strategy on ict development

8/3/2019 Strategy on ICT Development

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Strategy on ICT Development

in Vietnam by 2010 and Vision for 2020

Mr. Nguyen Van Phuong - Deputy DirectorGeneral, Dept. of Organization & HumanResources, MIC of Viet Nam

Subregional Telecommunication Ministerial

Forum for Cambodia, Lao PDR,Myanmar and Vietnam

Nha Trang, VietNam, 11-12 December 2009


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Content

Part I: Introduction

Part II: Context of ICT humancapacity building for

development in VietnamPart III: Recommendation

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Part I

I. Introduction of the Ministry of information

and Communications (MIC) of Viet Nam

II. Key components of ICT in Viet Nam

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Introduction of MIC

The MIC of the S. R. of Vietnam is the policy making andregulatory body in the fields of press, publishing; posts;telecommunications and Internet; transmission; radiofrequency; information technology, electronics;broadcasting and national information infrastructure;management of related public services on behalf of the

government. In charge of submitting to Government drafts of laws,

ordinances, regulations, strategies and development planson press, publishing; posts, telecommunications and ICT.

Providing guidances to implement laws, ordinances,regulations as well as to develop strategies and plans

related to press, publishing, posts, telecoms and ICT.

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Organizational structure of MIC

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Minister and Vice Ministers

Functional units EnterpriseMember unitsConsultative boards

Dept. of Posts

Dept. of Telecommunications

Dept. of Info. Tech.

Dept. of Science & Tech.

Dept. of Planning & Finance

Dept. of Inter. Cooperation

Dept. of Legal Affair

Dept. of Organization and HR

Dept. of Inspection

Ministry Office

Radio FrequencyDirectorate

P&T Quality ControlDirectorate

Directorate for ITApp. Promotion

Nat. Inst. of ICT Strategy

VN Internet NetworkInformation Center

ICT Info. Center

ICT Journal

VN P&T Newspaper

P&T Publishing House

VN Public-utility Telecom.service Fund

VN Computer EmergencyResponse Teams

Vietnam Multi-mediaCorporation

Directorate of Press

Directorate ofPublishing

Directorate ofBroadcasting andElec. Information

Directorate of Inter.Information


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MIC training units

1. Training Information and Communication

Managers College2. Vietnam - Korea Information Technology

College

3. Printing Technology College

4. Post and Telecommunications Institute ofTechnology (Under direct management ofMIC)

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Key components of ICT in Viet Nam

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Lawsan

dPolicies M

arket

Investment

Conduciveenvironmentthat supportsand facilitates

development

GovernmentGovernment

UsersUsers

BusinessesBusinesses

Application HumanResource

Infrastructure Industry


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ICT Human Resource in Vietnam

ICT human resource consists of:

HR working in ICT Sector

ICT infrastructureICT Industry

HR in ICT application

In economic sectors (manufacturing and

services),In State agencies

In social organisations and public serviceproviders

HR in education and trainingTraining of ICT human resource

Application of IT in education and training

Users of ICT applications

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Part I I

CONTEXT OF ICT HUMAN CAPACITYBUILDING FOR DEVERLOPMENT IN

VIETNAM


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Regulations

Laws

Law on Education Law on IT

Labour Code

Vision and Strategy Prime Ministers Decision 698/Q-TTg ratify the

Master Plan in IT human resources development

by 2015 and vision for 2020

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ICT Human Resources Training

Rapid increase in professional IT training

Quantitative of ICT training institutions increase rapidly

On average each university with IT faculty trainsbetween 100 and 200 students in formal programmesevery year.

Annualised increase in admissions in postgraduateprogrammes is 30%.

Diversification in IT training modalities:

Formal and informal programs, In-service training,distance learning

Second degree training for graduates of other disciplines

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Year 2006 2007 2008

Total of ICT traininginstitutions

269 347 390


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(Continued)

IT training in other disciplines:Basic IT course has been delivered in all non-IT universities, colleges andfaculties.

