent requirements from both school and industry to improve the labour skills for Vietnam's food processing industry. Up until recently, efforts have primarily been concentrated on increasing and reforming education programs of skills through changes to higher education to address the shortage of skilled professional workers and a vocational training program for the workforce to create jobs. The requirements from industry have received less attention from policymakers, though not entirely disregard. To maximize the returns from the sizeable investments that governments, enterprises, and individuals have made in higher education, concentrating on the supply of skills is seen as a necessary but insufficient requirement.

Universities must therefore carefully examine business trends and create curricula that meet industry demands. The training programs at the universities need to be improved in the context of the food processing industry so that they focus on its development objectives, which centre on higher-value-added production and the integration of the Vietnamese food sector into the global supply chain as well as the strengthening of links with the labour market. Universities should include more technical skills and information about the industry's digitalization in their food technology curricula so that the industry's workforce has the skills needed to boost production efficiency and keep up with technological advancements and global competition.

The private sector should take a more active role in funding and delivering training from the demand side. Because there is a considerable skill gap in the workforce, businesses must figure out how to upgrade low-skilled workers while the economy is growing.

The collaboration between education institutes and enterprises is a common trend in higher education. These collaborative activities at various levels aim to develop and improve human resource quality. Table 10 shows the demand for collaboration between enterprises and universities that can be applied for the food processing sector. These collaboration models necessitate the active participation of both universities and enterprises. A participatory approach to training by all parties can promote mutual benefits and the sustainability of the collaboration.  Enterprises contribute to this collaboration by directly participating in training activities such as teaching and internship guidance. Meanwhile, universities also participate in training human resources according to the orders of enterprises, as well as invite enterprises to participate in the university council to develop the university's strategies in training human resources to meet the labour market demand and industry needs.

 

 

Table 5.4  Demand for collaboration between enterprises and education institutes

From the enterprises’ demand

Training collaboration in accordance with the agreement between universities and enterprises to ensure that students have adequate knowledge and skills and are employed after completing the training program.

Collaboration in organizing training to improve workforce’s expertise that meets the needs of enterprises

From the universities’ demand

Collaboration in training activities such as enterprise field trip for students, graduate internship, enterprises’ participation in test and evaluating learning results

Collaboration between universities and enterprises in developing training objectives, training programs, and methods and organizational forms of training

Collaboration with enterprises in university governance:  enterprises participation in the University Council to jointly develop the university development strategy

5.4           Identifying education and training programs for food processing sector

From the demand of universities and enterprises, collaboration between universities and industries typically takes various forms. We identified five programs that represent the various modes of engagement between universities and industry in the food industry.

• PROGRAM 1: Advanced training courses for the food processing industry

Program including courses that help businesses and educational institutions spread cutting-edge information and technology. University instructors and business professionals discuss new information and techniques related to processing technology, marketing, and management. This program also opens doors for business-to-business interactions and relationships.

Advanced courses in technology and engineering focusing on new product development and product quality management, as well as digital marketing and sales, and business management, are designed and implemented collaboratively by universities, businesses, and associations. The training program covers a specific topic, lasts a few days to a few weeks, and is held at a business or a university, combining presentations and business visits. Employees in key positions in businesses will participate in this program. Courses are customized for each business or group of businesses with similar needs.

• PROGRAM 2: Short-term training courses for newly graduating students

The program aims to provide opportunities for final-year students or recent graduates to update their specialized knowledge and soft skills so that they can begin working immediately after graduation. It also increases the opportunity for lecturers to update their practical knowledge through business exchanges; and assist firms in becoming more proactive in their recruitment efforts, ensuring quality and quantity while lowering recruitment and training costs for new graduates.

The enterprises will actively propose the detailed content of the training courses and the universities will contribute to its development. Either the enterprises or the universities may host the courses. Practices and internships at enterprises are guided by lecturers and enterprise staff. The program includes the following courses:

• Update specialized knowledge of food processing technology and techniques.
• Update specialized knowledge in management, administration, marketing, accounting, and corporate finance.
• Soft skills courses such as problem-solving and decision-making skills, communication skills and working style in food processing companies, foreign languages (English, Korean, Japanese, Chinese), word processing skills, work discipline, etc.

PROGRAM 3: Industrial PhD Program and collaborative R&D projects

The program will help universities and enterprises to access modern technology and knowledge, through supervisors and PhD students and participants of R&D projects. PhD students who work for the enterprises will receive training and make long-term contributions to the enterprise. Enterprises receive research results for the issues they are facing. Enterprises and academic institutions can share knowledge, expertise, and research findings for problems.

Under the supervision of professors in universities and staff members with equal qualifications in enterprises, PhD students will conduct research projects that enterprises are interested in. Depending on the available resources and specialized themes, research is done at both enterprises and academic institutions.

The time and regulations to ensure the quality of research will be the same as those used by the university's doctoral programs. PhD students can be people who work in enterprises or people who are recruited from outside sources, as with other doctoral training programs; however, priority is given to those who work in enterprises.

We have learned the industrial PhD program and collaboration in R&D projects from Denmark and other Nordic countries. Especially, we have learned from MADE (Manufacturing Academy of Denmark), that is a successful case study for educational cooperation between enterprises and schools. MADE is created to unite companies and universities to apply research, innovation and strengthen education to improve the competitiveness of Danish manufacturing and ultimately making Denmark the world’s most competitive manufacturing country. MADE has three platforms (MADE SPIR, MADE DIGITAL, and MADE FAST) that allow members to participate based on their needs. MADE has successfully funded many research projects and proved to be a well-functioning cooperation between industry and education institutions, creating, sharing and implementing knowledge in Denmark and across EU.

PROGRAM 4: Integrated training program for college system

The program intends to deliver a trained workforce to the labour market in the food processing industry under a new model with the involvement of schools, employers, and associations. Graduates' knowledge and abilities quickly satisfy companies' needs. Schools and enterprises can share documents, information, and effective training techniques.

The training program is integrated into Vietnam's present college-level training system and combines classroom instruction with on-the-job practice. The program will last 2 years, including basic and basic subjects trained at schools, specialized subjects can be trained at schools or at enterprises, combining both study and practice. Admission is in accordance with the criteria set by the Ministry of Education and Training.

Denmark has developed very successful the integrated models for vocational training system. We have learned through case study of Niels Brock Copenhagen Business College (a.k.a. Niels Brock), that is known for business, management, and vocational education in Denmark. A special feature about Niels Brock is that the school is managed by a board consisting of members from the business community in conjunction with a rector who oversees daily operations. Their main programs are typically composed of both school-based education alternating with training at the workplace. Niels Brock signs agreements with companies and the approved companies will offer trainings for students based on their needs. This close cooperation with the business community allows them to identify the competency needs of employees and together they tailor their educational programs that cover the most up to date competencies that are needed in the business sectors. Students have quite flexible choices as Niels Brock provides opportunities for both job qualification as well as higher education access, not to mention opportunities for programs which are designed for specific needs and restricted time frames. Employees of companies can sign up for courses in all areas of business such as leadership and management, accounting and finance, marketing, HR, etc. through which they can upgrade their knowledge and skills needed for their jobs.

PROGRAM 5: Training program in accordance with the enterprise's requirements

Bachelor, master or short- term executive programs are offered in accordance with the enterprise's requirements. An agreement/order between the enterprise and the university served as the basis for the creation of the program. Enterprises have specific requirements for the University's training program to develop human resources to meet the actual needs of enterprises.

The training program is part of the current higher education system in Vietnam. Admission is in accordance with the criteria of the Ministry of Education and Training. There is a commitment and regular exchange between the University and the Enterprise to ensure the quality of graduates in accordance with the requirements of the business.

The enterprise will sponsor the entire training cost during the training process, support practical activities and internships taking place at the enterprise and provide scholarships for students to cover accommodation costs. After graduation, students commit to work at Enterprises.

This program is referred to a similar program that Nha Trang university and Minh Phu Corp has collaborated. Minh Phu Seafood Corporation, one of the leading shrimp producers and exporters in Vietnam and the world,  signed a cooperation agreement to implement a project on training human resources for the seafood industry, referred as Minh Phu program since 2022. This model is expected to help improve the training quality and ensure high skilled labour force for the fishery sector. On the basis of this cooperation, Minh Phu Corp will support ten billion VND for 100 students/cohort in 2 majors including Aquaculture and Aquatic Product Processing Technology in 5 continuous cohorts. The total value of the program is VND 50 billion. In the Minh Phu program, the training time will be increased to 4.5 years, the duration of practice and internships will be increased, the duration of training of English, informatics and other soft skills, knowledge and skills on management and administration will also be increased. Students that enrol in Minh Phu program receive support in term of tuition fee, dormitory, and have chance to visit and have internship at the business, access to innovation-related activities and new advanced technologies or participate in corporate events, thereby early access to professional reality. Especially, the company also commits 100% graduates to having a job at Minh Phu Corp. The cooperation between Minh Phu Seafood Corporation and Nha Trang University will promote training activities, meet high-quality human resources in the seafood industry and contribute to the development of the fisheries sector in particular and the marine economy in general. This is also a new model implemented in the trend of university autonomy, which is training according to the orders of enterprises, training according to the needs of society and employers.

 

6.              Training and education collaboration in electronic industry

6.1           Overview electronic sector in Vietnam

Vietnam's electronics industry (EI) has impressively developed since 2010, proved as a marvel of industrial production and leverage of economic development by its successful achievements in manufacturing (Ngoc & Binh, 2019). It has grown significantly and ranks as a key electronic exporter from 47 in 2001 to top 10 in 2021 worldwide (GOS, 2022). It is now a global hotspot in electronics production and large potential for development, being the home to multinationals like Samsung, Intel, Foxconn, and LG. Many of these companies have been present for decades, managing to build up strong supply chains, thanks to early long-term investments. The EI is a basic material production industry of the national economy, has a key position in the economy and has been expected a significant spillover effect on other industries. Vietnam's EI industry mainly produces electronic products, computers and optical products. The main products of the EI are electronic components, complete phones, phone components, assembled televisions, tablets, iPads and computers.

