Validating training models -final

Deliverable No. 3.2

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

⁴Copenhaghen Business School

Deliverable D3.2

“Validating partnership models for knowledge and skill development”

March 30, 2022

TABLE OF CONTENT

Introduction. 6
Methodology. 7
Knowledge and skills needed for upgrading. 8

3.1 Electronic sector. 8

3.1.1 Knowledge and skills extracted from product space. 8

3.1.2 Knowledge and skills identified from workshop and group-interview.. 11

3.2 Food processing sector. 14

3.2.1 Knowledge and skills revealed from product space. 14

3.2.2 Knowledge and skills identified from survey. 16

Case Studies of training collaboration models. 19

4.1 Niels Brock, Denmark. 19

4.2 MADE, Denmark. 19

4.3 VASEP, Vietnam.. 20

4.4 Bac Ninh Industrial-Vocational College. 21

4.5 Lessons from case studies. 23

Identifying training programs. 24

5.1 Training programs for electronic sector. 24

5.2 Training programs for food processing sector. 26

Validating training programs. 27

6.1 Validating workshop for training programs of electronic sectors. 28

6.2 Validating workshop for training programs of food processing sectors. 29

Recommending programs for next phase. 31

7.1 Executive training program.. 31

7.2 Updating skill and reskilling program.. 32

7.3 Integrated training program.. 32

Conclusion. 32

Reference. 33

Executive Summary

This report (D3.2) presents part of the outcomes of WP3 in the Vietskill project, aiming to validate the proposed education and training programs for Vietnam's food processing and electronic sectors, as identified in report D3.1. Report D3.2 first elaborates on the training programs introduced in report D3.1. The knowledge and skills needed for the upgrading of these two sectors were identified using two different methods: a) extracted from the product space method, and b) obtained through direct surveys at the firm level. The validation process was conducted through a series of workshops involving the participation of industry representative (firms), associations, and school representatives. The report concludes by presenting our proposals for the final training programs for Phase 2 of Vietskill.

We used a multi-stage procedure to identify target products for upgrading, based on an analysis of a large cross-country dataset on exports at the HS 6-digit level, covering more than 5,000 specific products and 119 countries in the period 2016-2020. Vietnam currently has a comparative advantage in 30 electronic products, as indicated by an RCA index greater than 1. This index means that the share of product export value in total Vietnamese exports exceeds that of the product’s global export share. We then employed a multi-stage forecasting procedure to obtain a list of 16 electronic products that Vietnam has high probabilities of producing in the near future. These upgrading products have two characteristics: a higher complexity index (on average) than currently produced ones and a high relation to the current capacity. The knowledge and skill requirements to make it possible for the Vietnamese labor force to produce these forecasted products were identified through an expert survey.

Similarly, we found that among the 183 food and agricultural products at the 4-digit level traded globally in the period 2017-2020, Vietnam has a comparative advantage in 38 products, equivalent to 20.8% of all products. The average complexity of Vietnam's food exports with RCA>1 is quite low, with a mean of 0.43, compared to the global average of 0.70. Vietnam has a comparative advantage mainly in seafood (fish, shrimp, and other crustaceans), vegetables, fruits, nuts, rice, coffee, and tea. The country has no comparative advantages in exporting meat, dairy products, and other higher value-added food products. At the 6-digit level, Vietnam has a comparative advantage in 165 exported products, mainly seafood products, coffee, tea, fruit and nuts, and prepared and preserved food (seafood), and vegetables. We concluded that Vietnam's food processing technology is advanced in various dimensions including processing techniques, quality and safety, packaging, etc., which are at relatively high levels in an international comparison. However, the weakness is that Vietnam's food processing sector depends on the brands and distribution channels of international importers and retailers.

We used group interviews to understand the evaluation, requirements, and demand for professional knowledge and skills in electronics firms, and carried out surveys focusing on similar topics among food processing enterprises. In the electronics sector, the main information we obtained is related to the quality of the new labor force, which is primarily made up of young employees. In general, most firms evaluated that the soft skills of young employees are weak, and there is always a need for short training on-site to upgrade the knowledge and skills of new employees. This is a normal phenomenon because the mission of schools is to educate students with general knowledge and skills, providing them with the ability to learn new skills and knowledge. Short training programs focusing on practical industry relevant skills are necessary in every industry. Young employees in electronics companies are required to update mainly soft skills such as complying with disciplines and firm regulations, report writing, communication skills and techniques, reading and understanding technical drawings, problem-solving, and foreign languages.

The enterprise survey in the food processing sector aimed to assess the knowledge and skill gap for each of the four professional positions: food production operators, food safety specialists, food production engineers, and food analysts. Skills and knowledge were defined in accordance with the requirements and goals of the food processing sector, which include increasing value-added and promoting the sector’s integration into the global supply chain. Overall, there is a significant gap in knowledge and skills between the expectations of managers and owners and their evaluation of existing skills in all professional positions. The survey also revealed that food enterprises place a high priority on developing new skills and knowledge necessary to match the requirements of the industry 4.0 technology revolution.

Four training programs for the electronics sector and five training programs for food processing were elaborated and validated in connection with two main workshops, including stakeholders from the industry, education providers, and project participants. These programs were evaluated in terms of necessity, feasibility, willingness to participate, and one open-ended question for further comments. In each workshop lasting 4 hours, all participants discussed each aspect in detail. The results are summarized in this report and have been used as input for designing three training programs meeting the demands and preferences of stakeholders: an executive training program, targeted for high-level employees in the companies, updating and reskilling training programs, and integrated vocational and educational programs. These programs are suggested based on the results of product space analysis, enterprise surveys, and group discussions, and the four case studies from our field trips to Denmark and in Vietnam.

Vietnamese industry has a high demand for collaboration with schools and other educational institutes for joint research projects and training activities, especially in the food processing industry. The executive training program is designed for professional employees at leading positions in the industry, to update their knowledge and skills and develop collaboration networks. This program is expected to have a length from 3 days to a maximum of 2 weeks, depending on specific focus areas, with various activities such as lecturing, field studies, and projects. Courses aiming to update skills aim to train new employees in soft skills and other skills required by individual firms and the industry, while reskilling training courses are for middle-aged employees who are being laid off due to low productivity. Currently, high numbers of middle-aged employees are laid off from the industry, especially in the electronics sector, and many of the individuals in this group, especially those aged over 40, face difficulties in getting new jobs – the specific skills they have learned during their time as assembly workers are not highly valued in other occupations. Reskilling training is necessary to facilitate the transition of these workers to other sectors such as tourism and health care. The integrated vocational education program is a professional and certified program designed for 2-3 years at the college level. The difference between this program and traditional vocational programs that most of Vietnam's colleges carry out is the focus on collaboration between school and industry in all stages of education, from curriculum development and recruiting students to implementation. Students will alternate between studying in school premises and practicing in the company.

1. Introduction

This report (D3.2) from the Vietskill project aims to validate potential collaborations between schools and industries for Vietnam's food processing and electronic sectors, as suggested in D3.1. The validated partnership models and training programs are recommended for future activities, and aim to strengthen and upgrade Vietnam's TVET system, meeting the requirements of the country's labor market in the next stage of industrialization.

In the project application and initial project design, Vietskill envisioned that report D3.2 would apply a cost-benefit framework to assess the economic feasibility of the training models suggested in D3.1. However, during the implementation of the project, we have learned that a detailed cost-benefit analysis for the proposed training courses or collaboration programs would not be of crucial importance. Most stakeholders (schools, companies, and associations) have emphasized that the knowledge and skills imparted by training programs are crucial, and that the benefits for their organizations will far exceed the relevant costs. Moreover, the training activities will not only advance the knowledge and skills of the workforce but also facilitate the exchange of technology and know-how between schools and the industry – in technical terms, most stakeholders emphasize the positive external effects of the type of education discussed in the project. Thus, the benefits of collaboration are numerous and to a large part intangible (meaning that they would be difficult to quantify in a conventional cost-benefit analysis), and the financial profitability of training programs should not be considered as the sole economic factor for collaboration.

This report, therefore, presents the essential knowledge and skills that Vietnam's food processing and electronic sectors need for upgrading, along with the results of the validation of the proposed collaboration models (training programs) suggested in D3.1. Knowledge and skills for each sector are extracted using two approaches, namely surveys (interviews) and product space analysis. We assess the collaboration programs in terms of necessity, willingness to participate from stakeholders, and challenges related to implementation, instead of relying on a narrower cost-benefit analysis. The validating processes were carried out through a series of workshops in Vietnam for each sector, and lesions from four case studies in Vietnam and Denmark.

The report follows a structured format. We briefly present the methodology in Section 2, followed by the forecasting results for the knowledge and skills needed for upgrading the two sectors in Section 3. In Section 4, we elaborate on the training programs suggested in D3.1 and presents the results for the validation of these programs from workshops for the two sectors. In the last section on recommendations and conclusions, we make a formal recommendation for the training programs and other activities that should be carried out as a pilot project aiming to improve Vietnam's labor force, help overcome the emerging societal challenges and upgrade the manufacturing industry’s position in the global value chains.

2. Methodology

We employed various methods to identify the knowledge and skills required for upgrading the two sectors. The necessary knowledge and skills for each sector were revealed through firm surveys, group interviews as presented in D3.1, and the product space analysis reported in WP1. Furthermore, the knowledge and skills were assessed in workshops involving stakeholders from schools and the industry.

The first workshop took place at Nguyen Tat Thanh University on July 19, 2022, with 33 participants. The initial section of the workshop featured presentations by project participants, introducing the project and presenting outcomes related to the knowledge and skills required for sector upgrading. Industry participants discussed the relevance of our recommendations to their needs, while representatives from educational institutions considered whether the highlighted knowledge and skills were included in their curriculums and if their organizations had the capacity to provide them for students. Several discussions and interviews were conducted separately with stakeholders regarding knowledge, skills, and collaboration models between industry and schools. The second workshop, held at Copenhagen Business School in September 2022, involved only project participants to discuss and finalize outputs from various project activities.

The knowledge and skills identified by the two methods complemented each other. Those identified by firm surveys and group interviews represented the immediate knowledge and skills that the industry currently requires, many of which are short-term soft skills. The knowledge and skills forecasted by product space analysis in WP1 pertain to advanced technology and know-how in both the short and medium term that the electronic sector needs for upgrading in the global value chain.

The training programs and collaborations between industry and schools recommended in D3.1 underwent further assessment and validation through two additional workshops conducted separately. The workshop on "Labor Skill Development for Upgrading Electronic Industry in Vietnam" too place on November 1, 2022, in Bacninh province. It included all project participants, representatives from the provincial committee, participants from electronic companies in Bacninh’s industrial zones, the electronic producer’s association, colleges, and universities in Hanoi and the Bacninh areas. The second workshop on "Labor Skill Development for Upgrading Food Processing Industry in Vietnam" took place on November 10, 2022, at Nha Trang University. This workshop involved project participants, province committee representatives, participants from associations, schools, and food processing companies. The workshops aimed to disseminate our project results and discuss our recommendations on collaboration models and training programs for sector upgrading. Several individual interviews and discussions with experts in each field were also conducted after the workshops to finalize our recommendations. The comments and arguments received in connection with this validation process motivated a revision of the initially proposed collaboration models. The training models proposed Section 4 below represent the outcomes of the validation process.

