Removing the "bottleneck" in the quality of information technology human resources
In recent years, Vietnam has attracted the attention of large technology corporations such as Apple, NVIDIA, Intel... However, cooperation opportunities have not been realized, these corporations have to seek investment directions in other markets because Vietnam has not met the demand for high-quality information technology human resources. The shortage of high-quality information technology human resources is not a recent story. This is explained by the rapid development of the information technology industry along with the shortage of well-trained human resources.
In addition to solutions focusing on technological innovation and training methods, many technology experts believe that training content should be reasonably distributed between levels of education, so that students can have early access to information technology knowledge and skills while still in school.
Talking to Lao Dong, Mr. Chu Tuan Anh - Director of Aptech International Programmer Training System - said that in 4 years of university, students only have a short time to really learn programming technology knowledge to go to work. It is very difficult for students to master technology knowledge, accumulate skills and experience in a short time. Meanwhile, in developed countries such as the US, UK, and Korea, before entering university, students can already master some programming technologies because they have been taught from the general education program.
Sharing the same view, Mr. Ngo Thanh Hien - Technology Director of IBM Vietnam - said that in Vietnam, most information technology training programs in Vietnam start at university level and that is a bit late.
“Early exposure to programming languages will help students develop logical thinking. More importantly, introducing information technology into the general education curriculum can help students orient their careers early while still in school,” said Mr. Ngo Thanh Hien.
Previously, at the workshop “Decoding the paradox of the technology industry: Eagles knock on the door but human resources are closed” held in early November, Mr. To Hong Nam - Deputy Director of the Department of Information Technology (Ministry of Education and Training) - proposed the need to deploy information technology training from high school level, even earlier.
High schools initially apply information technology into teaching
In fact, many schools in Vietnam have begun to incorporate information technology into teaching through STEM lessons...
Speaking with Lao Dong, Mr. Dinh Duc Hien - Vice Principal of FPT Bac Giang Primary, Secondary and High School said that the school has established a separate professional group called STEM - Informatics - Technology 4.0 with the task of not only teaching subjects related to information technology directly to students but also being a training center, transferring technology applied in teaching for teachers throughout the school.
“The most difficult thing for students is not to impart knowledge but to create interest in learning, promote the ability to self-discovery and creative thinking. That can only come from experience, experience in learning methods, learning spaces, learning tools, and applying information technology will be an extremely important method to promote students' passion” - Mr. Dinh Duc Hien shared.
Mr. Hoang Van Luoc - General Director of Multi-Intelligence High School - said that the school has introduced STEM and robotics lessons into mass teaching early. From grade 12, students have been exposed to Artificial Intelligence (AI) education, familiarized with concepts such as "Big Dat"... to help students quickly access and apply them to their studies as well as daily life. However, Mr. Luoc admitted that the current information technology training program in high schools is still not systematic, still "homegrown" in nature, so it is not methodical and professional.
According to Mr. Dinh Duc Hien, the application of information technology in teaching at general schools still faces many difficulties. For example, due to the lack of infrastructure, rural areas and underdeveloped economies, access to information technology is limited; there is a general shortage of information technology teachers nationwide and their quality is not guaranteed.