In the period 2016-2020, Vietnam's electronics industry has growth dramatically, number of FDI projects in the electronics are increasing significant, with the participation of big electronics firms in the world such as Samsung, LG, Foxconn. The production of manufacturing electronic products, computers and optical products increased by 13.94%, of which in 2017 reached the highest increase of 35.2%. (GSO, 2022).

The government has provided incentive tools to attract more FDI companies, including tax incentives, new hi-tech zones, and industrial parks. Low labour costs and several FTA also are important factors to invite FDI companies. The total number of enterprises in Vietnam's electronics industry in 2019 was 2,532 (GSO, 2022). Table 6.1 below is information on large projects invested in Vietnam by major corporations in the world.

 

Table 6.1 Big investment projects in electronic industry in Vietnam.

No.	Project Name	Place of Investment	Investment Capital (Mil. USD)	Main Product	Year of Operation
1	Samsung Electronics Vietnam - Bac Ninh (SEV)	Bac Ninh	2,500	Mobile phone, Mobile devices and ICT hi-tech devices	2008
2	Samsung Electronics Vietnam - Thai Nguyen (SEVT)	Thai Nguyen	5,000	Mobile phone, Mobile devices and ICT hi-tech devices	2013
3	SEMV	Thai Nguyen	1,230		2013
4	Samsung Display Bac Ninh (SDV)	Bac Ninh	6,500	LCD & OLED	2014
5	SDIV	Bac Ninh	133		2009
6	Samsung Electronic HCMC CE Complex (SEHC)	HCMC high-tech park	2,000	Development and manufacturing hi-tech household goods	2014
7	Samsung Vietnam Mobile R&D Center (SVMC) - Ha Noi	Under construction: West of Hanoi	220	R&D Center	2020
8	LG Electronic Vietnam	Hai Phong	1,500	Household electric goods, mobile phone, electronic device for cars	2015
9	LG Display Vietnam	Hai Phong	2,500	OLED TV, OLED display devices, LCD	2016
10		Hai Phong	750		2021
11		(to be invested)	1,500		2021
12	Intel Products Vietnam	HCMC high-tech park	1,000	Micro chip	2006
13	Canon Vietnam	Hanoi, Bac Ninh	306	Printer and scanning machines	2001
14	Nokia Vietnam	Bac Ninh	302	Mobile phone	2013
15	Panasonics Vietnam	Thang Long - Hanoi	224	Households electric goods and components	2003
16	Fukang Technology (Foxconn Singapore PTE. Ltd.)	Quang Chau, Bac Giang	270	Manufacturing laptop, tablet	2021
17	Ja Solar Vietnam	Quang Chau, Bac Giang	210	Manufacturing optical panel, cell	2021

 (Source: General Statistics Office)

 

 

Despite the significant development in term of production and export revenue, some critical problems are remained such as low value added, inconsistent structure, import dependence for production, lack of unified government control, low skilled labour, etc., that are obstacle for Vietnam to upgrade to global value chain.  Moreover, the domestic supporting industry has not yet developed, there is a lack of linkages between domestic and FDI enterprises and participation in the global supply chain. Domestic enterprises are small, weak, poorly link with FDI enterprises. To sustain its rapid development, the country will need to upgrade its position in global value chains, from just being a source of cheap labour to higher value-added activities.

6.2           Labour force in Vietnam's electronics industry

Electronic sector provides over one million employments, making it the largest job-creating industry in Vietnam over past decade. The total number of employees in the industry has increased rapidly, as shown in figure 6.1 below. The percentage of female workers has decreased in recent years but still accounts for 60%, most of them are young workers and migrant workers (ILO, 2022). The demand for recruiting high-qualified technical staffs is also gradually difficult, there is a competition between enterprises.

 

(Source: General Statistics Office)

Figure 6.1 Workforce in electronic sector in period 2010-2020 (1000 people)

 The salary in the electronics industry has increased over the years and the average salary is higher than that of other manufacturing industries and the national average, over 7 million VND per capita monthly and employment (ILO, 2022).

(Source: General Statistics Office)

Figure 6.2 Average salary in electronics, manufacturing industries and national (1000 VND/month)

A large young and low salary labour force are competitive advantage of Vietnam’s EI. The number of trained workers at universities, colleges and vocational secondary schools accounts for about 10-15%. These workers are equipped with basic knowledge and relatively good foreign languages. The rest of employees are self-trained after being recruited by enterprises. Depending on the job position, the company will have appropriate training methods and content. Mentoring and apprenticeship methods are commonly applied. Regarding training content, usually includes: (1) Basic skills: Report writing; Reading and understanding technical drawings; Using the software; Writing and sending work emails; Problem solving. (2) Intensive training: Direct on-the-job training; Assigning work, training, learning, internal coaching by managers or experts. (3) Regulations: Comply with internal regulations and labour discipline.

In general, labour force in Vietnam’s EI is mostly involved in labour-intensive, low value-added outsourcing and assembly. The shortage of skilled workers remains a major challenge for the industry. Preliminary results of the latest enterprise survey conducted by the VCCI with the support of the ILO show that around 60% of enterprises surveyed consider the shortage of skilled workers to be a challenge from the middle level, moderate to severe in the electronics sector. About 50% of enterprises also consider the professional skills of supervisors and managers a big challenge (ILO, 2022). 100% graduates recruited frequently struggle to immediately to meet the job requirements, must be retrained. The reason is the school only provides general training, primarily trained in theory knowledge, it is difficult to meet the specific requirements of each company or job. In general, the quality of training from universities, colleges and vocational secondary schools still does not meet the requirements of enterprises.

The proportion of workers in this industry working more than 48 hours a week accounts for about 50% of the total number of workers in the electronics industry; there are some parts of workers exposed to dangerous chemicals, noise and excessive use of microscopes, exposure to electronic waves.

The new graduated electronics students are always the main additional labour source for the above-mentioned shortage of electronic human resources. Most of these students have quite good theoretical knowledge and background in electronics fields, but they also have many challenges for the future work, the common challenges of these fresh graduated students are weak and lack of a lot of practical skills, such as the working practice, foreign languages, compliance with rules, regulations and laws at workplace, etc. In addition, in the many training institutions, the students also have not been updated the new knowledge, science and technologies, which are being applied currently in the factory production process as well as research and development of new electronic products to meet the market and competitive requirements. For the mentioned reasons, it is difficult for new graduated students to find suitable jobs after graduation, and they also need additional training at companies after being recruited. To solve these problems, the training institutions need to cooperate closely with the enterprises and experts in the training programs, courses, and practical places.

Currently, the electronic companies in Vietnam are FDI companies and are mainly assembling and processing electronic equipment. Most of factory workers are women and work on the production assembly line, the companies recruit a lot of unskilled workers at the age from 18 to 35, some companies accept their workers at the age of 15 after graduation from secondary schools.  So, the workers with the age of over 35 may be laid off by the companies or quit the work by themself because they cannot follow the production line due to health problems, especially the poor eyesight. In addition, automation process happening in many electronic factories also create big threats of being laid off.  

Usually, the factory workers spend from 8 to 12 hours a day in working, they have no time to think, prepare and attend training courses for other future jobs if they are laid off. With the age of over 35 and lack of appropriate skills, they find it be very difficult to get a new job and earn reasonable income. Thereby, a lot of unemployment people at over 35 years old will create the pressure too much on social resources, they only receive the small unemployment benefits, which will not be enough for their life and families leading to many bad problems arising for the society. So, the job and income for the over 35-year-old fired electronic workers will be a big societal challenge now and also in the future for Vietnam.

To solve these problems, the government need to have the policies and laws that support for them, which may include both rules and laws to force the companies having the responsibilities for vocational training or even the companies must have a deposit fund to support the vocational training for their workers if the workers are laid off. Moreover, employees also need to be warned about the possible unemployment in the future and prepare for new suitable jobs by themselves so that they can have a sense of self-study or join the vocational training courses in order to find a new job and have income if they are fired by the electronic companies.

In order to contribute to the above inadequacies, strengthening and upgrading Vietnam's TVET system to help it meet the requirements of the country's labour market, and of the electronics industry in particular, in the next stage of industrialization is very urgent. The country needs to comprehensively reform the vocational training and education system in an open and flexible manner to improve the quality of education and training in order to improve the quality of human resources, take advantage of the golden population opportunity, and serve economic restructuring, meeting the process of industrialization and modernization of the country in the context of the 4.0 Industrial Revolution. Focus on training professional skills, foreign languages, discipline, discipline, ... to meet the development requirements of the electronics industry.

6.3   Existing education and training programs for electronics sector

The training programs in electronics sector consist of the vocational training programs, bachelor training programs, engineering, post-graduate training programs and the short courses, which are shown in the appendix Table A2. All information is collected from training institution websites, almost information is found, and some schools did not publish the detail their training programs.

Table A2 in Appendix provides the detail information both the aim and courses in the electronic field at all training levels, below are some short and general conclusions:

Vocational training programs for industrial electronics sector

The vocational training programs for industrial electronics sector focus on providing students with practical knowledge and skills and trained at colleges, intermediate schools, and vocational centres.

According to the General Department of Vocational Education - the management unit of colleges and intermediate schools, there are more than 1,911 vocational education institutions, including 408 colleges. However, the percentage of trained workers with degrees and certificates is about 26.2%, most of the workforce currently do not have degrees. Therefore, it is necessary to continue to train and re-train the workforce for improve the quality of human resources. The general goal of vocational education in the coming time is to continue to innovate and create a strong change in the quality and effectiveness of  TVET, especially in training high-quality human resources in the direction of application and practice, ensure to meet the needs of skilled human resources for the labour market, contribute to improving labour productivity and the competitiveness of the economy, economic recovery and development in the context of economic impact the impact of the Covid-19 epidemic and international integration.