3. Knowledge and skills needed for upgrading.

3.1 Electronic sector

The methodology for the product space analysis used to identify upgrading targets and project the knowledge and skills needed in electronics sector is presented in detail in the manuscript “Economic forecasting and export upgrading opportunities at the industry level: the case of Vietnam’s electronics sector” in WP1. The survey used to understand electronic companies’ demand and requirement in training is presented in D3.1. In this section of the report, we provide a brief summary of the results from the two studies for the electronics sector.

3.1.1 Knowledge and skills extracted from product space.

We employed a multi-stage procedure to identify target products for upgrading, based on the analysis of a large cross-country dataset on exports at the HS 6-digit level, covering more than 5,000 specific products and 119 countries over the period 2001-2020. The first stage involves calculating the Revealed Comparative Advantage (RCA) index and the Product Complexity Index (PCI). The second stage is to create a network of relatedness for the targeted industries appearing in world trade. The third stage involves the selection of upgrading products based on the portfolio of products that the country currently has comparative advantages in.

Vietnam currently has a comparative advantage in the 30 electronic products presented in Table 1. An RCA index greater than 1 means that the share of the product’s export value in total Vietnamese exports exceeds the product’s share of global exports. The three top exports of electronic products, with an average annual value exceeding $10 billion, include Telephones for cellular networks, Parts of telephone sets, and Electronic integrated circuits. The fact that Vietnam has revealed comparative in certain products implicitly indicates that Vietnam also has the knowledge, know-how, and skills required to manufacture these products.

Table 1. Electronic products Vietnam in which has competitive advantages (RCA>1, 2016-2020)

No.	Code	Product	Export	Import ($mill)	RCA	PCI
No.	Code	Product	($mill)	Import ($mill)	RCA	PCI
1	'851712	Telephones for cellular networks	31.473,9	1.673,8	8,23	0,66
2	'851770	Parts of telephone sets	16.626,9	13.772,7	8,5	2,07
3	'854231	Electronic integrated circuits	12.572,1	8.834,0	3,71	1,27
4	'851762	Machines for the reception, conversion	4.000,6	667,9	1,85	1,49
5	'852990	Parts suitable for use with transmission and reception apparatus	3.566,7	3.108,4	4,51	1,78
6	'854140	Photosensitive semiconductor devices	2.541,6	2.279,0	3,14	1,69
7	'851830	Headphones and earphones	2.069,1	51,3	10,59	1,28
8	'852580	Television cameras	1.712,2	714,5	3,35	1,87
9	'852872	Reception apparatus for television	1.632,4	485,4	2,28	1,22
10	'853400	Printed circuits	828,4	3.328,5	1,15	1,66
11	'851829	Loudspeakers, without enclosure	727,4	170,9	9,78	1,82
12	'852859	Monitors	534,5	229,3	2,94	2,11
13	'851761	Base stations of apparatus	396,4	249,8	4,23	1,29
14	'852871	Reception apparatus for television	251,7	36,5	1,73	1,6
15	'854190	Parts of diodes	153,0	478,5	1,26	2,06
16	'851890	Parts of microphones, loudspeakers	151,4	622,3	2,27	1,65
17	'851822	Multiple loudspeakers,	131,0	47,2	1,18	1,94
18	'852550	Transmission apparatus	120,0	8,2	5,16	0,6
19	'851769	Apparatus for the transmission	117,5	41,9	1,15	0,35
20	'852910	Aerials and aerial reflectors of all kinds	113,0	65,6	1,33	1,19
21	'851711	Line telephone sets with cordless handsets	102,5	1,4	5,06	0,31
22	'853180	Electric sound or signalling apparatus	74,1	8,8	2,01	0,88
23	'851821	Single loudspeakers	71,6	31,3	1,01	2,21
24	'851810	Microphones and stands therefor	50,6	127,2	1,02	0,98
25	'852799	Radio-broadcast receivers	45,9	1,1	3,17	2,82
26	'852341	Optical media for the recording of sound	43,9	12,3	3,45	1,29
27	'851981	Sound recording	38,2	9,9	1,6	1,32
28	'851989	Sound recording	22,9	7,1	1,42	1,95
29	'851850	Electric sound amplifier sets	15,1	14,7	1,09	0,31
30	'852321	Cards incorporating a magnetic stripe	5,4	2,0	1,21	0,3

Based on the 30 products with RCA>1 in Table 1, we run a multi-stage forecasting procedure to obtain a list of 16 electronic products that Vietnam could potentially produce in the near future. These upgrading products have two characteristics: higher complexity index values (on average) than the RCA products and high relatedness to the RCA products. The products identified for upgrading are presented in Table 2.

Table 2. Identifying short and medium term upgrading targets and associated knowledge requirements
No.	Product code	Product name	Required Knowledge
1	'851840	Audio-frequency electric amplifiers	Electronic engineering, Electronic devices, Digital Signal Processing, Audio and Video Engineering
2	'852329	Magnetic media for the recording of sound or of other phenomena (excluding cards incorporating ...	Electronic engineering, Electronic devices, Digital Signal Processing, Audio and Video Engineering
3	'852691	Radio navigational aid apparatus	Electronic engineering, Electronic devices, Data Communication, Telecommunication, Digital Signal Processing, Audio and Video Engineering
4	'852851	Monitors of a kind solely or principally used in an automatic data-processing machine of heading ...	Electronic engineering, Electronic devices, Data Communication, Digital Signal Processing, Audio and Video Engineering
5	'853120	Indicator panels with liquid crystal devices "LCD" or light emitting diodes "LED" (excluding ...	Electronic engineering, Electronic devices, Digital Signal Processing, Audio and Video Engineering
6	'852792	Radio-broadcast receivers, for mains operation only, not combined with sound recording or reproducing ...	Electronic engineering, Electronic devices, Data Communication, Telecommunication, Digital Signal Processing, Audio and Video Engineering
7	'853221	Fixed electrical capacitors, tantalum (excluding power capacitors)	Electronic engineering, Electronic devices
8	'853222	Fixed electrical capacitors, aluminium electrolytic (excluding power capacitors)	Electronic engineering, Electronic devices
9	'853224	Fixed electrical capacitors, ceramic dielectric, multilayer (excluding power capacitors)	Electronic engineering, Electronic devices
10	'853290	Parts of electrical "pre-set" capacitors, fixed, variable or adjustable, n.e.s.	Electronic engineering, Electronic devices
11	'854110	Diodes (excluding photosensitive or light emitting diodes)	Electronic engineering, Electronic devices
12	'854121	Transistors with a dissipation rate < 1 W (excluding photosensitive transistors)	Electronic engineering, Electronic devices
13	'854232	Electronic integrated circuits as memories	Electronic engineering, Electronic devices
14	'854233	Electronic integrated circuits as amplifiers	Electronic engineering, Electronic devices
15	'854239	Electronic integrated circuits (excluding such as processors, controllers, memories and amplifiers)	Electronic engineering, Electronic devices
16	'854290	Parts of electronic integrated circuits, n.e.s.	Electronic engineering, Electronic devices, integrated circuit

We invited the experts in electronics help to identify the knowledge required to manufacture the products selected for short to medium term upgrading. The required knowledge and skills are presented in the last column of Table 2. In general, basic and advanced courses in Electronic engineering, Electronic devices, Data Communication, Digital Signal Processing, and Audio and Video Engineering need to be provided by educational institutes to facilitate the desired upgrading. We use these results to develop the training programs for the electronics industry.

3.1.2 Knowledge and skills identified from workshops and group interviews

The knowledge and skills needed for upgrading the electronics sector are identified through workshops and group interviews focusing on newly recruited employees. The skills and knowledge of professional employees are discussed in a general manner, without specific and detailed subjects. The workshops and interviews were conducted with leaders and administrators, including both Vietnamese and foreign individuals, from six large electronic enterprises in Bac Ninh’s Industrial Zones, the largest electronic industrial zones in Vietnam. The companies visited include Canon, Foxconn, Goertek, Ag Tech, Yaeyoung, and Fushan. These companies have a total of about 73,000 employees; additional detailed information is presented in Table 6 below. From the in-depth interviews and workshops, we found that there are ten skill and knowledge areas that are most relevant for future training courses. They are listed and presented in Table 3 below.

Table 3. Knowledge and skills required from labor force in the electronics sector

No.	Knowledge or skills	Short description and discussion
1	Comply with discipline and regulations	Most leaders and administrators agree that the compliance with regulations and discipline are the relatively weakest areas for both factory workers, technicians, and even engineers or managers, but especially the newly recruited workers. Therefore, internal short-term training courses focusing on this area are important and should be organized regularly.
2	Report writing	Even though these skills are taught in the training institutions for students, technicians, engineers, and managers need more practical training and language fluency to prepare and structure reports in order to be submitted to their superiors or company management.
3	Drafting and sending formal emails	Most electronics enterprises in Vietnam are foreign-invested firms, so communication by email is crucial and necessary for timely exchanges of information with superiors or other company sites abroad. Emails must be written in a formal, concise, and non-misleading style, which contributes to the need for training programs and practise sessions.
4	Reading and understanding technical drawings	In electronics companies, the technicians and engineers performing and supervising the production process and product inspections need to know how to read and understand technical drawings carefully, precisely, and practically. Basic courses related to this skill are available in training programs at universities and colleges. For further professional training, more specialized and detailed courses are requested.
5	Problem solving	In most factories, during the process of production and duty performance, there are often many unexpected problems and challenges. Workers, technicians, engineers, and managers need to know how to solve these situations quickly, correctly and safely before reporting to superiors and experts. Thus, the courses on problem solving skills are broadly demanded to help employees gain knowledge and understanding about how they can handle various challenges, and when they should seek assistance from more specialized experts in the company.
6	Using software	When designing new products, testing products, managing products, and other work, technicians and engineers have to use a variety of different software. Thus, skills and knowledge related to using the software relevant for each specific job are essential. Companies should take a leading role in providing courses to guide workers using or updating the software.
7	Foreign language	All big electronics companies in Vietnam are foreign-invested firms and most of the managers and experts are foreigners, so foreign languages are utilized for communication. The priority of required skills is considered to be listening, speaking, reading, and writing. Despite formal teaching of foreign languages in formal education, it is still rare for employees to have good language skills. Currently, companies must recruit interpreters to communicate formally and efficiently. To reduce this weakness, foreign language courses need to be held occasionally.
8	Practical skills	Newly graduated students typically have a sufficiently good theoretical background, but their practical abilities are still limited because most of the training institutions cannot meet the actual or specific requirements for each company or job. Training programs are only focusing on general or basic practical skills or knowledge. Therefore, programs focusing on practical skills (internal, directly on-the-job, assigned jobs, etc.) to developed various job-specific skills are crucial and should be organized both immediately after recruitment and as annual updates to match changes in production technology
9	New knowledge and modern technology	To create competitive, new, and high-technology electronic products for the market, enterprises must continuously update products, technologies, and the knowledge base of their employees. These issues are important to achieve competitive and effective design and production processes. Short courses focusing in new knowledge and modern technology should be organized yearly by experts from the companies.
10	Specific requirements of each company or job	Universities and colleges only give their students a general knowledge background and basic skills in the field of electronics. With three or four-year training, the institutions cannot teach all students all the specific requirements and technologies for each job or each company. After recruitment, most new employees require some specific focused courses arranged by the company in order to gain the necessary knowledge and skills for their job or their company. Therefore, all companies have a responsibility to offer appropriate tailored training based on the actual needs of each specific job position for their employees.