IT application delivered in many universities.

Promotion of IT international programs andinformal training

IFI, Japanese IT program at National University in Hanoi, Indian National

IT Institute program at Hoa Sen College, 9 APTECH training centers,CISCO training program

125 IT application centers with about 200,000 learners.

Over 50 informal training institutions can provide 7,000- 10,000 ITexperts per year

IT training in general education curriculumIT becomes a formal subject in 240 pilot specialised secondary schools.IT is an elective subject in other secondary schools, and introduced into

junior secondary and elementary schools as extra-curricular activity or

as part of technical practice. 12


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(Continued)

Weaknesses:

Quality of training remains poor compared with othercountries in the region, failing to meet with demand.

English language skills remain weak among younggraduates

Training programs is not comprehensive andsystematic

IT application for specific purposes is nothing morethan using existing specialised software programs

Absence of IT management training programs

IT application is yet to have effect on teaching andeducation management.

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Workers and Users in ICT

Qualitative and quantitative improvement in ICThuman resource

50,000 workforce in telecommunication sub-sector,20,000 workforce in IT (8,000 workforce in software)

University graduates account for 60% of workforce innew telecommunication companies (85% in SPT, 80% inViettel, 60% in ETC and 58.87% in VTI)

Staff in ICT management agencies get youngerw ith new regulatory mindset

Hundreds of thousand officials have been trained inbasic ICT courses

IT application user skills in State agencies andenterprises especially those in hi-tech or highcompetition sectors have progressed significantly

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Workers and Users in ICT

(Continued)

ICT absorption has been gradually improvedw ith the use of basic telecommunicationservices a feature of daily habit, especially inurban areas.

Weaknesses

Shortage of professionally and English proficienthuman resource

Only 10-15% of new graduates in IT meet programmingand English requirements of IT companies

Shortage of ICT expertsLack of CIO at all levels

Limited computer and English proficiency amongusers

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Part I I I

RECOMMENDATIONS

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Development Vision

HR development for IT is a key factor that hasdecisive impact on development of ICT infrastructure,

industry and application. HR development must be atop priority in Vietnam ICT Development Strategy.

Market analysis must form the basis for trainingneeds analysis, sub-disciplinary structure, training

programs and curricula and annual admission quota.Assessment and evaluation of HR training must bebased on productivity, quality and efficiency of newgraduates/recruits as they perform at work.

Socialization of HR development with a view tomobilizing domestic and external resources towardsHR development for ICT.

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Development Directions

Quality enhancement in ICT training is top

priority in ICT HR developmentEnhancement of labor productivity in ICT

Enhancement of knowledge of ICT, informationsociety and enhancement of skills and abilities touse ICT services and applications for thepopulation at large

In-country export of ICT workers

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Goals by 2015

ICT human strong development, ensure thatenough ICT human meet ICT development andapplication demand.

Enhancement of ICT application in education andtraining, modernization, enhance competitiveability of ICT human training system in order toreach regional and international level.

Dissemination of ICT knowledge and skills to 100%of students in vocational and secondary schools.By 2010, 100% of students in universities and

colleges, 50% of pupils in secondary schools, 20%of pupils in primary schools was trained in ICT

Qualitative improvement in ICT teachers/lecturers.

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Goals by 2020

Guarantee that enough ICT human for domesticand a part of external market demand

Vietnams ICT labor productivity reaches above-average level among ASEAN countries.

Qualitative and quantitative improvement in ICT

teachers (lecturers) in all education levels. By2020, 90% of lecturers in Universities, over 70%lecturers in Colleges reach master level, morethan 30% lecturers in Universities reach doctor

level.

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HR development Solutions

1. Government Finalize and implement ICT HR Development Program

lead by MoET Develop ICT HR Development Plan within Master Plan

for Education and Training to 2010

Allow establishment of 100% foreign-invested ICTtraining institutions

Support non-state universities in ICT HR training

Improve assessment and evaluation system ofICT training of different levels and bring it in linewith international standards

Re-assess & classify all ICT training institutionsof different levels with a view to identifyingappropriate actions (elimination, upgrading,development) to be taken for each institution.