Vietnam's electronics industry is one of the fastest growing and most crucial industries in Vietnam. This is the largest labour recruitment industry in the country, accounting for 8.66% of the country's total employment in 2021. There are about 100 colleges and 150 intermediate schools that are training technical workers for the electronics industry. Generally, all the vocational training programs in electronics industry have the same basic and fundamental knowledge. The specialized courses are different depending on the training program. The courses are built focusing on the specialization area of the training program (Table A2). Specialized courses provide students with theoretical knowledge and practical vocational skills of electronic engineering technologies. However, the rate of trained workers in this field is low, accounting for about 15%, compared to 26.2% in general all fields. Lack of skilled labour is a huge challenge for the Vietnamese electronics industry in securing the supply chain. Therefore, the demand requires qualified and trained human resources. professional skills are constantly increasing.

 

Bachelor programs for industrial electronics sector

Since enterprises in the electronics industry, especially FDI enterprises, have increased rapidly in both quantity and scale, the demand for human resources for this industry has also increased rapidly in recent years. Out of a total of 245 universities, there are nearly 40 universities that have training programs directly related to the field of electronics. The current and upcoming trend is a rapid increase in the number of schools offering training as well as an increase in the number of students enrolled in this major to meet the actual demand. Unlike vocational training, higher education is managed directly by the Ministry of Education and Training.

Bachelor training programs in industrial electronics sector typically last four years including three components: general education knowledge, fundamental knowledge, and specialized knowledge of trained majors. The training programs provide core knowledge and professional skills in the field of electronics. The core knowledge is to get learners adapted successfully to various jobs relevant to their disciplines, with focus on abilities to apply core and fundamental knowledge in design and evaluation of systems, procedures, technical solutions in the field of electronics and others relative. The personal and professional skills attribute to get succeed in professional career, including: Abilities to identify, determine and model technical problems, to estimate and analyze them quantitatively, to identify random factors, to come up with conclusions, solutions and recommendations; and abilities to develop a holistic view of any problem, to analyze systematic interactions, to identify emerging problems and key factors, as well as to analyze strengths and weaknesses and come up with solutions.

In addition to standard programs in industrial electronics sector taught in Vietnamese, many universities have continued to innovate elite training programs including talent programs, cutting-edge programs taught in English or Vietnamese strengthen French, Japanese, Korean or Chinese languages. These programs meet the learning needs of students, develop competencies, forte, start a creative business according to the orientations of intensive training and orientation to provide diverse and qualified human resources for the global job market.

Notably, there are international cooperation programs in this field of some universities. A strong point that should be mentioned of the international cooperation program is foreign language ability. Graduates will have at least two foreign languages, English and an other. This is definitely an advantage when working in an integrated and international environment. The highlight of international cooperation in the field of electronic industry training is Hanoi University of Science and Technology. Currently there are 6 international training programs, 3 of which are related to the electronics industry. The Electronics-Telecommunications program is affiliated with the Leibniz University Hannover of Germany. The two Mechatronics programs are affiliated with Leibniz University Hannover, Germany and Nagaoka University, Japan.

Graduates of these disciplines will be employed in the positions of direct engineers at production lines, indirect production engineers (supervisors), research and development engineers (R&D), design engineer, project engineer, business engineer.

 

Master and specialized engineering training programs in electronics

These two programs are almost equivalent in terms of qualifications in Vietnam. The aim of both training programs is supplying, updating, and applying new technologies and techniques in research and production of electronic areas. However, the main difference is that the specialized engineering program focuses on highly qualified human resources with practical abilities and skills in the field of electronics in enterprises as well as the knowledge of production management and organization in the factories. Meanwhile, the master programs focus on the abilities and skills of doing research and teaching and the learners to have good knowledge and apply new technologies and techniques after graduation.

 

PhD training programs in electronics

The programs mainly train the researchers, teachers, managers, project leaders, and they can apply new technology and techniques in actual production or do research on the future new technologies and new materials in the electronic area. The topics of their research may come from the problems that enterprises are facing or from the requirements of electronics science and technology that need to be solved.

 

Executive and short courses in electronics

Short-course training programs provide the necessary in-depth knowledge and skills for learners in a short time training. The learners are trained to have good knowledge, abilities, and skills immediately for specific jobs or factories in the field of electronics. The courses can be organized by training institutions, companies or cooperating between businesses and training institutions. Currently there is a paucity of executive courses for professional workers such as engineer and managers in the electronic sectors. This kind of training courses help to update knowledge, new skills and spill over the know-how and knowledge within the sector and across sectors.

6.4           Training activities in electronic firms

We conducted discussion workshops with 6 electronic companies in Bac Ninh industrial zones to understand their general business, labour force, recruitment, and training activities. All 6 companies are 100% foreign own registered companies with difference scales from 2,000 to over 30,000 employees. Table 6.2 summarises the general information and training activities of the visited companies.

 

Table 6.2 Training activities of the visited companies

No	Company name	Nationality of owners	Products	Number of employees	Training activities	Cooperating with education institutes
1	Goertek Technology Vina Company Limited	China	Electronic components, communication equipment, consumer electronic products, optical instruments and equipment	30,000	- Training soft skills e.g. company regulations, culture, administration ect, taking 3-6 months, applying for and new recruited employees, especially fresh graduate employees. Simple job may take only 1 week training. - Training technical skills, taking from 3 months to 3 years, including abroad training, depending on job positions and company strategy. - The company has sent 60 Vietnamese workers for training in China. These people after training will become tutor for new employees at the company.	-Associated and cooperated with 20 universities in Vietnam. -Each year, training cooperation from 200-500 students. - Currently,  established a Technical Training Center, associated with Bac Ninh College of Industry and Electro mechanics to train technicians, following the 1+1 model.
2	Foxconn (Hon Hai) Technology Group	Taiwan	Electronics, wifi router, robot, headset, camera	9,785	Training at the company is mainly in the evening for soft skills development such as presentation skills, foreign languages, informatic technology and specific knowledge needed for jobs in electronics, automation, and mechanics. Usually engineers will take 3 to 6 months of direct training at the company before starting the job. - Foreign experts often come to Vietnam to support when there are new orders or installation of new equipment.	-Provide about 40 scholarship per year for employees to study  Master's programs in Kaohsiung University, Taiwan in the fields of Information Technology, electronics, automation, and mechanics. -Accepts 3rd year students from schools to practice and work as workers for 2 months in the summer, receive salary as probationary workers. - Building a 2 + 2 training program (the first 2 years of studying at school, 2 years of practical training at the company), intensive English and Chinese learning - Currently working with schools to build a program of re-training for staffs at the company for 3 months. Employees will study 5 evenings per week and 2 hours each evening. The training activities is mainly carried out by the school teachers, and curriculum was developed by both teachers and the company experts. - Company has provided for Hanoi University of Industry a lab for training and practice, worth of 5 million USD and equipped with modern machines and equipment. -Company has collaborated with collegues and universities surrounding such as Hanoi University of Industry, Kinh Bac Technical University, Sao Do, Thai Nguyen, Thanh Hoa, Nghe An. - The company has idea to establish “school in company" that the training activities are collaborated closely with schools.
3	Fushan Technology Vietnam	Taiwan	Electronic products (phones, speakers)	4,500	Newly recruited employees have training for 3 months to familiarize the job. It focuses on soft skills such as understanding the operating process of factories, time schedule, writing reports and proposal, presentation skills, communication skills, emotion management skills, regulations and responsibility at work. - To participate in projects and project management need training from 2 to 3 years.	Accepting 3rd and 4th year students from universities to practice at the company 5 weeks
4	Canon Vietnam (Que Vo Industrial Park)	Japan	Printers, scanners, electronic components of printers	22,000 in Vietnam; Que Vo Factory: 3,000	-New recruited employees will be trained for 1-2 years to work independently. - Basic training focusing on soft skills such as writing reports, reading drawings/ technique design, using software, writing and sending emails, problem solving skills and company regulations. -Professional training such as : following-up on the job, time schedule, assigning tasks: The training is on site with internal experts such as company managers, head of department ect.	Accepting students from universities to practice at the company
5	Jaeyoung Vina Co., Ltd.	Korea	Camera components for Samsung phones	2,000	New employees have training for 2 months focusing on technical skills such as operation process and production workshops; and 2 weeks for new employees working at production stages for simple job and soft skills such as company rules, working concentration, assembly process.	No
6	AG TECH CO., LTD	Korea	Headphones, Bluetooth, watches	5,000	The company provides training for 2 months to new workers focusing on regulations and production processes.	Accepting students from universities, colleges to practice at the company

 

 

Most electronic companies have training activities for their employees. The most common trainings are for new recruited employees from 2 weeks to 3 months. The soft skill trainings focus on company regulations and culture, working habits, communication, time schedules and problem-solving skills. The simple technics trainings apply for new workers who work in production lines. Employees in production lines are usually required only secondary or high school diplomats.

Several companies have professional trainings for their technician that may take 3 months to 3 years. The trainings are on site and tutors are senior staffs or expert outside. Companies may send their staffs at important positions to abroad for advanced education in educational institutes (in master programs) or in the company headquarters (for advanced technology and management positions.

The collaboration between electronic companies and schools has happened but the collaboration is limited mainly to internship, short-course trainings or recruitment supporting. The collaboration between Goertek with Bac Ninh College of Industry and Electro mechanics is an interesting model. The 1+1 program takes place for 2 years, students study one year in the college and one year in the company. The model is the result of a pilot project granted by Germany’s government (GTZ project).

6.5           Identifying collaboration programs in electronic sector

In the high education, especially in electronic area, the collaboration between education institutes and enterprises is so important to develop and improve human resource quality. Both education institutes and enterprises have advantages and disadvantages in training the students or employees. The universities or colleges can give their students the theoretical background but lack of the practical abilities. Beside that the companies have the modern and new tools to produce the electronic devices, so the practical environments are always available. Thus, the collaboration will support each other effectively and the collaborative activities may be at various levels.

Our study suggests the collaboration models between universities and enterprises, each model ensures that all parties in training process can promote mutual benefits and the sustainability of the collaboration.  The electronic companies or enterprises often use modern equipment and R&D labs to do research and produce their goods. So, the universities and colleges need to link with these companies in order to have good and suitable environmental places for student practicing and updating knowledge and other needed skills. In detail, the recommended collaboration programs or models between school and industry in electronic sector are shown in table 6.3.