3.2 Food processing sector

3.2.1 Knowledge and skills revealed from product space.

We use the same method of product space in WP1 to estimate the comparative advantage and opportunity for upgrading Vietnam’s food and agricultural products. For convenient presentation, we estimate RCA and complexity for the product at the 4 digit level instead of 6 digits. The results are presented in Table 4.

Table 4. RCA and Complexity index of Vietnam’s Food and Agricultural Product in 2017-2020

No.	Code	RCA	Complexity	Product Name
1	0208	1.211	0.523	Meat and edible offal
2	0303	1.214	0.233	Frozen fish
3	0304	7.859	0.375	Fish fillets
4	0305	2.452	0.332	Fish,dried, salted or in brine
5	0306	5.300	0.288	Crustaceans
6	0307	2.965	0.371	Molluscs
7	0409	1.990	0.450	Natural honey
8	0508	2.966	0.320	Coral and similar materials
9	0511	1.193	0.470	Animal products
10	0711	1.251	0.478	Vegetables provisionally preserved,
11	0712	1.130	0.738	Dried vegetables
12	0714	7.009	0.368	Roots and tubers of manioc, arrow
13	0801	29.088	0.318	Coconuts
14	0804	1.395	0.262	Dates, figs, pineapples, avocados, guavas, mangoes
15	0807	1.160	0.512	Melons, incl. watermelons, and papaws "papayas"
16	0810	6.054	0.390	Fresh strawberries, raspberries, blackberries
17	0811	1.305	0.427	Fruit and nuts
18	0812	4.309	0.368	Fruit and nuts, provisionally preserved
19	0813	1.949	0.461	Dried apricots, prunes, apples
20	0901	5.821	0.302	Coffee
21	0902	2.025	0.347	Tea
22	0904	13.889	0.414	Pepper of the genus Piper
23	0906	17.718	1.008	Cinnamon and cinnamon-tree flowers
24	0909	2.493	0.788	Seeds of anis, badian, fennel, coriander
25	1006	7.553	0.582	Rice
26	1106	2.171	0.287	Flour, meal and powder of peas, beans, lentils
27	1108	12.458	0.693	Starches; inulin
28	1401	3.909	0.634	Vegetable materials
29	1404	1.098	0.352	Vegetable products, n.e.s.
30	1504	1.331	0.450	Fats and oils and their fractions of fish
31	1521	1.478	0.331	Vegetable waxes, beeswax
32	1604	2.366	0.395	Prepared or preserved fish
33	1605	9.418	0.503	Crustaceans, molluscs, prepared or preserved
34	1902	1.663	0.339	Pasta, whether or not cooked
35	2008	1.792	0.293	Fruits, nuts and other edible parts of plants
36	2101	3.514	0.476	Extracts, essences and concentrates, of coffee, tea
37	2301	2.362	0.384	Flours, meals and pellets
38	2302	2.016	0.164	Bran, sharps and other residues

Among the 183 food and agricultural products at the 4-digit level that were traded globally in 2017-2020, Vietnam had comparative advantages in 38 products, equivalent to 20.8% of all products. The average complexity of Vietnamese food export with RCA>1 is quite low, with a mean of 0.43, compared to 0.70 as the global average. Vietnam has comparative advantages mainly in seafood (fish, shrimp (crustaceans), vegetables, fruits, nuts, rice, coffee, and tea. The country has no comparative advantages in exporting meat, dairy products, and other high value-added food products.

Table 5. Number of 6-digit food products with RCA>1 in 2-digit categories

No	Group of products at 2 digits	Number product of 6 digits with RCA>1
1	Fish and crustaceans, molluscs and other aquatic invertebrates	57
2	Coffee, tea, maté and spices	18
3	Edible fruit and nuts; peel of citrus fruit or melons	13
4	Prepared and preserved fish, crustaceans, molluscs & others	13
5	Edible vegetables and certain roots and tubers	11
6	Other products	53
	Total	165

As shown in Table 5, at t the 6-digit level, Vietnam has 165 products with a comparative advantage (RCA>1). The most advantageous products include seafood, coffee, tea, and prepared and processed fruits and vegetables. Unlike electronic products, food exports depend on natural resources, crop traditions, and climate. Vietnam, being a tropical country, has environmental conditions favorable for fish, shrimp, fruits, vegetables, coffee, and tea. The processing technology in Vietnam's food industry is quite advanced. However, packaging and marketing are still weak. Most products are exported through intermediate buyers with foreign brands.

Table 6 presents food products for which Vietnam has advanced production conditions and high complexity but where the country has not yet achieved comparative advantages. The country has the natural conditions and capability to produce these products.

Table 6. Selected food products for production

No.	HS_code	Product	Complexity
1	'020745	Frozen cuts and edible offal of domestic ducks	2.191
2	'030193	Live carp	1.538
3	'030273	Fresh or chilled carp	0.881
4	'030274	Fresh or chilled eels	1.135
5	'030461	Frozen fillets of tilapia	1.016
6	'030771	Live, fresh or chilled, even in shell, clams, cockles	0.980
7	'160417	Prepared or preserved eels	2.081
8	'160558	Snails, prepared or preserved	1.557
9	'200210	Tomatoes, whole or in pieces, prepared or preserved	1.073
10	'200390	Mushrooms and truffles, prepared or preserved	1.940
11	'200591	Bamboo shoots, prepared or preserved	1.437

3.2.2 Knowledge and skills identified from surveys

In the survey of food processing managers, we assessed the knowledge and skills gap for each of the four professional positions: Food Production Operators, Food Safety Specialists, Food Production Engineers, and Food Analysts. Skills and knowledge were defined in accordance with the requirements and goals of the food processing sector, which include increasing value-added and promoting sector integration into the global supply chain. The knowledge and skill gaps were measured by the mean difference between "existing" and "expected" knowledge and skills, as reported by enterprise owners and top managers. Paired t-tests were applied to test whether this difference was significant.

Tables 7 demonstrate the gap between actual knowledge and skills and what owners and senior management expected from food production operators, food safety specialists, food production engineers, and food analysts. Respondents were asked to evaluate labor knowledge and skills on a five-point Likert scale: 1: Poor, 2: Satisfactory, 3: Average, 4: Good, and 5: Excellent. Knowledge and expertise in areas such as food legislation, the creation of new value-added products, the effective use of quality management systems, and effective preventive measures for food safety violations are among those rated as highly important for enterprises.

Table 7. Gaps in knowledge and skills of professional positions in food processing companies

*Food production operators*	Existing Knowledge and Skills		Knowledge and Skill expected		Mean difference	t value	p value
*Food production operators*	Mean	SD	Mean	SD	Mean difference	t value	p value
Knowledge
Food safety principles	4.04	0.72	4.38	0.69	- 0.34	- 3.351	0.001
Food production process	4.04	0.78	4.46	0.64	- 0.42	- 4.063	0.000
Maintenance management	3.86	0.75	4.32	0.71	- 0.46	- 4.271	0.000
Skills
Administer ingredients in food production	4.04	0.72	4.34	0.71	- 0.30	- 3.000	0.004
Apply quality management systems (GMP, HACCP, ISO…)	3.96	0.69	4.46	0.70	- 0.50	- 5.000	0.000
Ensure good conditions for processing, storage and food safety	4.02	0.71	4.34	0.68	- 0.32	- 3.311	0.001
Follow production schedule	4.16	0.73	4.38	0.69	- 0.22	- 2.112	0.039

*Food Safety Specialists*
Knowledge
Food legislation	4.06	0.79	4.36	0.74	- 0.30	- 3.000	0.004
Food preservation and storage	4.24	0.65	4.40	0.69	- 0.16	- 1.739	0.088
Food processing technology	4.30	0.70	4.44	0.73	- 0.14	-1.413	0.163
Skills
Develop and control the implementation of food safety programs/regulations	4.20	0.75	4.44	0.67	- 0.24	- 2.281	0.026
Evaluate retail food inspection findings	4.16	0.68	4.44	0.70	- 0.28	- 2.615	0.011
Maintain personal hygiene standards	4.20	0.69	4.38	0.69	- 0.18	- 1.768	0.083
Take action on food safety violations	4.08	0.75	4.50	0.67	- 0.42	- 4.227	0.000
Train employees	3.94	0.84	4.30	0.73	- 0.36	- 4.523	0.000

*Food Production Engineers*
Knowledge
Electrical engineering	3.76	0.74	4.08	0.89	- 0.32	- 3.055	0.003
Mechanical engineering	3.76	0.79	4.02	0.89	- 0.26	- 2.648	0.010
Refrigeration engineering	3.80	0.69	4.08	0.85	- 0.28	- 2.824	0.006
Skills
Operate machines and equipment that meet production requirements	3.94	0.79	4.16	0.84	- 0.22	- 2.196	0.032
Maintenance, repair and troubleshooting of machines and equipment	3.80	0.83	4.06	0.86	- 0.26	- 2.219	0.031
Assemble and disassemble machines and equipment	3.70	0.88	3.98	0.95	- 0.28	- 2.245	0.029
Manage all process engineering activities	3.90	0.86	4.14	0.83	- 0.24	- 2.281	0.026

*Food Analysts*
Knowledge
Food safety principles	3.96	0.72	4.18	0.66	- 0.22	- 2.400	0.020
Food safety standards	4.02	0.71	4.22	0.64	- 0.20	- 2.213	0.031
Food laboratory science (equipment operation and calibration, analytical techniques, …)	4.06	0.79	4.26	0.72	- 0.20	- 1.870	0.067
Skills
Analyze and evaluate quality characteristics of food ingredients and products	4.04	0.66	4.28	0.67	- 0.24	- 2.716	0.009
Operate and calibrate laboratory equipment	3.98	0.71	4.28	0.75	- 0.30	- 2.884	0.005
Collect samples for analysis	4.06	0.73	4.28	0.67	- 0.22	- 2.526	0.014

Enterprises also prioritize developing the skills necessary to adapt to the changes brought about by the 4.0 technology revolution (Table 8). They consider the ability to use digital communication tools, manage and analyze data, think critically, and make decisions as essential for preparing their workforce for the future. This highlights the urgent need for skill development and upskilling in this industry.

