In the context of digital transformation and responding to the Covid-19 pandemic, most businesses in Ho Chi Minh City have to promote the application of technology and digital solutions to maintain production and support growth.
However, when starting to innovate, businesses face major barriers from the limited qualifications and professional skills of workers.
According to the report "Training and retraining to improve human resource skills to meet the requirements of the fourth industrial revolution", in Vietnam there is still a gap between the skills that workers have and the skills that the labor market needs.
In school, workers are trained in many skills that the market does not need. Meanwhile, many skills that businesses need are not taught to workers.
The above situation requires the vocational education system in Ho Chi Minh City to improve quality and innovate training programs closely linked to production practices. To do this, there needs to be close cooperation between schools (training places) and businesses (employers). However, this cooperation in Ho Chi Minh City has not shown effectiveness.
To meet the needs of socio-economic development, Ho Chi Minh City needs a large number of high-quality human resources (Illustration: Pham Nguyen).
At the program "People ask - Government answers" in September organized by the Ho Chi Minh City People's Council, leaders of many colleges in Ho Chi Minh City reflected on the difficulties in improving the quality of human resource training due to ineffective cooperation between schools and businesses.
According to Mr. Truong Van Hung, Principal of Van Lang Saigon College, the cooperation between enterprises and schools is currently only proactive from some schools, voluntary from enterprises. Currently, the regulations are only directional, encouraging cooperation without any specific regulations.
In the research topic on vocational skills conversion for workers, Master Nguyen Thi Le Uyen (Ho Chi Minh City Institute for Development Studies) also assessed: "The current relationship between schools and businesses is not closely connected. The cooperation is mainly limited to the situational, individual, and spontaneous level."
According to Master Le Uyen, businesses have not yet participated in contributing ideas to build regular training programs. Therefore, the knowledge that students receive after graduation does not meet the needs of employers.
In fact, this cooperation activity needs specific regulations issued by the Government. Master Le Uyen used the cooperation model that many countries in the region such as China, Malaysia, Thailand, etc. have implemented as an example. According to her, to connect businesses with vocational education activities, many countries have established training funds and stipulated that businesses contribute to this fund.
In China, the Vocational Training Law stipulates that enterprises shall bear the costs of vocational training for employees, workers and those recruited by the enterprise. Enterprises that cannot provide training must pay the corresponding amount to be used for local vocational training.
In Malaysia, there is a Human Resource Development Fund contributed by enterprises (1% of employees' monthly salary for employers with 50 or more employees and 0.5% for small enterprises).
In Thailand, the National Skills Development Fund is funded by training levies from businesses. Business contributions to this fund contribute to increasing corporate responsibility in training the human resources of each country.
In Vietnam, Master Le Uyen commented that businesses are relying on training institutions and have not yet participated deeply in creating high-quality human resources for themselves. The rate of businesses regularly investing in university training institutions is very limited. Therefore, there should be specific regulations on cooperation in human resource training between schools and businesses.
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