Program 1- Executive and advanced training courses is highly practical and widely supported to be implemented but note that these courses should only be implemented in a short-term form. It is necessary to discuss and consider arrangements for the participation of schools or experts in different regions. For example, in Korea, experts in different specialties from different provinces and regions were utilized to design training programs across the country, especially focusing on developing the strengths of each region. At the end of the course, certificates or certifications for electronics majors and skills that students have participated in the training course will be issued. Classes can be held either offline or online, depending on the course content. The program and the content of these courses will have their syllabus and technology updated periodically every two years. Three important elements of the courses that need focusing are networks, short courses, and coordinators. In conclusion, the model should be implemented; attention should be given to the participation of coordinators and the implementation network; training programs are to be updated every 2 years.

Program 2-training courses for newly graduating students and re-skill for existing workers is also crucial as its implementation at training institutions will help enterprises save time and money which would be used for additional training practical contents and skills that are in close accordance with the enterprises. Upon graduation and being employed, students can embark on production labour to produce products and bring in quick results. Thus, this program should be implemented to save time and money for businesses, thereby allowing new graduates to work right at the companies where they are employed.

 

High number of workers at working age being laid off from electronic sectors due to the automation, increasing salary and low productivity will be a huge societal challenge in couple of years. It needs re-skill training programs to upgrade and equip new working skills so that this labour force can work for at least 20 years more in other sectors. The training courses and programs are subjective to the participation of the workers, labour demand of other sectors.

 

Table 6.3 Recommended collaboration programs between school and industry in electronic sector
No	Programs	Description	Roles of partners
1	Advanced training courses	-   It will be the short training course to spread the new knowledge about technology and modern management among the school and enterprises. -   The course also gives an opportunity to connect between universities and/or enterprises in the electronic industry.	-   Enterprises, the school, and association jointly participate in defining and preparing the courses. -   Enterprises give the requirements and support for the courses with equipment, fund, and experts. -   Schools share the facilities and lecturers, experts.
2	Training courses for newly graduating students and re-skills for existing workers	-   The program is also crucial as its implementation at training institutions will help enterprises save time and money which would be used for additional training practical contents and skills that are in close accordance with the enterprises. -   The main purpose is updating knowledge, cultivating skills for graduating students or new graduates. It’s also updating practical knowledge for lecturers. -   Enterprises reduce training costs, take initiative, and ensure human resources.	-   Enterprises take initiative in recommending courses, the school and association prepare courses in conjunction. -   Depending on the course requirements which need to be discussed, a group of enterprises or each enterprise will join for the courses. -   Enterprises will bear the costs for worker training, if the courses serve directly for the businesses. -   The school and association provide facilities, lecturers, and experts.
3	Integrated model in college-level vocational training Model 1: 1 year at school and 2 years at the enterprise Model 2: 2 years at school and 1 year at enterprise. Model 3: 50% time at school and 50% time at enterprise.	-   The first target will be actively train labor resources to meet enterprises’ demands. -   The second is simultaneously learning and practicing, combining theory with practical work. -   The third, schools have the conditions to renovate teaching documents and methods.	-   Enterprises, association, and school jointly design the curriculum, subjects and syllabus and have frequent adjustments. -   The school and association provide facilities, lecturers, and experts. -   Enterprises and association may support the scholarship and/or pay a part of tuition if graduated students will serve directly for the companies. -   Enterprises give the equipment, machine for student practice.
4	Industrial PhD and R&D collaboration	-   The model will help the enterprises and schools approaching modern knowledge, science, and technology together to produce high-quality research products. -   The result is creating the leading electronic expert resources both theory and practice for schools and enterprises. -   The other target is connecting scientific research and application.	-   Enterprises and association give the topic of the research related to the problems, which businesses and industries are facing. They also support the research fund, allowance or scholarship for PhD students or researchers. -   Enterprises, association and training institutions together select the PhD candidates or researchers and also decide the PhD supervisors, who may be professors in the university and high-level experts in the companies.   -   School and association partially support facilities, research environment, instructors and regulations, and procedures of Vietnam on doctoral training, as well as the necessity of an Industrial Ph.D. in the current reality of Vietnam's electronics industry, etc.

Program 3-Integrated model in college-level vocational training: It is advisable to consider an integrated training program between schools and colleges like this program (Which can be referenced from the model that Samsung is organizing in Thai Nguyen province, Vietnam). The models should be 1 year of training at school and 2 years of training at the enterprise, 2 years of training at school and 1 year of training at the enterprise or It can be 50% of training time at school and 50% of training time at the enterprise. Applying which model will depend on the practical demands of businesses as well as the work that employees will have to perform at the company after graduating. To carry out the model 3, we should survey the actual human resource demands of the enterprises and thence the model will be selected to arrange the most appropriate training time. If the conditions are met, the chosen model will be implemented to both train skilled and qualified human resources and ensure human resources at factories for the production process.

As mentioned in suggested models for electronic industrial sector, integrated models of vocational training program are successful in Denmark, Niels Brocks college is prominent case that project participants have learned. In addition, an example should also be referenced, the case of GTZ projects, (Deutsche Gesellschaft für Technische Zusammenarbeit), the German government-owned GTZ operates in the field of technical cooperation. Goals of projects are to raise people’s capabilities and transfer knowledge and skills to more than four continents. Some 1,600 German field staff members work with 8,590 locally contracted personnel, and another 800 “integrated experts” are placed with employers in partner countries. In the projects, experts are responsible for cooperation with individual countries, to ensure that the technical solutions and management methods used in the projects match the sociocultural and economic conditions of the partner countries. Consulting firms, specialist institutions and universities are also used as partners for projects where expertise on specialized issues is needed. In electronic industry sector of Vietnam, the country should find the ways to join GTZ projects, it will bring a lot of benefits or Vietnamese government will try to build and operate its own similar models.

Program 4-Industrial PhD and R&D collaboration is essential to thoroughly consider the feasibility, regulations, and procedures of Vietnam on doctoral training, as well as the necessity of an Industrial Ph.D. in the current reality of Vietnam's electronics industry. Especially in the current situation of FDI investment and the role of human resources with a doctorate in industry play. A survey of the demands for this training program in society and business is needed. In order to promote the Industrial Ph.D. program, it is required to enhance and develop the training capacity of the industrial engineering program based on deep and sustainable connections between businesses and training institutions.

Regarding the cooperation in research, training, and survey of the training program demands, the research team should send information and discuss with the Management Board of Industrial Zones in Bac Ninh, Vietnam to have annual detailed plans, even the five-year plan or longer. After that, the board will send the information to the stakeholders and have the authority to resolve, review, discuss and cooperate. In conclusion, model 4 should be fully researched, studied, and examined to determine whether or not it can be implemented. Alternatively, model 4 should be changed to the program of research cooperation and technology transfer of FDI companies and training institutions.

This program of industrial PhD and collaborative R&D projects is similar the program suggested for food industry. The program is popular in Denmark and other Nordic countries, and that we have learned, specially from MADE.

7.    Discussion and conclusion

This report fulfils the requirements of D3.1 deliverable of Vietskill project. That is to identify the education programs for educational institutions and industry collaborations, with a specific focus on food processing and electronic sectors. The report first reviews on the common collaboration models in the world, then the current collaboration activities between industry and schools in Vietnam. Results from survey in food processing sector, the depth interviews with electronic companies, and overview survey of related existing training and education programs for food and electronic sectors provide rich knowledge and vivid information to identify the collaborative training programs between schools and the industries.

Collaboration between school and industry has been promoted in most countries because it is the most efficient way to create, exchange and apply the knowledge to business and society. The collaboration between school and industry can be in education and training activities, R&D, commercializing the research results, and other support programs.

Most educational institutes in Vietnam have unit of promoting and supporting the collaboration between schools and enterprises. However, the collaboration is mainly in term of internships. Schools contact companies in the related educational programs and ask for their students to have 3 to 6 months of internships. In many cases the internships are not intensive and helpful for students. That is because students don’t have opportunities to work and learn from the company’s business. Instead, students come to enterprises few times, have some documents of company introduction and business, and so use it as the materials for internship reports. Those phenomena are common in business and economic programs.

The most challenging factors for collaboration between schools and companies are mainly from the willingness of the companies and the teachers’ ability and ready to collaborate with companies personal. Although the company’s request the knowledge and skills of graduated students to meet their demand, many companies are reluctant to work with the schools for curriculum development and research activities. One of the reasons is from the knowledge gaps and collaboration skills from both sides. While the collaboration between schools and domestic firms are quite easy and happen widely, the collaboration with FDI firms is very limited, especially in term of R&D activities. The foreign firms are reluctant to collaborate with schools especially in aspects of production technology and know-how, is because they worry about business and technology are stolen and compromised.

Many educational institutions offer various programs for food processing technology, from vocational to post-graduate programs such as master and PhD. The education and training programs offered by schools are quite advanced and updated to modern knowledge. However, the education programs mainly focus on techniques and technology, there are a lack of programs specializing in agribusiness offering intensive knowledge on food marketing and product development.

Survey from food company’s managers and owners reveals a gap between current knowledge and skills and expected knowledge and skills of professional employees. Most companies have training activities for their new recruited employees as well as experienced employees to update the knowledge. Food processing companies have several collaboration activities with schools; however, the collaboration is quite limited such as company’s offer internship for students.

Vietnam has been recognized as a country with abundant labour resources, backed by the young population. In recent years, the quality of human resources in general and human resources in the food processing industry in particular has been significantly improved. However, the food processing industry is also facing many challenges, especially to meet the requirements of industrial revolution 4.0. The industrial revolution 4.0 has led to a conversion trend in different areas of the human resources market, especially in technology and manufacturing. The challenges of labour force in food processing industry in Vietnam are as follows:

- The shortage of human resources, especially highly qualified human resources, is the biggest challenge for food processing industry.

- The imbalance of population distribution leads to shortage and excess human resources for some food processing areas.