Table 8. Future labour skills for Vietnamese food processing sector in the context of Industry 4.0

Future skills	Mean	SD	Ranking
Use digital communication tools	4.43	0.79	1
Critical thinking and decision-making skills	4.34	0.79	5
Adaptability and lifelong learning	4.34	0.77	5
Food traceability	4.42	0.75	2
Analyse and optimize food production processes	4.36	0.82	4
Data analysis and management	4.36	0.77	4
New product research and development	4.38	0.75	3
Identify consumer trends and market needs	4.34	0.79	5
Update new legislation on food safety	4.38	0.77	3

4.Case Studies of training collaboration models

In general, industries and educational institutions can collaborate in the following activities: 1) training and education; 2) research; 3) knowledge transfer; 4) internship and financial support; 5) co-governance. The Vietskill project focuses on collaboration in training and education between industry and educational organizations aimed at increasing spillover effects. The training and education programs identified in this report are derived from previous studies and surveys (see D3.1.) and from the following case studies.

4.1 Niels Brock, Denmark.

Niels Brock Copenhagen Business College (a.k.a. Niels Brock) is known for business, management, and vocational education in Denmark. A special feature of 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 typically consist of both school-based education alternating with training at the workplace. Niels Brock signs agreements with companies, and the approved companies offer training 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 to cover the most up-to-date competencies needed in the business sectors. Students have quite flexible choices, as Niels Brock provides opportunities for both job qualification and higher education access, not to mention programs 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 these courses, they can upgrade their knowledge and skills needed for their jobs.

4.2 MADE, Denmark

MADE (Manufacturing Academy of Denmark) is another example of 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 make 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 educational institutions, creating, sharing, and implementing knowledge in Denmark and across the EU.

4.3 VASEP, Vietnam

VASEP (Vietnam Association of Seafood Exporters and Producers) is a non-governmental organization based on the principles of voluntary, autonomy, and equality. VASEP members include leading Vietnamese seafood producers and exporters, with companies providing services in the seafood sector. Based on mutual support, VASEP was established on June 12th, 1998, to coordinate and link enterprise operations, improve the value, quality, and competitive capacity of Vietnamese seafood, enhance the source of raw material for seafood export, and represent and protect the legal interests of members. One of the main activities of VASEP since its foundation is organizing short-term training courses to support seafood businesses. The training activities implemented by VASEP are becoming more and more professional. All the training activities are carried out by VASEP Trade Promotion and Training Center (VASEP.PRO). Up to now, VASEP.PRO is considered one of the most well-known training organizations in the food industry. Courses introduced by VASEP.PRO are considered highly practical. Every year, VASEP.PRO deploys training in 15-20 different topics, performing 30-40 in-house and public training courses, with the participation of 1,000 to 1,500 people.

The main training areas of VASEP.PRO include: (1) Quality management - Food safety, (2) Sale - Import - Export, (3) Human resource development, (4) Aquaculture and sustainable development, (5) Health & Labor safety, (6) Production management, (7) Processing technology, (8) Standards - Certifications, (9) Digital technology, and (10) Environment and energy. To provide practical benefits to enterprises in improving the knowledge and skills of their employees, VASEP.PRO conducts training courses tailored to meet the specific needs and requirements of each enterprise. These courses are organized on-site at the enterprise to reduce costs. Lectures are designed based on product characteristics, processes, and business requirements. The training programs are taught by leading experts with extensive experience. This can help enterprises apply knowledge immediately to production and processing. To facilitate the organization of training courses and reduce the costs of enterprises, VASEP.PRO has developed a wide network of collaborators who are experts in all training areas. Currently, VASEP.PRO has a wide network of more than 30 organizations and 100 national and international experts. In recent years, there has been a high demand for training courses according to enterprise requirements. Therefore, VASEP.PRO has been devoting substantial resources to these training courses. To design this training course, it is necessary to follow a 6-step procedure: (1) Survey training needs of enterprises, (2) Develop the outline of the training course, (3) Prepare and sign the training contract, (4) Design and finalize lectures before sending them to enterprises, (5) Implement the training course, and (6) Evaluate the training course.

4.4 Bac Ninh Industrial-Vocational College

During the visits and discussions with the college leaders and staff, we paid attention to a collaboration program with the GIZ organization (Deutsche Gesellschaft für Internationale Zusammenarbeit). GIZ is a German non-profit organization funded under the protocol of the German government in the field of international cooperation for the goal of Sustainable Economic Development and Vocational Training. Currently, there are 11 vocational training schools in Vietnam that have received collaboration support from GIZ under the training project started in 2008 with four participating vocational colleges (Bac Ninh, Ninh Thuan, Long An, An Giang), and the number of joined schools increased to 11 in 2017, but the 7 new participating schools did not get support of the equipment like the 4 original schools. Seven new schools are only sponsored for training courses on student enrollment, cooperation with enterprises, digital transformation, teacher training, etc. If the schools share the same training program, GIZ will support and control carrying out the training programs and assessment exams.

At Bac Ninh Industrial-Vocational College, there are currently two international vocational training programs at the college level that follow German standards. They are Metal Cutting and Industrial Electronics. The training period is 2.5 years (159 credits with 10 modules). To join the training programs and receive support from GIZ, the schools must have enterprises or companies that will participate in the training process. GIZ will sponsor training equipment and machinery, and the schools prepare the factories, offices, and classrooms. The project and the schools always try to advertise strongly to enroll good-quality students who are suitable for high-quality vocational training professions.

GIZ has provided details of the training programs following German standards, and schools and businesses can adjust them to meet the technology and actual conditions of Vietnam, but the change does not exceed 20% of the total duration and content of the original programs. To implement the training process and adjust the training programs, the school principal must establish two levels of the Vocational Advisory Council in accordance with the laws and regulations of Vietnam: they are "Strategic Advisory Council" and "Implementation Advisory Council," with the goal of preparing and adjusting the training programs, teaching and learning materials in accordance with the requirements of the labor market; improving the abilities of training staff at enterprises; designing and implementing the training phases at the companies; designing and implementing advanced training courses at the schools for technical staff of the businesses; ensuring the participation of the business sector in the graduation examination/assessment process; supporting career orientation for students and enhancing the “image” of vocational education; helping graduated students find suitable jobs.

The Strategic Advisory Council has two meetings a year; the members include School leaders; Leaders of companies; Representatives of GIZ organization, Business associations, and the Department of Labor; Head/Deputy Dean in charge of vocational training following German standards. The tasks will be to discuss and finalize the plans to carry out the joint activities; allocate resources for deployment; assign responsibilities for the personnel; monitor and evaluate the effectiveness of training implementation; make decisions about the strategies and resources. The Implementation Advisory Council officially meets four times a year, and the members also communicate regularly. The council members include the officers who oversee the company's human resources; company training staff; Head/Deputy Dean in charge of vocational training according to German standards; The core group of lecturers or trainers of the German standard training profession.

The Council has the tasks to propose the annual implementation plans; schedule and set the outcome for each activity; perform the activities directly as assigned; make the report about the implementation results for each activity. The preparation of teachers and lecturers for the project: Together with the support of equipment and machinery, German experts have come to Vietnam to train selected Vietnamese teachers and technicians since 2008. Currently, they have become good teachers, lecturers, or even experts who can directly train the next generations of teachers.

The German vocational training programs have also been completely imported and effectively transferred to the joined schools. Here are some details about the international vocational training program at Bac Ninh Vocational Industrial College. The total training program is designed with 30% for theory and 70% for practice. The theory (30%) is completely taught at school. 35% of the practical content will be trained using the equipment and machinery at school. 35% of the remaining practical content will be performed using the tools at the factories. At the companies, the students practice the techniques, skills, rules, and regulations. Sixty-five percent of the total lecturers are from the school, and the others (35%) come from business. Each class only has 25 students with a school homeroom teacher and a factory instructor. The first-year students’ study with 60% of the total time at school and 40% of that at enterprises, the second year is 50% of the study time at school and 50% of that at companies, and the last year will be 40% at school and 60% at businesses. When students study and practice at enterprises, they work as technicians and receive support money (about 600.000 VND per month for each student).

After graduation, all students are recruited and highly appreciated by the companies for both their skills and knowledge as well as compliance with laws, rules, and regulations. Besides the advantages, the training programs still have some difficulties. The increase in the number of students is limited due to the number limitation of equipment, machinery, as well as lecturers. Enrolling new good students is not easy because many high school pupils prefer university to vocational college study.

From these four case studies, we have distilled the following lessons for identifying training programs:

Industry Participation in Program Design and Management
- The participation of industry representatives in designing and managing vocational training programs is crucial to ensure that the knowledge and skills taught are regularly updated, as seen in the Niels Brock case.
- Involving professional experts from the industry can enhance the effectiveness of knowledge and skills transfer, making the education more practically oriented and useful, as demonstrated in the case of Bac Ninh Vocational College.
Advanced Courses for High-Position Employers
- There is a high demand and an effective way to organize advanced courses for employers at high professional positions in the industry, as evident in the VASEP and MADE models.
- These training courses should emphasize the transfer of knowledge and skills from top managers and well-known experts in the industry and university. Executive training courses also provide opportunities for business network development and are designed for short-term, intensive activities requiring the physical presence of all participants.
Immediate Demand-Driven Training Courses
- Training courses designed and carried out based on immediate demand from industry and society should be a priority for educational organizations, as seen in the cases of VASEP and MADE.
- These training programs are highly flexible and likely designed for single use, meeting the specific needs of individual companies. Implementing such courses requires a strong and extensive network of professional experts from industries.

5.Identifying training programs

5.1 Training programs for electronic sector

In higher education, especially in the field of electronics, collaboration between educational institutes and enterprises is crucial for developing and improving human resource quality. Both educational institutes and enterprises have advantages and disadvantages in training students or employees. Universities or colleges can provide their students with theoretical background but may lack practical abilities. On the other hand, companies have modern tools to produce electronic devices, ensuring that practical environments are readily available. Thus, collaboration can effectively support each other, and collaborative activities may occur at various levels.

Our study suggests collaboration models between universities and enterprises, with each model ensuring that all parties in the training process can promote mutual benefits and the sustainability of the collaboration. Electronics companies or enterprises often use modern equipment and research and development labs for research and manufacturing. Universities and colleges need to establish links with these companies to provide students with good and suitable environments for practical experience and updating their knowledge and other necessary skills. In detail, the recommended collaboration programs or models between school and industry in the electronics sector are shown in Table 9 below.