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HR development SolutionsContinued

Grant quality certification to international andVietnamese ICT training institutions

Give priority investment to selected ITfaculties so that their facilities are as advanced asthose in counterpart faculties of advanced countriesin the region so as to make sure of necessaryconditions for quality ICT training and research

Prepare to establish new state ICT university

Send 300 undergraduates and graduates

overseas for degree training.

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2. Agencies and businesses that use ICT HR

In recruitment & placement accept only accreditationfrom ICT training institutions whose training qualityhas been certified thro Government assessment sys.

Develop and strictly adhere to selection criteria,provide incentives with a view to attracting, using andcultivating talents.

Improve performance evaluation and remunerationsystem so as to provide incentives for betterperformance.

Select capable personnel to be trained abroad so thatthey become senior experts in ICT and ICT

management. Encourage businesses of different ownership types to

offer ICT training services contributing to expansion ofICT training capacity and thus ICT application skillsamong population.

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3. ICT HR training

Renovate contents in ICT training programs & curricula.

Review, adjustment and completion of existing ICTtraining programs in different schools, removal ofoutdated programs that fail to meet requirements

Development of new ICT training programs giving

more emphasis on practice in all ICT subjectsDecentralization to leader ICT faculties anduniversities to take proactive position towardsprogram and curriculum development as

references that can be used for other institutionsMaximization of possible use of training programsand curricula of foreign institutions for referenceand teaching purposes

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3. ICT HR training (Continued)

English training and ICT training in English.

Immediate solutions: Enhancement of English training capacity of foreign language

faculties in institutions providing ICT training

Develop specialized English for ICT curriculum

Pilot delivery of selected ICT subjects in English

Invite English speaking ICT professors to lecture and conductresearch at ICT faculties

Long-term solutions:

Effective teaching & learning English at secondary schools.

Pilot ICT training in English in selected ICT faculties in thesuggested model as follows: During the 1st year as students learnEnglish teachers are trained to be able to teach in English, rolling onfor next years when specialized subjects are delivered in English(social science subjects are delivered in Vietnamese).

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3. ICT HR training (Continued) Quantitative and qualitative enhancement for ICT

trainers.

Short upgrading courses provided to 200-300 ICT trainers eachyear.

Recruitment of 300-400 young ICT talents to add to trainingcontingent either on State payroll quota or on long-termcontracts that give similar treatments as those provided onState payroll.

There should be more State budget allocation for scholarships,fellowships and apprenticeships for 200-300 ICT trainers eachyear.

Scientific research results (e.g. research publications atinternational conferences or referenced scientific journals) mustbe an important requirement in recruitment, promotion of ICTtrainers.

Number of people trained to be ICT trainers raised to 500 each

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HR development Solutions (Continued)

Upgrading of EduNet into a national education network(with high speed) to connect training institutions, regulatoryauthorities and research institutes in the whole country withsome famous universities in the world

Promotion of ICT teaching in secondary schoolsImprove facilities for teacher training institutions andsecondary schools

Develop training programmes and textbooks for each level

of education in the principle of consistency and continuity inthe whole system through to tertiary education

Digitalise training curricula, textbooks and referencematerials, compiling interactive programmes to assistlearning

Provide ICT and education software training to teachers eachyear

Use of mass media to disseminate information and raiseawareness of ICT among society. Facilitate and encouragewhole population to acquire ICT skills so as to make full use ofICT amenities and service 27


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Regional Cooperation

Vietnam committes on providing scholaships for othercountries to have their staff trained at different levelssuch as bachelor, colleages degrees and releventcertificates

To host annually experience sharings on ICT humanresource planning, implementation and uterlisation

Provide technical support for other countries inpromoting ICT teaching in schools

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THANK YOU

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