- Workers lack soft skills such as teamwork skills, management skills, system and logical thinking, critical thinking, foreign languages.

- Lack of knowledge and skills in using and operating processing machines and equipment is also a big challenge for food processing enterprises, especially in the transition from manual labour to mechanization in food processing industry.

- Workers lack the knowledge and skills in global trade, international food laws, food safety and traceability.

- Workers lack the knowledge and skills in new products development and food supply chains management.

- Lack of knowledge and skills in digital transformation in food processing industry is also a big challenge.

Electronic sector contributes a largest share of export for Vietnam and the majority of companies in the sector are foreign. Many colleges and universities have education programs in electrical and electronic engineering. The programs also vary in time of education from 2 years’ vocational schools to 4 years at university. The post graduate programs last for 2 years for master and 4-5 years for PhD. Most electronic enterprises have training activities, especially focusing on soft skills for fresh graduate students. Big companies like Foxconn and Goertek send the staffs to abroad for advanced training in both strategic technologies and high-position management.

The collaboration between schools and electronic firms are quite limited; that are mainly with recruitment activities and internship. There are a big challenge and difficulties to get collaboration in term of advanced training and R&D with FDI companies. The reason is that the companies don’t want to be stolen their important technology and know-how.

The most challenging issues for Vietnam labour forces on food processing sector is the mismatch of skills and quality between the current status and company’ managers’ expectation for high position job, the lack of educations focusing on management, marketing, product development and supply chain government. The challenges for electronic sector are the low quality of new recruited employees including manual workers on production lines in assembly factories, professional engineering, and management positions. However, the most critical challenge for electronic sector is the lacking ability and unsuitability for continuing the job of workers at age of 35-40. These age worker groups are still in golden time and very useful for other sectors. It requires re-skill training programs for this labour force as the preparedness for their future job.

We develop five educational and training programs for collaboration between schools and food processing companies, and four programs for electronic sector. The four programs are the same for food processing and electronic sector in term of objectives, roles of partners and organizations. The difference of programs for the two sectors are in training subjects. The electronic sectors will focus on basic and advanced technology such as electronic engineering, electronic devices, data communication, telecommunication, digital signal processing, audio and video engineering. The management knowledge and skills at high employment positions are also suggested for electronic firms; however, these subjects are not the focus. The collaborative education and training programs for food sectors at vocational level to post-graduate level focus on marketing, new product development and value chain management; several advanced technologies are also suggested but technological subjects will not be the focus.   

In each collaboration programs schools, companies and association will contribute every activity from demand assessment, curriculum developments, carry out the training activities to assess the impacts. We will elaborate these programs in D3.2 including knowledge and skills forecasted for each sector. Then the programs are assessed and validated by workshops with the participants from schools and industries.

 

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Table A1: Overview of education and training programs for food processing industry in Vietnam educational institutions
No.	Program	Short description	In educational institutes
I	Vocational training programs	1 - 3 years
1.1.	Food Technology	The training program focuses on providing students with basic knowledge and practical skills on food technology, food product processing, food safety and quality management. Specialized (professional) courses include: Confectionery production technology; Beer production technology, Tea production technology, Fruit and vegetable production technology, Food quality management, Sales skills, Graduation internship.	Many Colleges in Vietnam
1.2.	Tea products Technology	The training program focuses on providing students with basic knowledge and practical skills on tea products technology, checking the quality of tea products, tea product packaging and storage techniques. Specialized (professional) courses include: Fresh tea harvesting and preservation, Tea products processing technology, Tea fermentation technology, Quality management of tea products, Tea processing management, Instant tea processing technology, Tea-based beverage processing technology, Graduation internship.	Phu Tho College of Electro Mechanics
1.3.	Fish Processing and Preservation	The training program focuses on providing students with basic knowledge and practical skills on aquatic products processing technology, fish raw materials handling and storage, techniques for final product preservation. Specialized (professional) courses include: Aquatic raw materials, Dried aquatic products processing technology, Food additives, Post-harvest preservation of fish, Traditional aquatic products processing technology, Fish canning technology, Quality management of fishery products, Value-added fishery products processing technology. - Graduation internship.	Vinh Long College
1.4.	Coffee and Cacao Processing	The training program focuses on providing students with basic knowledge and practical skills on coffee and cacao products processing technology, checking the quality of coffee and cacao products. Specialized (professional) courses include: Dry and wet processing coffee methods, Green bean and parchment coffee drying technology, Instant coffee processing technology, Cacao fermentation and drying technology, Coffee and cacao preservation technology, Cocoa butter processing technology, Chocolate processing technology, Quality management of coffee and cacao products, Coffee and cocoa production management, Graduation internship.	Food Industry College - Ministry of Industry and Trade
1.5.	Vegetable Oil Processing	The training program focuses on providing students with basic knowledge and practical skills on vegetable oil products processing technology, checking the quality of vegetable oil products. Specialized (professional) courses include: Raw materials handling and preliminary processing technology, Oil extraction and purification technology, Vegetable oil-based products technology, Utilization of by-products from vegetable oil processing industry, Quality management of vegetable oil products, Graduation internship.	Food Industry College - Ministry of Industry and Trade
1.6.	Fruit and Vegetable Processing	The training program focuses on providing students with basic knowledge and practical skills on fruit and vegetable products processing technology, storage of fruit and vegetable processed products. Specialized (professional) courses include: Raw materials handling and preliminary processing technology, Fruit and vegetable drying technology, Fruit and vegetable canning technology, Fresh and concentrated fruit juice processing technology, Fruit and vegetable chilling and freezing technology, Quality management of fruit and vegetable products, Graduation internship.	Food Industry College - Ministry of Industry and Trade
1.7.	Confectionery Processing	The training program focuses on providing students with basic knowledge and practical skills on confectionery products processing technology, quality management of confectionery products. Specialized (professional) courses include: Raw materials handling and preliminary processing technology, Soft and hard candy processing technology, Marshmallow processing technology, Biscuit processing technology, Jam and bread processing technology, Quality management of confectionery products, Graduation internship.	Food Industry College - Ministry of Industry and Trade
1.8.	Production of Wine, Beer and Beverages	The training program focuses on providing students with basic knowledge and practical skills on wine, beer and beverages products processing technology, quality management of final products. Specialized (professional) courses include: Wine and beer fermentation technology,, Sensory evaluation technology, Water treatment for wine, beer and beverage production, Brewing and malting technology, CO2 production technology, Technology of preparation, filling and bottling of beverage, Syrup and caramel production technology, Production management, Quality management of wine, beer and beverage products, Graduation internship.	Food Industry College - Ministry of Industry and Trade
II	Bachelor programs	4-year bachelor
1.1.	Aquatic Products Technology	The training program focuses on providing students with knowledge and professional skills on aquatic products technology, new product R&D, quality management in supply chain, food safety as well as production management. Specialized (professional) courses include: Aquatic raw materials, Chilling and freezing technologies of aquatic products, Fish canning technology, Aquatic products processing technology, Utilization of by-products from fish processing industry, New aquatic products development, Seaweed processing technology, Fishmeal and fish oil processing technology, Food traceability, Food hygiene and safety, Quality management of aquatic products, Cleaner production in food technology, Internship 1 & 2, Graduation thesis.	Nha Trang University; Ho Chi Minh City University of Food Industry; Can Tho University; Nong Lam University
1.2.	Food Technology	The training program focuses on providing students with deep knowledge and professional skills on food products technology, new product R&D, quality management in supply chain, food safety as well as production management. Specialized (professional) courses include: Starch and cereals processing technology; Edible oil technology; Technology of meat, fish, eggs and dairy products; Technology of cane sugar and confectionery; Tropical plants foods technology; Technology of wine, beer, and beverages; Food freezing and chilling technologies; Food analysis; Food packaging and Food additives; New food products development and marketing; Food traceability; Food hygiene and safety; Quality management of aquatic products; Cleaner production in food technology; Risk assessment in food industry; Internship 1 & 2; Graduation thesis.	Many Universities in Vietnam