Table 9. Recommended collaboration programs for electronic sector

No	Name of programs/models	Description (goal, target)	Roles of partners (school, firms, and association)
1	Advanced training courses	- Short training course to spread new knowledge about technology and modern management among the schools and enterprises. - The course also gives an opportunity to build networks between universities and enterprises in the electronics industry.	- Enterprises, the schools, and associations 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 graduating student	- The implementation of the program at training schools and training institutions will help enterprises save time and money which would otherwise be used for practical training and skills training in accordance with the enterprises’ needs. - The main purpose is updating knowledge, cultivating skills for graduating students or new graduates. It also serves to update the practical knowledge of lecturers. - Enterprises reduce training costs, take initiative, and ensure their supply of human resources.	- Enterprises should 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 the training, if the courses serve their direct business needs. - The schools and associations provide facilities, lecturers, and experts.
3	Integrated model of 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% of time at school and 50% of time at enterprise.	- The first target will be actively training labor resources to meet enterprises’ demands. - The second is simultaneously learning and practicing, combining theory with practical work. - The third, schools have the opportunity to use contacts with enterprises 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 scholarships and/or pay a part of tuition if graduating students are recruited directly by the companies. - Enterprises provide the equipment, machines for student practice.
4	Industrial Doctoral Training (Industrial Ph.D.) OR Cooperation in research between training institutes and businesses	- The model will help the enterprises and schools to approach modern knowledge, science, and technology together in order to produce high-quality research products. - The result is creating the leading electronic expert resources with both theory and practice for schools and enterprises. - Another target is to connect scientific research and industrial application.	- Enterprises and association identify the topic of research related to the problems that businesses and industries are facing. They may also sponsor with research funding, allowances or scholarships for PhD students or researchers. - Enterprises, associations and training institutions together select the PhD candidates or researchers and also decide the PhD supervisors, who may be professors in the university or high-level experts in the companies. - Schools and associations partially support facilities, research environment, instructors, regulations, and procedures related to doctoral training

5.2 Training programs for the food processing sector

We suggest five training programs for food processing sector, four of which are similar to the programs for electronics industries. The fifth program for food processing is the based on an existing program that Nha Trang university has with Minh Phu seafood processing and export group. The five suggested programs are summarised as follows.

TRAINING 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.

TRAINING PROGRAM 2 “Short-term training courses for fresh 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.

TRAINING PROGRAM 3 “Integrated training program for college system”. The program intends to deliver a trained workforce to the labor market in the food processing industry under a new model with the involvement of schools, employers, and associations. Graduates' knowledge and abilities are intended to quickly satisfy companies' needs. Schools and enterprises can share documents, information, and effective training techniques.

TRAINING PROGRAM 4 “Industrial PhD or R&D research program”. The program will help universities and enterprises to access modern technology and knowledge, through supervisors and PhD students. 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 particular problems. Companies’ experts and universities’ researcher may also collaborate in R&D research projects sponsored by companies, government, association or another third party.

TRAING PROGRAM 5 “Bachelor, master or short- term executive program 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.

6.Validating training programs

The training programs suggested above were validated via two workshops organized for each sector. The workshops included project participants, university and college researchers, related companies, and association representatives. The workshop duration was three hours including presentations of research results, presentation of proposed training programs and collaboration models, and discussion on the proposed training programs.

Before the discussion section of the workshop, we presented all training programs including the objectives, targets, role of partners, and implementations. A project researcher coordinated the discussion with following central questions:

As representative of the organization, could you please give us comments and opinion on each of the programs regarding:

The necessity of the program: Is this training program necessary for your organization? Please provide the details of reason. Within 10-point scale, how necessary is this program?
The feasibility of the program: Is it feasible to implement this program under the collaboration between company and college/ university? Within 10-point scale, how feasible is this program?
The willingness to participation: Is your organization willing to participate in this training program? If yes, what activities your organization can contribute? Within 10-point scale, how is your organization willing to participate?
Open and optional question: Do you have any further recommendations for this program?

6.1 Validating workshop for training programs for the electronics sector

The validating workshop for the electronics sector was organised in Bacninh province on 1/11/2022. Following are the summaries of the discussion and comments for each program. The detail comments from participants are included in the appendix of this report.

Program 1 (Advanced training courses) is highly practical and widely supported to be implemented but participants 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 graduating student) 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 labor 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.

Program 3 (Integrated model in college-level vocational training) It is advisable to consider an integrated training program between schools and colleges similar to 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. Selecting which model to apply 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 model 3, we should survey the actual human resource demands of the enterprises and thereafter select the model 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.

Program 4 (Industrial Ph.D. or Cooperation) in research between training institutes and businesses). It 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, it is necessary to carry out a survey of the demands for this training program in society and business. In order to promote the Industrial Ph.D. program, it is necessary to enhance and develop the training capacity of the industrial engineering programs universities 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, Viet Nam to have annual detailed plans, even the five-year plan or longer. After that, the board will transmit 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, program 4 should be changed to a program of research cooperation and technology transfer involving FDI companies and training institutions.

6.2 Validating workshop for training programs of food processing sectors

The second workshop was organized to validate the training programs for food manufacturing sector on 10/11/2022 at Nha Trang University. The participants included project researchers and stakeholders of the sector such as company managers, school representatives and associations. Following are the summaries of the discussion and comments for each program. The detail comments from participants are included in the appendix of this report.

Program 1 (Advanced training courses for food processing industry): The training program is highly practical and feasible to be implemented. The training courses are in a high demand for new employees, especially training courses for upgrading knowledge and skills for engineers and quality management officers (quality control, quality assurance, etc.). The training courses should focus on training knowledge and skills in research methodology, new product development, trends of raw materials, microbiological and physicochemical testing techniques as well as focus on training students' awareness and attitudes. To well implement the training program, it is necessary to clearly identify the contents and needs of enterprises. Enterprises, universities, and association jointly participate in defining and preparing the courses. The training courses can be conducted for a group of enterprises, or each enterprise depends on the requirements. It is also very important to have system administration experts directly taken part in the training program. At the end of the course, certificates or certifications will be issued for participants. Classes can be held either offline or online, depending on the course contents. In conclusion, the training program should be implemented; training programs need to be updated frequency to meet the enterprises’ requirements.

Program 2 (Short-term training courses for graduating students): The training program is also crucial and feasible to be implemented. The training program is beneficial for both the enterprises and universities in terms upgrading and sharing new knowledge and skills. The program should focus on actual food processing technologies that are applying in the enterprises, providing knowledge of quality assurance, food safety and hygiene, production efficiency. By taking part in these training courses, graduating students and recent graduates are provided with updated knowledge and skills that make them easy to approach the reality at the enterprises. Enterprises take initiative in recommending courses, the universities and associations prepare courses in conjunction. The training courses can be hosted either by the enterprises or the universities. This training program helps the enterprises reducing recruitment and training costs for new graduates, take initiative, and ensure the quality of human resources.

Program 3 (Industrial PhD Program): The industrial PhD program is not necessary now, especially for small and medium scale enterprises. It might be needed in the future for big scale enterprises. To be implemented this training program, it needs to conduct a survey to find out the demands of enterprises, particularly to identify the collaborating models between universities and enterprises on how to carry out the training program. The Ministry of Education and Training should approve clear regulations on the standards of staff from enterprises who will be co-supervisor of PhD students.

Program 4 (Integrated training program for college system): The program is also necessary for the enterprises’ labours, especially for employees who have been working for 5 or 6 years who want to update new professional knowledge of technology, marketing, management, administration, and soft skills. The training program is integrated into Vietnam's present college-level training system and combined classroom instruction with on-the-job practice. The program lasts for two years, including basic subjects trained at universities and specialized subjects trained at both universities and enterprises. However, it is advisable to research to find out suitable models to carry out this training program. The participation of enterprises is crucial to be successfully implemented the training program. Therefore, policies need to be approved by the Vietnamese government to encourage enterprises to take part in the training. The training curriculum needs also to be developed in collaboration between universities and enterprises to meet the needs and address current situations of food processing industry.

Program 5 (Training program in accordance with the enterprise's requirements): The training program is necessary for enterprises. Contents of the training program need to be identified by the enterprises based on their needs. The training program should focus on addressing the current weaknesses of employees, including (i) systematic thinking, (ii) ability to process and handle incidents, and (iii) ability to collect and process information of stakeholders when unexpected incidents occur. To facilitate the training program, an agreement/order between the enterprise and the university is needed. In order to be successfully implemented the training program, a commitment and regular exchange between the universities and the enterprises is also needed to ensure the quality of graduates in accordance with the requirements of the enterprises. Moreover, financial support from enterprise is crucial for successful implementation the training program. For instant, Faculty of Food Technology - Nha Trang University is implementing a bachelor training program in Aquatic products processing technology in collaboration with Minh Phu Seafood Corporation. The training curriculum has been developed based on the needs of Minh Phu Seafood Corporation and in accordance with the regulation set by the Ministry of Education and Training. The company also commits 100% graduates to having a job at Minh Phu Corporation after graduation. In conclusion, this is 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.

7. Recommendations: programs for next phase of VIETSKILL

In general, discussions with stakeholders indicate that almost all of the training programs proposed by Vietskill are relevant and that there would be demand for and interest in them in the electronics and food industries and among educational institutions. However, the discussions have also identified some priorities and highlighted the need to develop practical and simple solutions in a short to medium time perspective. Drawing on these insights, we recommend the three programs below for future activities.

7.1 Executive training program

This training program has objective to provide new knowledge, skills, and networking opportunities for top professional positions in the industry. The program will be organized through a collaboration between universities, companies, and associations. The program will consist of various courses demanded by industry, including courses related to management and technology development.

Time of the course: from 3 days to 2 weeks
Teaching methods: Lectures and field study or project development
Lecturers/Tutors: Experts from educational institutions and industries
Budget: From participants and sponsors

Table 10. Recommended courses for executive training programs.

Advanced courses for electronic industry	Advances courses for food industry
Electronic engineering and related topics	Food processing technology and related topics
Work organizations and management in electronic factories	Safety and quality control, food legislation
Project management	Food marketing and packaging
R&D management	Value chain & supply chain management
Maintenance management	New food product development
Procurement management

Table 10 presents several potential topics for executive training programs identified during the course of the project. Specific courses will be identified and revised depending on the current demand assessment from the industry.

7.2 Updating skills and reskilling program

This training program is organized to support two groups of labour. The Updating skills courses focus on new graduates who have just finished bachelor’s programs. The Reskilling program aims to address the needs of workers who are being laid-off from their jobs in the manufacturing sector because of declining relative productivity. The Updating training course can be organized in the workplace or at educational institutions, depending on the requirements of the participating actors.

The Reskilling courses are organized in schools or colleges, in different places and times suitable for learners. The Reskilling training courses are intended for a duration of between some months to one year, depending on the course and its specific requirements. The Reskilling training courses are primarily intended to focus on the service sector, and will be organized in collaboration with relevant sector stakeholders and organisations.