1.3.	Post-harvest Technology	The training program focuses on providing students with deep knowledge and professional skills on post-harvest technology, techniques for preliminary processing, handling and preservation of raw materials. Specialized (professional) courses include: Food analysis and quality evaluation; Agricultural physiology and post-harvest losses; Drying technologies for agricultural products; Chilled and frozen storage technologies for agricultural materials; Harvesting, handling and preserving technologies for fruits and vegetable; Harvesting, handling and preserving technologies for tropical plants; Harvesting, handling and preserving technologies for aquatic materials; Agricultural products processing technology; Animal meat products processing technology; Food traceability; Internship 1 & 2; Graduation thesis.	Nha Trang University, Can Tho University, Vietnam National University of Agriculture
1.4.	Food Science and Technology	The training program provides students with comprehensive professional knowledge of food science and technology, food quality inspection, food processing techniques, food preservation techniques. Specialized (professional) courses include: Food Security; Food Packaging Technology; High-tech agriculture; The fundamental principles of food processing from animal-derived ingredients; Basic principles of food processing from plant sources; Post harvest Preservation Science and Technology; Science and Technology of Food fermentation; Food Additives; Environmental Management in Food Processing; Environmental Toxicology and Human Health; Food safety and hygiene; Food quality management and assurance system; Functional Foods and Genetically Modified Foods; Internship; Graduation thesis.	Vietnam National University - University of Science
1.5.	Food Safety and Quality Assurance	The training program focuses on providing students with professional knowledge and skills on food processing technology, food quality assurance and safety as well as production management. Specialized (professional) courses include: Human nutrition and functional foods; Food toxicology; Quality management and food laws; New food products development and marketing; Food analysis and quality evaluation; Hazard analysis system and critical control point (HACCP); Food safety management system; Processing technology and quality control of wine, beer and beverage; Processing technology and quality control of milk and dairy products; Processing technology and quality control of fruit and vegetable products; Processing technology and quality control of meat, eggs and aquatic products; Processing technology and quality control of tea, coffee and cacao products; Internship 1 & 2; Graduation thesis.	Nha Trang University; Ho Chi Minh City University of Food Industry;Vietnam National University of Agriculture;Hanoi University of Natural Resources and Environment
1.6.	Food Business Management	The training program provides students with the knowledge and skills on food technology, production management, business administration, sales, import and export, marketing, human resources in food processing and management. Specialized (professional) courses include: Food laws; Food marketing; Business ethics and corporate culture; Food toxicology; Leadership and entrepreneurship; Processing technology of wine, beer and beverage; Processing technology of milk and dairy products; Processing technology of fruit and vegetable products; Processing technology of meat, eggs and aquatic products; Processing technology of tea, coffee and cacao products; Food supply chain management and traceability; New food product development; Hazard analysis system and critical control point (HACCP); Food factory management; Integrated marketing communication; Logistics; Human resource management; International business administration; Internship; Graduation thesis.	Ho Chi Minh City University of Food Industry
1.7.	Nutritional Science and Culinary Arts	The training program focuses on the relationship between food production and processing technology; the whole-food nutrition and food science; design and develop food products that meet needs and ensure nutrition, food hygiene and safety and healthy for consumers. Specialized (professional) courses include: Human nutrition; Food processing technology; Nutritional intervention; Community nutrition; Cooking techniques; Ration building and implementation; Assessment of nutritional status; Food marketing and consumer study; Behavioral science and health; Nutrition in sport activities; Immune nutrition; Genetic nutrition; Internship; Graduation thesis.	Ho Chi Minh City University of Food Industry
III	Post-graduate training programs (Master, PhD)	1-2 years for master training programs; 3-4 years for PhD training programs
1.1.	Master training program in Aquatic Products Technology	The master training program focuses on improving knowledge and professional skills on aquatic products technology in terms of (1) processing technology and product development, (2) food quality and safety assurance, (3) green and clean production, and sustainable development. Specialized (professional) courses include: Reactions and Changes of Food during Processing and Preservation; Modern Techniques in Food Processing, packaging and Analysis; Food Safety Management in Supply Chain; Extraction and Application of Bioactive; Compounds; Green technologies in seafood processing; Environmental Impact Assessment in Food Industry; Marine functional foods; Marine Biopolymers and their Application in Food Industry; Master thesis.	+ Nha Trang University + Ho Chi Minh City University of Food Industry + Can Tho University + Nong Lam University
1.2.	Master training program in Food Technology	The master training program focuses on improving knowledge and professional skills on food products technology in terms of (1) processing technology and product development, (2) food quality and safety assurance and sustainable development. Specialized (professional) courses include: Basic Reactions and Changes of Food during Processing and Preservation; Modern Techniques in Food Processing, Packaging and Analysis; Advanced Food Quality Management and Food Safety; Extraction and Application of Bioactive Compounds; Sensory Science, Food Choice and Acceptability; Waste Management and By-product Utilization in Food Industry, Environmental Impact Assessment in Food Industry; Biopolymers and Application in Food Industry; Food Flavors and Colorants Technology; Master thesis.	+ Nha Trang University + Ho Chi Minh City University of Food Industry + Vietnam National University of Agriculture + Hanoi University of Natural Resources and Environment + Can Tho University, Nong Lam University + Hanoi University of Science and Technology + Ho Chi Minh City University of Technology
1.3.	Master training program in Post-harvest Technology	The master training program focuses on improving knowledge and professional skills on postharvest technology in terms of (1) Post-harvest handling and preservation of agricultural and aquatic products, (2) Ensuring the quality and safety of agricultural and aquatic products, (3) Reducing post-harvest losses of agricultural and aquatic products. Specialized (professional) courses include: Basic Reactions and Changes of Food during Processing and Preservation; Modern Techniques in Food Processing, Packaging and Analysis; Post-harvest Losses; Postharvest Technology of Agricultural and Aquatic Products; Preharvest Handling Techniques of Agricultural and Aquatic Products, Ripening Control of Post-harvested Agricultural Products; Biopolymers and Application in Food Industry; Master thesis.	+  Nha Trang University + Ho Chi Minh City University of Food Industry + Vietnam National University of Agriculture + Hanoi University of Natural Resources and Environment + Can Tho University, Nong Lam University + Hanoi University of Science and Technology + Ho Chi Minh City University of Technology
1.4.	PhD training program in Aquatic Products Technology	The training program focuses on improving knowledge and professional skills on aquatic products technology in terms of (1) the efficient use of fishery resources, and (2) advanced aquatic products technology and sustainable development. Specialized (professional) courses include: Development Strategy of Aquatic Product Technology; Advanced Technology in Aquatic Product Technology; Multiway Data Analysis in Food Industry; Modelling and Simulation in Food Science; Implementation of Scientific Research Achievements in Real Life Production, PhD thesis.	+ Nha Trang University + Ho Chi Minh City University of Food Industry + Can Tho University + Nong Lam University
1.5.	PhD training program in Food Technology	The training program focuses on improving knowledge and professional skills on food products technology in terms of (1) the efficient use of food resources, and (2) advanced food products technology and sustainable development. Specialized (professional) courses include: Development Strategy of Food Technology; Advanced Food Technology; Multiway Data Analysis in Food Industry; Modelling and Simulation in Food Science; Implementation of Scientific Research Achievements in Real Life Production; PhD thesis.	+ Nha Trang University + Ho Chi Minh City University of Food Industry + Vietnam National University of Agriculture + Hanoi University of Natural Resources and Environment + Can Tho University, Nong Lam University + Hanoi University of Science and Technology + Ho Chi Minh City University of Technology
1.6.	PhD training program in Post-harvest Technology	The training program focuses on improving knowledge and professional skills on postharvest technology in terms of (1) minimization of postharvest losses, and (2) advanced post-harvest technology and sustainable development. Specialized (professional) courses include: Development Strategy of Post-harvest Technology; Advanced Technology in Reducing Post-harvest Losses; Multiway Data Analysis in Food Industry; Modelling and Simulation in Food Science; Implementation of Scientific Research Achievements in Real Life Production; PhD thesis.	+ Nha Trang University + Ho Chi Minh City University of Food Industry + Vietnam National University of Agriculture + Hanoi University of Natural Resources and Environment + Can Tho University, Nong Lam University + Hanoi University of Science and Technology + Ho Chi Minh City University of Technology
IV	Executive and short-courses	Certificate delivery
1.1.	Quality management and food safety	- Basic HACCP for Seafood Processing Enterprises - Traceability for Fish Processing Enterprises - Internal Verification of HACCP system - Seafood Labor Resource & Social Responsibilities. - Traceability Solutions for Seafood Supply Chain.	Vietnam Association of Seafood Exporters and Producers - Training and Trade Promotion Center
1.2.	Human resource development	- Training and motivating skills for employees in fish processing enterprises. - Improving management capacity for managers in food processing enterprises.	Vietnam Association of Seafood Exporters and Producers - Training and Trade Promotion Center
1.3.	Production Management	- A Lean Production System Design - Solutions to Reduce Energy Consumption in Food Processing Enterprises.	Vietnam Association of Seafood Exporters and Producers - Training and Trade Promotion Center