Table 11. Recommended courses in updating skills and reskilling programs.

Updating skills courses	Reskilling courses
Comply with discipline and regulations	Restaurant and hotel service and management
Foreign languages (English, Japanese, Korean and Chinese)	Health care for elderly
Report writing	Security service
Communication skills	Customer service
Reading and understanding technical drawings	Household equipment / white goods maintenance
Other soft skill training courses

7.3 Integrated training program

This is intended as a regularly offered vocational education programs that is in many ways similar to many other vocational programs, but it will be designed and implemented following inspiration from Niel Brock college in Denmark. The programs aim at students graduating from high schools. The theoretical and practical learning components are organized in an integrated manner. The programs are designed and carried out in collaboration between schools and the relevant industry. The program will be composed of both school-based education alternating with training at the workplace. Programs include both curriculum of technical education and business education. The detailed programs will be suggested and accessed for specific cases.

8.Conclusion

The knowledge, skills, and training programs presented in this report are identified through direct methods (surveys and interviews) and indirect approaches (product space analysis).

Sixteen electronics products are identified as potential upgrading targets in the product space analysis. These products are relatively highly sophisticated in terms of technology, and thanks to their relatedness to existing export products, it can be assumed that there are good opportunities to develop the skills and capabilities needed to achieve export success in these areas as well. However, the existing production capacity is mainly embedded in foreign-invested electronics firms. It is challenging for domestic electronic firms in Vietnam to acquire the knowledge needed to produce these complex products. The strategy for the Vietnamese electronics sector to produce highly complex products involves continued reliance of FDI, but this requires strategic investments in human resources to encourage FDI firms to stay in Vietnam and to carry out the export upgrading opportunities identified in the product space analysis. The training programs proposed for the electronics sector partly address this dilemma. Without the necessary improvements in human capital, it is not likely that Vietnam will be able to upgrade its position (or perhaps even maintain its current role) in the global electronics value chain.

The Vietnamese food processing sector is quite developed, with comparative advantages in many food and agricultural products for which the country has favorable natural conditions, such as seafood, rice, tea, coffee, fruit, and vegetables. The challenge for Vietnam lies in diversifying production to include other food products such as meat and dairy products, and to upgrade the value-added content of the current export basket. The main weaknesses of the food production sector are in marketing, branding, and developing new products. Most food products exported from Vietnam use international intermediaries, including foreign wholesalers and retailers, relying on foreign brands and packaging.

Other critical issues for the Vietnamese food industry include compliance with international market requirements for environmental protection and addressing the impacts of climate change. Vietnam has been severely impacted by climate change, especially in fisheries, aquaculture, and other agricultural sectors (FAO, 2018). Addressing these challenges requires collaboration between educational institutes and the industry to explore innovative solutions in terms of technology, markets, and policy (Asche & Smith, 2018).

Four training programs for the electronics sector and five programs for the food processing sector are highly relevant and important, according to stakeholders. However, after the validation process with stakeholders, we have reorganized these training modules into three main programs that address some of the short to medium term needs: executive training, updating and reskilling training, and integrated vocational training programs. These three training programs aim to achieve different objectives and target different learners. The most important aspect of these programs is collaboration between educational institutions and the industry at various stages of implementation, including demand assessment, curriculum development, enrollment, and training activities.

Reference

Hausmann, R., Hidalgo, C. A., Bustos, S., Coscia, M., & Simoes, A. (2014). The atlas of economic complexity: Mapping paths to prosperity. Mit Press.

Hidalgo, C. A., Klinger, B., Barabási, A. L., & Hausmann, R. (2007). The product space conditions the development of nations. Science, 317(5837), 482-487.

Grafton, R. Q. (2010). Adaptation to climate change in marine capture fisheries. Marine Policy, 34(3), 606-615.

Asche, F., & Smith, M. D.(2018). Induced innovation in fisheries and aquaculture. Food Policy,76,1-7.

Mason, J. G., Eurich, J. G., Lau, J. D., Battista, W., Free, C. M., Mills, K. E., ... & Kleisner, K. M. (2022). Attributes of climate resilience in fisheries: From theory to practice. Fish and Fisheries, 23(3), 522-544.

Romero, J. P., & Gramkow, C. (2021). Economic complexity and greenhouse gas emissions. World Development, 139, 105317.

FAO, 2018. Impacts of climate change on fisheries and aquaculture. United Nations’ Food and Agriculture Organization, 12(4), 628-635.

Appendix

A1. Training program’s introduction and questionnaire used in the validating workshops of electronic sector in Bacninh on 1/11/2022

DỰ ÁN VIETSKILL

ĐỀ XUẤT CÁC CHƯƠNG TRÌNH HỢP TÁC ĐÀO TẠO

NGÀNH ĐIỆN TỬ

CHƯƠNG TRÌNH 1

Các khóa đào tạo nâng cao cho ngành điện tử

(Advanced courses for electronic industry)

Mục tiêu

Các khóa học được tổ chức nhằm lan tỏa kiến thức và công nghệ mới giữa nhà trường và doanh nghiệp, nhất là các doanh nghiệp có vốn đầu tư nước ngoài. Giảng viên nhà trường được cập nhật kiến thức mới về công nghệ và quản trị, người của doanh nghiệp được cập nhật lý thuyết và phương pháp mới, có cơ hội trao đổi và kết nối giữa các doanh nghiệp.

Nội dung và cách thức tổ chức

Nhà trường, doanh nghiệp và hiệp hội cùng tham gia thiết kế và thực hiện các khóa học nâng cao về kỹ thuật công nghệ, tổ chức và quản lý doanh nghiệp. Khóa học tập trung vào một chủ đề cụ thể, kéo dài 1 vài ngày tới vài tuần, được tổ chức tại DN hoặc tại trường, kết hợp giữa thuyết trình và thăm quan doanh nghiệp. Đối tượng học gồm lao động giữ vị trí quan trọng của các doanh nghiệp. Các khóa học có tổ chức riêng cho từng doanh nghiệp hoặc một nhóm các doanh nghiệp có chung nhu cầu.

Nguồn lực thực hiện

Đóng góp từ doanh nghiệp theo số lượng người lao động của doanh nghiệp tham gia.
Đóng góp của người học nếu họ không thuộc doanh nghiệp tham gia chương trình hợp tác.
Đóng góp từ nhà trường và hiệp hội hỗ trợ một phần.

Nhận xét đánh giá của nhà trường/doanh nghiệp

Là người đại diện cho tổ chức mình (nhà trường hoặc doanh nghiệp), anh/chị vui lòng cho ý kiến về chương trình này.

Sự cần thiết của chương trình

Chương trình đào tạo này có cần thiết cho đơn vị anh/chị hay không? Xin cho biết những lý do cụ thể?

Theo thang điểm 10, mức độ cần thiết của chương trình này là bao nhiều?..........................................

Tính khả thi của chương trình

Sự phối hợp giữa nhà trường và doanh nghiệp để thực hiện chương trình này có khả thi hay không? Xin cho biết lý do cụ thể:

Theo thang điểm 10, mức độ cần thiết của chương trình này là bao nhiều?.........................................

Sự sẵn sàng tham gia đơn vị anh/chị:

Đơn vị anh chị sẵn sàng tham gia chương trình đào tạo này không? Nếu có thì sẽ thích hợp tham gia những hoạt động nào?

Theo thang điểm 10, mức độ sẵn lòng tham gia chương trình đào tạo này của đơn vị anh chị là bao nhiều?............................

Anh chị có đề xuất thay đổi, góp ý gì để mô hình trên hoàn thiện hơn không?

CHƯƠNG TRÌNH 2

Tổ chức các khóa đào tạo ngắn hạn cho sinh viên sắp ra trường

Mục tiêu

Chương trình này có các mục tiêu sau:

Tạo cơ hội cho sinh viên năm cuối hoặc mới ra trường cập nhật kiến thức chuyên ngành và trau dồi các kỹ năng mềm để có thể làm việc ngay sau tốt nghiệp.
Tăng cơ hội cập nhật kiến thức thực tế của giảng viên thông qua trao đổi với doanh nghiệp .
Giúp doanh nghiệp chủ động hơn trong tuyển dụng, đảm bảo chất lượng và số lượng, giảm thiểu chi phí tuyển dụng và kinh phi đào tạo với nhân viên là sinh viên mới ra trường.

Nội dung và cách thức tổ chức

Nội dung chi tiết các khóa đào tạo sẽ do doanh nghiệp chủ động đề xuất, và nhà trường cùng tham gia xây dựng. Khóa học có thể tổ chức tại doanh nghiệp hoặc tại trường. Thực hành, thực tập tại doanh nghiệp, do giảng viên và cán bộ doanh nghiệp cùng tham gia thực hiện. Các khóa học có thể bao gồm:

Các khóa học cập nhật kiến thức chuyên ngành công nghệ và kỹ thuật điện tử.
Các khóa học cập nhật kiến thức chuyên ngành quản trị, hành chính, kế toán và tài chính doanh nghiệp.
Các khóa học kỹ năng mềm như kỹ năng giải quyết vấn đề, kỹ năng giao tiếp và tác phong lao động trong công ty điện tử, ngoại ngữ (tiếng Anh, Hàn Quốc, Nhật, Trung), kỹ năng xử lý văn bản, kỷ luật công việc, vv.

Nguồn lực thực hiện

Đây là chương trình đào tạo theo nhu cầu của doanh nghiệp nên kinh phí sẽ được chia sẻ như sau:

Kinh phí thực hiện do doanh nghiệp (người sử dụng lao động) chi trả, như thế sẽ đảm bảo các khóa học do DN đề xuất được thực hiện đúng như mong muốn.
Cơ sở vật chất (phòng học, dụng cụ học tập và trang thiết bị cần thiết) do do nhà trường và doanh nghiệp đóng góp

Nhận xét đánh giá của nhà trường/doanh nghiệp

Là người đại diện cho tổ chức mình (nhà trường hoặc doanh nghiệp), anh/chị vui lòng cho ý kiến về chương trình này.

Sự cần thiết của chương trình

Chương trình đào tạo này có cần thiết cho đơn vị anh/chị hay không? Xin cho biết những lý do cụ thể?

Theo thang điểm 10 (1 là không cần thiết và 10 là rất cần thiết), mức độ cần thiết của chương trình này là bao nhiều?.....................................

Tính khả thi của chương trình

Sự phối hợp giữa nhà trường và doanh nghiệp để thực hiện chương trình này có khả thi hay không? Xin cho biết lý do cụ thể:

Theo thang điểm 10 (1 là không cần thiết và 10 là rất cần thiết), mức độ cần thiết của chương trình này là bao nhiều?..........................................

Sự sẵn sàng tham gia đơn vị anh/chị:

Đơn vị anh chị sẵn sàng tham gia chương trìn đào tạo ngắn hạn này không? Nếu có thì sẽ thích hợp tham gia những hoạt động nào?

Theo thang điểm 10, mức độ sẵn lòng tham gia chương trình đào tạo này của đơn vị anh chị là bao nhiều?............................

Anh chị có đề xuất thay đổi, góp ý gì để mô hình trên hoàn thiện hơn không?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

……………………………………………………………………………………………………………………………………………………………

CHƯƠNG TRÌNH 3

Chương trình đào tạo tiến sỹ ngành hoặc hợp tác nghiên cứu phát triển (Industrial PhD Program or R&D joint research)

Mục tiêu

Chương trình sẽ giúp nhà trường và doanh nghiệp cùng tiếp cận công nghệ và kiến thức hiện đại, thông quan giáo viên hướng dẫn và nghiên cứu sinh. Doanh nghiệp nhận được những kết quả nghiên cứu cho những vấn đề họ đang gặp phải, và nghiên cứu sinh là người của anh doanh nghiệp sẽ được được đào tạo và đóng góp lâu dài cho doanh nghiệp. Doanh nghiệp và nhà trường có cơ hội trao đổi kiến thức, kỹ năng và kết quả nghiên cứu cho những vấn đề cụ thể.

Nội dung và cách thức tổ chức

Nghiên cứu sinh (NCS) sẽ thực hiện đề tài nghiên cứu mà DN đang quan tâm, dưới sự hướng dẫn của Giáo sư trong trường ĐH và cán bộ có trình độ tương đương ở DN. Nghiên cứu được thực hiện cả ở doanh nghiệp và nhà trường, tùy điều kiện vật chất và đề tài cụ thể.

Thời gian và các quy định để bảo đảm chất lượng nghiên cứu sẽ giống như các chương trình tiến sỹ nhà trường đang thực hiện. Nghiên cứu sinh có thể là người đang làm việc trong DN hoặc tuyển ở ngoài như những chương trình đào tạo tiến sỹ khác, tuy nhiên ưu tiền người đang làm việc trong doanh nghiệp.

Nguồn lực thực hiện

Các nghiên cứu sinh ngành sẽ được nhận phụ cấp hàng tháng hoặc lương đảm bảo đủ sống và an tâm làm nghiên cứu. Khoản phụ cấp này có thể do DN trả, hoặc cả DN và Nhà trường cùng chia sẻ. Cơ sở vật chất và chi phí khác do Nhà trường và doanh nghiệp cùng đóng góp.

Nhận xét đánh giá của nhà trường/doanh nghiệp

Là người đại diện cho tổ chức mình (nhà trường hoặc doanh nghiệp), anh/chị vui lòng cho ý kiến về chương trình này.

Sự cần thiết của chương trình

Chương trình đào tạo này có cần thiết cho đơn vị anh/chị hay không? Xin cho biết những lý do cụ thể?

Theo thang điểm 10, mức độ cần thiết của chương trình này là bao nhiều?.....................................

Tính khả thi của chương trình

Sự phối hợp giữa nhà trường và doanh nghiệp để thực hiện chương trình này có khả thi hay không? Xin cho biết lý do cụ thể:

Theo thang điểm 10, mức độ cần thiết của chương trình này là bao nhiều?............................

Sự sẵn sàng tham gia đơn vị anh/chị:

Đơn vị anh chị sẵn sàng tham gia chương trình này không? Nếu có thì sẽ thích hợp tham gia những hoạt động nào?

Theo thang điểm 10, mức độ sẵn lòng tham gia chương trình đào tạo này của đơn vị anh chị là bao nhiều?............................

Anh chị có đề xuất thay đổi, góp ý gì để mô hình trên hoàn thiện hơn không?

……………………………………………………………………………………………………………………………………………………………

CHƯƠNG TRÌNH 4

Chương trình đào tạo tích hợp cho hệ cao đẳng

(Integrated training education program)

Mục tiêu

Chương trình nhằm cung cấp cho thị trường lao động ngành điện tử một lực lượng lao động được đào tạo theo mô hình mới có sự tham gia của nhà trường, doanh nghiệp và hiệp hội. Kiến thức và kỹ năng của sinh viên tốt nghiệp đáp ứng được ngay yêu cầu nhà tuyển dụng. Nhà trường và DN có cơ hội trao đổi tài liệu, kiến thức và phương pháp đào tạo phù hợp.

Nội dung và cách thức tổ chức

Chương trình đào tạo nằm trong hệ thống đào tạo bậc trung cấp và cao đẳng hiện nay của Việt Nam, nhưng được tích hợp theo hình thức vừa học, vừa thực hành ngay tại doanh nghiệp.

Chương trình sẽ kéo dài 2 năm, gồm những môn cơ sở, cơ bản được đào tạo tại trường, các môn chuyên ngành có thể đào tạo tại trường hoặc tại doanh nghiệp, kết hợp vừa học vừa thực hành. Tuyển sinh đầu vào theo đúng tiêu chí Bộ Giáo dục và Đào tạo quy định.

Nguồn lực thực hiện

Nguồn kinh phí từ người học, đóng góp của DN và hiệp hội ngành nghề.

Nhận xét đánh giá của nhà trường/doanh nghiệp

Là người đại diện cho tổ chức mình (nhà trường hoặc doanh nghiệp), anh/chị vui lòng cho ý kiến về chương trình này.

Sự cần thiết của chương trình

Chương trình đào tạo này có cần thiết cho đơn vị anh/chị hay không? Xin cho biết những lý do cụ thể?

Theo thang điểm 10, mức độ cần thiết của chương trình này là bao nhiều?.........................................

Tính khả thi của chương trình

Sự phối hợp giữa nhà trường và doanh nghiệp để thực hiện chương trình này có khả thi hay không? Xin cho biết lý do cụ thể:

Theo thang điểm 10, mức độ cần thiết của chương trình này là bao nhiều?............................

Sự sẵn sàng tham gia đơn vị anh/chị:

Đơn vị anh chị sẵn sàng tham gia chương trình đào tạo này không? Nếu có thì sẽ thích hợp tham gia những hoạt động nào?

Theo thang điểm 10, mức độ sẵn lòng tham gia chương trình đào tạo này của đơn vị anh chị là bao nhiều?......................

Anh chị có đề xuất thay đổi, góp ý gì để mô hình trên hoàn thiện hơn không?

……………………………………………………………………………………………………………………………………………………………

Anh/chị đến từ trường/công ty nào?

Xin cám ơn anh/chị đã cho ý kiến về những đề xuất này!

A2. Specific comments and recommendations from the participants in electronic workshop in Bacninh on 1/11/2022.

Program 1: Advanced training courses

- Program 1 is highly practical and widely supported to be implemented, but note that these courses should only be implemented in a short-term form (Pham Xuan Khanh PhD., Chairman of the Council of Hanoi Vocational College of High Technology).

- This program should prioritize short-term training: 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 (Mr. Nam, VASEP’s personnel).

Conclusion: Program 1 should be implemented; attention should be given to the participation of coordinators and the implementation network; training programs are to be updated.

Program 2: Training courses for graduating student

This 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. Upon graduation and being employed, students can embark on production labor to produce products and bring in quick results. (Pham Xuan Khanh Ph.D., Chairman of the Council of Hanoi Vocational College of High Technology).

Conclusion: Program 2 should be implemented to save time and money for businesses, thereby allowing new graduates to work right at the companies where they are employed.

Program 3: Industrial PhD Program or R&D joint research

It 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, what role does human resources with a doctorate in industry play?

To train the Industrial Ph.D., candidates and businesses will have to have new research or technology transfer, according to the law of high technology point out that invest 0.1% in R&D, but the current reality is mainly innovating the production line. Almost no FDI businesses are transferring technology. Perhaps it is optimal to invest in Vietnamese startups, particularly in brainstorming, so that they can gradually develop in technology and these startups will be partners of FDI companies in the future. ( Vice Prof. Dr. Nguyen Duc Minh, Dean of Faculty of Electronics, Ha Noi University of Technology)

FDI firms are investing extremely methodically, having deep pockets and specific strategies. In contrast, Vietnamese Startups are still rudimentary, their capital is weak, and failed many times, so is an investment in Vietnamese Startups possible? (Dr. Nguyen Tien Thong, Copenhagen Business School)

Firstly, 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. The implementation of this program needs to research the demands, practicability as well as regulations on doctoral training in Vietnam. (Mr.Khanh – Teacher, Bac Ninh College of Industry)

Cooperation in research between training institutes and businesses

Do businesses take part in the research cooperative when the training institutes propound? (Dr. Nguyen Tien Thong, Copenhagen Business School)

Cooperation in research between business and school is completely possible. (Mr.Khanh – Teacher, Bac Ninh College of Industry)

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, Viet Nam (via Mr. Son) to have annual detailed plans, even the five-year plan or longer. After that, the board will transmit the information to the stakeholders and have the authority to resolve, review, discuss and cooperate. (Mr.Nguyen Duc Cao, Deputy Head of the management board of Bac Ninh Industrial Zones)

The training institutions should implement the training program in accordance with the businesses’ order. As an example, in Korea, businesses that benefit must cover the cost of training. Additionally, like the Korean model, Vietnamese training institutions can completely participate in training and research collaboration with businesses. (Do Thi Thuy Huong, Representative of Vietnam Electronics Association)

From the discussion mentioned above, it is clear that the cooperation in research and technology transfer of FDI firms and schools can replace the industrial Ph.D. program, which is primarily the transfer of basic technologies. (Dr. Nguyen Tien Thong, Copenhagen Business School)

Conclusion: Program 3 should be fully researched, studied, and examined to determine whether or not it can be implemented. Alternatively, program 3 should be changed to the program of research cooperation and technology transfer of FDI companies and training institutions.

Program 4: Integrated model in college-level vocational training

It is advisable to consider an integrated training program between schools and colleges similar to this program (Which can be referenced from the model that Samsung is implementing in Thai Nguyen province, Vietnam). The models should be:

Model 1: 1 year of training at school and 2 years of training at the enterprise

Model 2: 2 years of training at school and 1 year of training at the enterprise.

Model 3: It can be 50% of training time at school and 50% of training time at the enterprise.

Applying which models will depend on the practical demands of businesses as well as the work that employees will have to perform at the company after graduating. (Assoc. Prof. Nguyen Duc Minh, Dean of Faculty of Electronics, Hanoi University of Science and Technology).

Conclusion: Program 4 should survey the actual human resource demands of the enterprises and thence the models 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.

A3. Training program’s introduction and questionnaire used in the validating workshops of food processing sector in Nha Trang on 10/11/2022

Same programs of electronics plus program 5

PROGRAM 5

Training program in accordance with the enterprise's requirements

Objective

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 in order to train human resources to meet the actual needs of enterprises

Content and Methods of Implementation

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 Universities and the Enterprises to ensure the quality of graduates in accordance with the enterprises’ requirements.