 

      

Table A2. Survey of education and training programs for electronic sector in Vietnam
No.	Program	Short description	In educational institutes
I	Vocational training programs	1-3 years
1.1	Industrial electronics	The training program focuses on providing students with basic knowledge and practical skills on electronics profession in the industrial field, including performing the installation, maintenance, servicing and operation of electrical, electronic and control equipment of the industrial system, security monitoring system, safety warning, industrial communication system, solar power system.   Specialized (professional) courses include: Computer circuit design, Manufacturing printed circuits and soldering components, Electric equipment, Sensor engineering, Electro-pneumatic control, Power electronics, Microcontrollers, Small size programmable controller, PLC Programmable Control, Advanced PLC programmable control, Installation and maintenance of mechatronic systems, SCADA system, Design and install Smart Home system, Graduation internship	Many Colleges and Teachnology Vocational Schools
1.2	Electronic engineering technology, communication	The training program focuses on providing students with basic knowledge and practical skills on construction, installation, operation, maintenance and servicing of optical communication systems, mobile communications, transceivers, data transmission and reception equipment, basic electronic devices, electronic telecommunications and IoT. Specialized (professional) courses include: Digital Information Base, Data transmission network, Ultra High Frequency and Antenna, Television technology, Mobile information, Optical information, Terminals, Switching Technology, Design and simulation of information systems, Practical experience practice, Professional practice, Graduation internship	Many Colleges and Technology Vocational Schools
1.3.	Industrial Automation	The training program focuses on providing students with basic knowledge and practical skills on designing, manufacturing, and installing automatic production lines, application of specialized software to program, control, monitor and manage production systems. Specialized (professional) courses include: Electric equipment, Sensor engineering, Power electronics, Automatic control theory, Pneumatic - hydraulic control, Microcontrollers, PLC Programmable Control, Small size programmable controller, Equipment and automatic control system, Industrial communication network, IoT 4.0 device in industrial automation system, Industrial Robots, Installation and maintenance of mechatronic systems, Design and install Smart Home system, Graduation internship	Many Colleges and Technology Vocational Schools
1.4	Mechatronic	The training program focuses on providing students with basic knowledge and practical skills on performing the design, assembly, connection, maintenance, and services related to mechatronic products and automated equipment systems. Specialized (professional) courses include: Using hand tools, Practice welding, Electrical Practice, Electronics Practice, Some technical momentum, Electronic circuit design, Sensor engineering, Microcontrollers, Mechanical design, Turning machining, Milling machining, CAD/CAM/CNC, CNC Turning, CNC Milling, Pneumatic Control – Hydraulic, Industrial Robots, PLC programming, Installation and operation of mechatronic systems, Graduation internship	Many Colleges and Technology Vocational Schools
1.5	Electrical, Electronic Engineering Technology	The training program focuses on providing students with basic knowledge and practical skills on construction, installation, operation, maintenance and servicing of civil and industrial electric, electronic equipment systems, and automation control systems in industry. Specialized (professional) courses include: Measurements and sensors, Electro-pneumatic control, Consumer electronics, Power repair techniques, Power supply, Power electronics, Some technical momentum, Circuit Engineering, Microcontrollers, Electronic circuit simulation design, Audio Engineering, Video Engineering,  Electrical equipment, PLC Programmable Control, Electric equipment, Internship with real life experience, Specialized internship, Graduation internship	Many Colleges and Technology Vocational Schools
II. Bachelor programs: 4-year bachelor
2 2.1	Electronics - Telecommunications Engineering	The training program focuses on providing students with knowledge and professional skills to work at the positions related to the design, operation, and management of equipment and systems in the field of Electronics and Telecommunications. Specialized (professional) courses include: Technical project of radio transceiver, Digital radio communication systems, Radiocommunication Technical Facility +BTL, Antenna and transmission engineering, Radio transceiver technology, Technical Data Communication, Telecommunications network, Principles of communication, Antenna and wave propagation engineering experiment, Digital information experiment, Electromagnetic field experiment and ultra-high frequency technology, RF Design, Electromagnetic fields and ultra-high frequency engineering, Bachelor Thesis	Many universities, example???
2.2	Mechatronic Engineering	The training program focuses on providing students with knowledge and professional skills on design, operate, manage equipment and automatic control and automation systems with the foundation of using electricity. Specialized (professional) courses include: Mechatronics Systems, Microprocessors and Microcontrollers, Industrial Robots, PLC programming, Supervisory Control and Data Acquisition, Artificial Intelligence, Computer based Control and Measurement, Simulation and Design Mechatronic Systems, Introduction to Micro mechatronics, C Programming, Project: Specialized subject of mechatronics, Bachelor Thesis	Many Universities, exmp?
2.3	Biomedical electronics	The training program focuses on providing students with knowledge and professional skills on research, application and development of science and technology in the Biomedical electronics Specialized (professional) courses include: Technical project of radio transceiver, Medical equipment exploitation and repair establishments, Anatomy, Medical information system, Biochemistry, Radio transceiver technology, Application programming specialized in biomedical electronics, Analysis and processing of biomedical signals, Biomedical sensor measuring element, Physiologic, Electromagnetic field experiment and ultra-high frequency technology, Electronic therapy and therapy equipment, Functional diagnostic equipment, Diagnostic imaging equipment, Analytical test equipment, Electromagnetic fields and ultra-high frequency engineering, Nuclear medicine and radiotherapy, Bachelor research Thesis	Military Technical Academy (Le Quy Don Technical University)
2.4.	Control Engineering and Automation	The training program’s content includes researching, designing and operating automatic systems, automatic production lines at factories; design, control and manufacture robots; product management at domestic and foreign companies dealing in automatic electronic devices. The training program focuses on providing students with knowledge and professional skills in one of the following areas: Controlling automatic devices and systems; Production automation and communication in industry; The field of manufacturing and controlling robots. Specialized (professional) courses include: Electrical machine project, Technical project of automatic electric transmission and transformation, Project of equipment, control system and information processing; Power electronics and transformation engineering; State space control; Measurement and control by computer; Electric drive base; Industrial numerical control system; Advanced automatic control theory; Energy circuit theory; Electric Machine; Simulation of control systems; Industrial communication and communication networks; Industrial process automation; Automation with PLC; Practice automation with PLC; Microcontroller practice; Microcontrollers in embedded systems; Bachelor research Thesis	Many Universities
2.5	Electronics Engineering (Integrated education program bachelor-Master of Science in electronics engineering)	The training program focuses on providing students with core knowledge to get adapted successfully to various jobs relevant to their disciplines, focus on abilities to apply, study, analyse core and fundamental knowledge in design and evaluation of systems, procedures, technical solutions in the field of Electronics and Telecommunications. Specialized (professional) courses include: Data Structure and Algorithms; C/C++ Programming Language; Electronic Devices; Circuit Theory; Signals and Systems; Electromagnetic Field Theory; Information Theory; Digital Electronics; Analog Electronics; Applied Software engineering; Antenna and Propagation; Fundamentals of Electronic Measurement; Digital Communications; Microprocessors; Design Project; Bachelor research -based Thesis Elective Module: Module: Electronics – Computer Engineering: Cryptography; Telecommunication Systems; (Fundamentals of Data Communication); Computer Networks; (Operating Systems) Module: Communication Engineering: Cryptography; Telecommunication Systems; Computer Networks; Fundamentals of Data Communication; Wireless communications Module: Aerospace Electronic Engineering Cryptography: Telecommunication Systems; Data and Text Communication; Fundamentals of Data Communication; Localization and Electronic Navigation. Module: Multimedia Cryptography: Telecommunication Systems; Computer Networks; Fundamentals of Data Communication; Multimedia; Television Engineering. Module: Biomedical Electronic Engineering: Bioelectricity Fundamentals; Human Anatomy and Physiology; Biomedical Signal Processing Circuits; Digital Signal Processing; Medical Imaging Technology; Biomedical Electronic Equipment	School of Electrical and Electronic Engineering, Hanoi University of Science and Technology
III. Specialized engineering programs
3.1.	Specialized engineering program of  Electronics – Telecommunications.	Graduated students had a Bachelor of Engineering degree with 132 credits (4 years), they will take 48 credits (1.5 years) and receive a specialized engineering degree. The program is designed with three knowledge blocks: Core subjects (20 credits), Optional subjects (14 credits), Engineer Internship and Engineer Thesis (14 credits):  - Core compulsory subjects (20 credits) include modules for application fields with knowledge related to construction, management and operation of technical projects. Specialized (professional) courses include: Digital system design and combination; VLSI design; Embedded System and Interface; Analog IC design; Computer Architecture; Design Project III; ·                 Optional subjects (about 14 credits) is designed to have specific applied knowledge in industry, learners choose modules with the aim of updating new and modern techniques and technologies being applied in electronic industry. Specialized (professional) courses include (select about 14 credits): Advanced programming; Object Oriented Analysis and Design; Mobile Application programming; Embedded System and Interface; AI and applications; Communication Networks; Microwave engineering; Telecom Network Planning and Management; Mobile Communications; Optical Fiber Communication; Aeronautical communication network; Satellite Navigation; Digital Image Processing; Radiation protection and electrical safety in medicine; Biomedical signal processing; VLSI design; Multimedia; Computer Networks   - Engineer Internship and Engineer Thesis (14 credits): Learners work directly at industrial facilities of factories to improve the practicality and ability to work after graduation, and carry out graduation projects with direct problems in the factories to improve production efficiency, product quality, improve equipment and technology, combine knowledge of economics and management. Specialized (professional) courses include (14 credits): Engineer Internship; Engineer Thesis	Thainguyen University of Technology, HaNoi University of Science and Technology, Hanoi University of Industry, The University of Danang (University of Science and Technology), Ho Chi Minh City University of Technology, Industrial University of Ho Chi Minh City, and some others.
3.2	Specialized engineering program of  Control Engineering and Automation	Graduated students had a Bachelor of Engineering degree with 132 credits (4 years), they will take 48 credits (1.5 years) and receive a specialized engineering degree. The program is designed with three knowledge blocks: Core subjects (20 credits), Optional subjects (14 credits), Engineer Internship and Engineer Thesis (14 credits): - Main compulsory modules, 20 credits with core subjects for application fields and knowledge related to construction, management and operation of technical projects. Specialized (professional) courses or modules (choose only one in three modules below): ·                 Industrial automation (Microcontrollers and applications, Pneumatic and hydraulic control systems, Robot techniques, Electrical and Electronic System Design for Industrial Machines, Design project) ·                 Control techniques and intelligent systems (Basis of fuzzy systems and neural networks, Optimization and application for Control, Mechatronics control, Nonlinear control, Design project) ·                 Smart sensors and instrumentation (Instrumentation Design, IoT Networks and Protocols, Electromagnetic compatibility, FPGA and applications, Design project) - Optional modules is designed to have specific applied knowledge in industry, learners choose modules with the aim of updating new and modern techniques and technologies being applied in electronic industry. Specialized (professional) modules and courses include (choose only two in six modules below): ·                 Control of industrial machines (CNC Control System, PLC and Motion Control) ·                 Industrial systems (DCS &SCADA, PLC and Motion Control) ·                 Advanced measurement (Non-destructive testing and evaluation, Biomedical Measurement) ·                 Building management system (Smart building management system, DCS & SCADA) ·                 Application of AI for control (Deep Neural Networks, Iterative learning control) ·                 Renewable energy systems (Networked Control, Control of renewable energy systems)   - Engineering practice and Thesis (14 credits): Learners work directly at industrial facilities of factories to improve the practicality and ability to work after graduation, and carry out graduation projects with direct problems in the companies to improve production efficiency, product quality, improve equipment and technology, combine knowledge of economics and management. Specialized (professional) courses include: ·                 Graduate internship ·                 Engineer thesis	Thainguyen University of Technology, HaNoi University of Science and Technology, Hanoi University of Industry, The University of Danang (University of Science and Technology), Ho Chi Minh City University of Technology, Industrial University of Ho Chi Minh City, and some others.