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 cost. After graduation, students commit to work at Enterprises

III. Implementation resources

The enterprises sponsor the entire training cost and support practical activities and internships. The enterprises also provide scholarships for students to cover accommodation cost.

Comment and Assessment of university/enterprise

As the representative of university/enterprise, please provide your comments/suggestions on the training program.

The necessity of the training program

Is this training program necessary for your university/enterprise? Please provide specific reasons?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

On a 10-point grading scale, how much is the need for this training program?......................................

The feasibility of the training program

Is the cooperation between universities and enterprises to implement this training program possible? Please provide specific reasons:

On a 10-point grading scale, how much is the need for this training program?.....................................

The willingness of university/enterprise to joint the training program:

Is your organization willing to participate in the training program? If yes, what activities would be appropriate to participate in?

……………………………………………………………………………………………………………………………………………………………

On a 10-point grading scale, how much is the willingness of your organization to participate in the training program?......................

Do you have any suggestions for changes or to make the training program better?

Your organization information:

...........................................................................................................................................................................................................................................................................................................................................................................................................................................................................

Thank you for your comments and suggestions!

A4. Specific comments and recommendations from the participants in food processing workshop in Nha Trang on 10/11/2022.

ME TRANG COFFEE COMPANY

- Me Trang has been collaborating with Nha Trang University through practical training and internships for the third- and fourth-year students.

- Company needs to have training programs for new employees, especially training courses for upgrading knowledge and skills for engineers and quality management officers (quality control, quality assurance etc.).

- Program 1, 2, 4 and 5 are necessary and feasible. Me Trang company is willing to take part in these training programs.

- Program 3 is not necessary yet.

TRI TIN COMPANY LIMITED (Seaweeds processing and exporting)

- Program 1, 2, 4 and 5 are necessary and feasible. Tri Tin is willing to send staffs to participate in these training programs.

- Program 3 (Industrial PhD program) is not necessary at the moment, especially for small and medium scale companies.

HAI VUONG GROUP (Fish processing and exporting)

- Program 1 and 2 are the most necessary and suitable for the company. However, training programs should focus on training students' awareness and attitudes (Hai Vuong is facing a situation where employees quit their jobs after being trained at the company).

+ Program 1 should focus on training new technologies and quality management systems for employees.

+ Program 2 should focus on training and updating quality management systems for employees and students.

- In the long term, program 4 and 5 are also necessary.

- Program 3 is not necessary for the company at present.

- Improve foreign language skills for employees

KHANH HOA SALANGANES NEST SOFT DRINK JOINT STOCK COMPANY

- Program 1 is the most necessary for the company. Company is willing to send staffs to participate in this training program. Company is willing to receive students to do practical work and internships.

+ Training program 1 should focus on training knowledge and skills in research methodology, new product development, trends of raw materials, microbiological and physicochemical testing techniques.

- Program 4 is also necessary for the company, especially for employees who have been working for 5 or 6 years.

- Program 3 is not really necessary for the company

LONG SINH COMPANY LIMITED

- Program 1, 2, 4 and 5 are necessary and feasible. Many companies have demands. Currently, Long Sinh is not ready to participate in these training programs.

- Program 1 should focus on capacity building for employees

- Program 3 (industrial PhD program) is currently not necessary and not appropriate in Vietnam.

DAI THUAN COMPANY (Fish processing and exporting)

- Program 1 is necessary and relevant for the company. The training program should focus on enhancing knowledge and skills in new technologies, new product development R&D, monitoring quality of food product during processing.

+Collaborations between universities and companies are crucial for implementing this training program effectively.

+Company is ready to take part in this training program.

- No ideas on program 2, 3, 4 and 5.

TIN THINH COMPANY LIMITTED (Tuna processing and exporting)

- Program 1, 2, 4 and 5 are necessary and feasible.

+ Program 1: To implement effectively the training program, it is better to choose companies with good and long-term development strategies and orientations. The content of training should be identified based on the need of company.

+ Program 2 should focus on actual food processing technologies that are applying in the company; providing knowledge of quality assurance, food safety and hygiene, production efficiency.

- Program 3 (industrial PhD program) is currently not necessary.

FUJIURA COMPANY LIMITED (Fish processing and exporting)

- Program 1 is essential for company. Collaboration between universities and companies is a key factor for implementing the training program effectively. Our company is willing to collaborate with university to implement this training program.

- No ideas on program 2, 3, 4 and 5.

584 NHA TRANG SEAPRODUCT JOINT STOCK COMPANY (Fish sauce processing)

- Program 1 is necessary and feasible in order to upgrade knowledge and skills of workers. Our company is ready to take part in some training courses. However, the content of training courses should be developed in collaboration with company to meet the company's needs.

- Program 2 is not necessary and difficult to implement. Because, company normally recruits new employees who have been trained (graduated from university). When necessary, company can organize short training courses to update knowledge and skills for employees.

- Program 3 and 4 are not necessary yet.

- Program 5 can be implemented in collaboration with companies when needed.

NATIONAL AGRO - FORESTRY - FISHERIES QUALITY ASSURANCE DEPARTMENT - BRANCH 3 (NAFIQAD 3)

- Program 1 is really necessary because both the university and company have a need to upgrade and share new knowledge and skills. The content of the training program should be updated in order to attract the participation of industry.

+ Nafiqad 3 is willing to participate in training in the areas of product quality management, internal administration of the company operations (system administration).

+ To be successfully implemented the training program, it is necessary to determine the content and needs of the enterprise.

+ There must be system administration experts directly taken part in training.

- Program 2 is necessary because final year students need to be trained with additional knowledge and skills to easily approach the reality at enterprise.

+ Nafiqad 3 is willing to participate in training.

- Program 3 and 4 are not necessary and are not feasible.

- The necessity of program 5 depends on the enterprise's view of using human resources. Currently, Vietnamese enterprises are not really ready for this training program.

- The current weaknesses of employees are: (i) lack of systematic thinking, (ii) lack of ability to process and handle incidents, (iii) lack of ability to collect and process information of stakeholders when unexpected incidents occur. It is therefore training programs need to have contents on system-based thinking.

NHA TRANG COLLEGE OF TECHNOLOGY AND ENGINEERING

- Program 1, 2, 4 and 5 are really necessary and feasible.

+ Upgrade knowledge and skills for workers in food processing industry.

+ Train soft skills, management skills, administration skills for workers in food processing industry.

+ Nha Trang college of technology and engineering is willing to participate in training in collaboration with universities.

- Program 3 (Industrial PhD program) is currently not necessary and not feasible in Vietnam.

- One of main difficulties is how to connect enterprises with these training programs and how to encourage enterprises to share social responsibilities with universities.

NHATRANG TOURISM COLLEGE

- Program 1 and 2 are necessary and feasible. In order to well implement these training programs, it is necessary to clearly identify the content and needs of enterprises. Collaborations between universities and enterprises are very important.

- No ideas on program 3, 4 and 5.

FACULTY OF FOOD TECHNOLOGY – NHA TRANG UNIVERSITY

- Program 1 and 2 are necessary and feasible. The collaboration between university and enterprise is beneficial for both sides. The university provides new knowledge for employees and also learns practical experiences from enterprises.

- Program 3 (Industrial PhD program) is really necessary. PhD students will work on issues that company is facing. The research results will be directly applied in the industry.

- Program 4: The technical and vocational education and training (TVET) are not available at university.

- Program 5 is necessary to train human resources to meet the needs of enterprises. The training program is feasible if there are financial supports from enterprises.

Consumer beliefs and motives to buy healthy and sustainable seafood

Collaboration models Final

Categories News

Feature Article

Forum "Developing professional skills for labors in the Food Processing Industry in Vietnam"

22/11/2022

seminar "Developing professional skills for electronics workers in Vietnam"

09/11/2022

Seminar on “Developing professional skills for labors in the food processing industry in Vietnam”

27/10/2022

Seminar on “Developing professional skills for labors in the electronics industry in Vietnam”

27/10/2022

Workshop: Future Labor Skills for Vietnamese Manufacturing: Food Processing Sector

18/07/2022

Validating training models -final

1. Introduction

2. Methodology

3. Knowledge and skills needed for upgrading.

3.1 Electronic sector

3.1.1 Knowledge and skills extracted from product space.

3.1.2 Knowledge and skills identified from workshops and group interviews

3.2 Food processing sector

3.2.1 Knowledge and skills revealed from product space.

3.2.2 Knowledge and skills identified from surveys

4.Case Studies of training collaboration models

4.1 Niels Brock, Denmark.

4.2 MADE, Denmark

4.3 VASEP, Vietnam

4.4 Bac Ninh Industrial-Vocational College

5.Identifying training programs

5.1 Training programs for electronic sector

5.2 Training programs for the food processing sector

6.Validating training programs

6.1 Validating workshop for training programs for the electronics sector

6.2 Validating workshop for training programs of food processing sectors

7. Recommendations: programs for next phase of VIETSKILL

7.1 Executive training program

7.2 Updating skills and reskilling program

7.3 Integrated training program

8.Conclusion

Previous Post

Next Post

Categories News

Feature Article

Forum "Developing professional skills for labors in the Food Processing Industry in Vietnam"

seminar "Developing professional skills for electronics workers in Vietnam"

Seminar on “Developing professional skills for labors in the food processing industry in Vietnam”

Seminar on “Developing professional skills for labors in the electronics industry in Vietnam”

Workshop: Future Labor Skills for Vietnamese Manufacturing: Food Processing Sector

Posts viewed

News - Vietskill

Validating training models -final

1. Introduction

2. Methodology

3. Knowledge and skills needed for upgrading.

3.1 Electronic sector

3.1.1 Knowledge and skills extracted from product space.

3.1.2 Knowledge and skills identified from workshops and group interviews

3.2 Food processing sector

3.2.1 Knowledge and skills revealed from product space.

3.2.2 Knowledge and skills identified from surveys

4.Case Studies of training collaboration models

4.1 Niels Brock, Denmark.

4.2 MADE, Denmark

4.3 VASEP, Vietnam

4.4 Bac Ninh Industrial-Vocational College

5.Identifying training programs

5.1 Training programs for electronic sector

5.2 Training programs for the food processing sector

6.Validating training programs

6.1 Validating workshop for training programs for the electronics sector

6.2 Validating workshop for training programs of food processing sectors

7. Recommendations: programs for next phase of VIETSKILL

7.1 Executive training program

7.2 Updating skills and reskilling program

7.3 Integrated training program

8.Conclusion

Previous Post

Next Post

Categories News

Feature Article

Forum "Developing professional skills for labors in the Food Processing Industry in Vietnam"

seminar "Developing professional skills for electronics workers in Vietnam"

Seminar on “Developing professional skills for labors in the food processing industry in Vietnam”

Seminar on “Developing professional skills for labors in the electronics industry in Vietnam”

Workshop: Future Labor Skills for Vietnamese Manufacturing: Food Processing Sector

Posts viewed