IV. Master programs [1]
4.1.	Electronics engineering (Master degree)	2 year training program: Total 60 credits for the Master of Science program: Taking 48 credits (including15-24 credits for thesis) and 12 credits transferred from Bachelor program. On successful completion of the Master program, students will be able to: -      Have core knowledge, scientific methodology and up-to-date technologies in the field of Electronics Engineering. -      Be equipped with personal and professional skills and attributes to get succeed in professional career. -      Be equipped with social skills to work in multi-discipline group and in international group. -      Have the abilities to explore real-world problems, apply knowledge and technologies to solve real-world problems, self-educate, self-update and scientific research. Specialized (professional) courses include: Power electronics; Digital system design and analysis; Embedded system design; AI and applications; Research project 1 & 2; Advanced programming; Object Oriented Analysis and Design; Embedded system design; Graduation thesis. Beside these courses, each training institution may have some additional option courses.	Thainguyen University of Technology, HaNoi University of Science and Technology, Hanoi University of Industry, The University of Danang (University of Science and Technology), Ho Chi Minh City University of Technology, HCMC University of Technology and Education, Industrial University of Ho Chi Minh City, University of Transport and Communications, and some others.
4.2	Control Engineering and Automation (Master degree)	2-year training program: The master program includes about 60 credits (including15-24 credits for thesis). After graduation, the students will be: -    Master the techniques and principles being exploited in the field of Control and Automation. -    Able to detect and solve technical problems in Control and Automation major. -    Have a spirit of lifelong self-study and know how to effectively self-study to continuously expand professional knowledge, update new techniques and new principles. -    Ability to apply new techniques and research into practice. -    Have the ability to carry out scientific research, make new contributions or have new results in the study of a scientific problem; Writing scientific articles and presenting scientific reports. -    Good use of foreign languages in communication and professional practice. Specialized (professional) courses include:Nonlinear Control and Optimal Controls; SCADA: Analysis and Design; Modeling and identification of system; Intelligent control system; Adaptive Controls; Sustainable control of multivariable system; Artificial intelligence in control; Machine vision and applications; Process Control; Microcontrollers and Embedded Systems; Robotic dynamics and control; Integrated control systems; Graduation thesis; Beside these courses, each training institution may have some additional option courses.	Thainguyen University of Technology, HaNoi University of Science and Technology, Hanoi University of Industry, The University of Danang (University of Science and Technology), Ho Chi Minh City University of Technology, HCMC University of Technology and Education, Can Tho University, University of Transport and Communications, University of Transport Ho Chi Minh City, and some others.
V. PhD programs
5.1	Electronics Engineering (PhD degree)	From 3 to 6 years for training time. The PhD program includes about 90 credits for the master degree candidates (included 4 compulsory theory credits for 2 courses, which are “Methods of writing scientific reports in English and Nonlinear signal processing”, 74 credits for PhD thesis, and 12 credits for optional courses). After graduation, PhD students will have the abilities in the field of Electronic Engineering as below: -      to do research independently and lead the research groups in the fields of study. -      to approach and solve specialized scientific and industrial problems. -      to present, introduce, and publish new scientific problems. -      to train undergraduate and graduate levels. More details, PhD holders will have very good knowledge of of Electronic Engineering as well as other related fields. They can provide solutions to improve the operation quality of microchips, devices, and electronic systems in practice. About the skills, PhD holders will have ability to propose solutions and methods to improve the performance of electronic systems. They will have a methodology for developing integrated solutions to build real-world electronic systems and also have the ability to research, develop, propose and apply in practical technology solutions in the field of Electronic Engineering. They can present, introduce and publish the new research results in conferences and journals. They also have the ability to teach undergraduate and graduate students in the field of Electronic Engineering. They can do research independently and collaborate with domestic and foreign researchers. They can lead the research team related to the field of Electronic Engineering and easily adapt to the international working environment. Final and important issue will be honesty about data, information citations and national and international publications.	Thainguyen University of Technology, Hanoi University of Science and Technology, The University of Danang (University of Science and Technology), Ho Chi Minh City University of Technology, HCMC University of Technology and Education, Industrial University of Ho Chi Minh City, University of Transport and Communications, and some others.
5.2	Control Engineering and Automation OR Automation Engineering (PhD degree)	From 3 to 6 years for training time. The PhD program includes about 90 credits for the master degree candidates (included 4 compulsory theory credits for 2 courses, which are “Analysis and combination of nonlinear systems and Mathematical description of control systems”, 74 credits for PhD thesis, and 12 credits for optional courses). After graduation PhD students will have the abilities in the area of Automation and Control Engineering: -    to do research independently and lead the research groups in the fields of study. -    to approach and solve specialized scientific and industrial problems. -    to present and introduce new scientific problems. -    to train undergraduate and graduate levels. In details, PhD holders will have very good knowledge of Control Engineering and Automation as well as other related fields, thereby providing solutions to improve control quality of systems in the field of Control and Automation. They can propose solutions and methods to improve controllability and automation in the operation of technical systems and have a methodology for developing solutions to integrate single operating technical systems into a centrally controlled and monitored system, in order to enhance the ability to operate synchronously throughout the system; Graduated students also have the ability to research, develop, propose and apply in practical technology solutions in the fields of Control and Automation and have professional ethics and academic integrity.	Thainguyen University of Technology, Hanoi University of Science and Technology, The University of Danang (University of Science and Technology), Ho Chi Minh City University of Technology, HCMC University of Technology and Education, Can Tho University, University of Transport and Communications, University of Transport Ho Chi Minh City, and some others.
VI. Executive and short-courses
6.1.	The short courses related to PLC (Programmable Logic Controller) which are: -                  Programming, establishing and monitoring PLC industrial communication network -                  Application of  PLC and industrial communication network. -                  Advanced PLC programing (analog control, PIC control, etc.)	The purpose of the course is to provide theoretical and practical knowledge and skills about control systems and programming of electronic devices in production and life. PLC is an input-output system, which means that each unit both accepts inputs and controls outputs. Below is shown how each element works: -Input Monitoring: The PLC monitors relevant data inputs and sends the data to the CPU. Some PLCs only use data inputs with discrete (on/off) inputs, but PLCs with analog capabilities can accept analog inputs for continuous variables. Inputs may come from IoT devices, robots, safety sensors, human-machine interfaces, or almost any other type of data entry point. -Logic Programming (Most courses focused on this part): Every PLC is built with a microprocessor CPU, either 16-bit or 32-bit. Engineers and technicians program the PLC CPU to recognize certain conditions and values and to make changes in the outputs based on its programmed rules. The CPU is constantly checking the state of variables and making decisions based on programmed conditions. This simple premise allows a wide variety of designs and functions. -Output Control: Based on the programmed logic, the PLC controls various switches, motor starters, relays, and other devices connected to its outputs. This allows the PLCs to take control of mechanical processes such as the operation of a machine. Engineers can also link multiple system parts by programming PLCs to send their output signal to another PLC in a chain. So, compact PLC units generally include the CPU, inputs, and outputs in the same unit. In the rack-mount modular PLC systems that many industrial facilities use, the PLC’s inputs and outputs are located together in the I/O module, while the logic operations happen in a separate CPU module. I/O modules may be located close to the CPU, but they can also be quite distant - sometimes even in different buildings.	Hanoi University of Science and Technology, Hanoi University of Industry, HCMC University of Technology and Education, Industrial University of Ho Chi Minh City, and some others.
6.2	The short courses related to PIC microcontrollers: -                  Design and application of PIC microcontrollers. -                  Application of micro control into machine control (PIC in C Language) -                  Designing and programming of digital control circuit and microcontrollers	PIC microcontrollers (Programmable Interface Controllers) are electronic circuits that can be programmed to carry out a vast range of tasks. They can be programmed to be timers or to control a production line and much more. They are found in most electronic devices and production lines. These short courses are important for the technicians, engineers or even experts	Hanoi University of Science and Technology, Hanoi University of Industry, HCMC University of Technology and Education, Industrial University of Ho Chi Minh City, and some others.
6.3	Andriod programming	Training time: 60 hours, 6 days (Saturday, Sunday or weekday evenings) Learning contents: Basic and advanced Java programming Android programming using Android Studio tool Practice building mobile applications exploiting basic features such as: working with databases, communication, Multimedia (camera, speaker, microphone), GPS, Bluetooth peripheral communication Open source method of birthing. Output standards (At the end of the course, students can): Understand the process of building a mobile app. Good use of java programming language, Android Studio tool to design an application that runs on the machine. Design yourself at least one application such as: App control device on/off by mobile device running Android operating system The application reads and stores check-in information into a database by card using RFID technology, barcode, manual, checklist The application communicates with the data reading hardware Applications send mail, messages according to the list Navigation application using GPS, …	Hanoi University of Science and Technology
6.4	Hardware Design	Training time: 60 hours, 6 days (Saturday, Sunday or weekday evenings) Learning contents: Design and draw circuits with specialized software, including: (1) Process of designing a printed circuit - PCB (from idea to concept, based on design requirements, creating libraries, principles, layout, work, etc.) using Altium in combination with CAD/CAM software to complete the product). The practical knowledge of PCB, PCB manufacturing, note when placing printed circuit. Notes and experiences when designing printed circuits. Microcontroller programming - Microcontroller, including: (1) Basic and advanced C programming, (2) Using tools or environments to program the microcontroller, (3) Using simulation tools and (4) write the program segments to perform the exploitation of the basic features of the microcontroller, such as IN/OUT pin control, Timer - Timer, ADC, EPROM, UART communication, ISP, I2C,… Output standards (At the end of the course, students can): Understand the process of designing and manufacturing an electronic circuit using Microcontrollers. Good use of tools for circuit design such as Altium, a common Complier with the type of Microcontroller used and Proteus circuit principle simulation tool to design an electronic circuit. Self-design at least one electronic circuit such as: Led control circuit, traffic light. Circuit for measuring temperature and humidity Circuit measuring distance by ultrasonic sensor. Real-time clock circuit The circuit allows to control the device remotely using the Sim900. module Circuit for communicating with a computer or mobile device according to the standard wired (UART, USB) or wireless (Bluetooth, Wifi)	Hanoi University of Science and Technology
6.5	Programming languages and IoT technology	The purpose of the course is to provide theoretical and practical knowledge and skills about tele-control systems and programming of electronic devices in production and life. IoT (Internet of Things) refers to the collective network of connected devices and the technology that facilitates communication between devices and the cloud, as well as between the devices themselves. Programming languages include many basic to advanced modules (C/C++/C#, Java programming, Adruino programming, window/web/Android/iOS application programming) ... Output standards: For each module, students can know how to fulfill the requirements of a specific application problem after completion. Duration: 30 hours/01 module x 8 modules = 240 hours	Hanoi University of Science and Technology, HCMC University of Technology and Education, Industrial University of Ho Chi Minh City, and some others.
6.6	Other customized and specialized courses which are required by enterprises			Hanoi University of Science and Technology, Hanoi University of Industry, HCMC University of Technology and Education, and the others.