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FOREIGN TRADE UNIVERSITY FACULTY OF INTERNATIONAL ECONOMICS 🙠🙟🕮🙝🙢 DEVELOPMENT ECONOMICS REPORT The Impact of Education on Employment Class: KTEE406.1 Group:9 Students: Ta Xuan Truong Vu Mai Anh Nguyen Bao Khanh Pham Thanh Hai Phạm Trần Minh Ngọc Nguyen Quang Anh Pham Duy Son 1911150079 1811150055 2013450025 1911150028 2013450044 2013450003 2013450239 Instructor: Nguyen Thi Hai Yen (MA.) Hanoi, September 2021 14.29% 14.29% 14.29% 14.29% 14.29% 14.29% 14.29% TABLE OF CONTENT ABSTRACT I INTRODUCTION Aspects of Vietnamese education: Topic Research Method: Objectives of the study: Object, scope: II.THEORETICAL BASIS Recent trends Principles and general objectives of education Function of education 10 Relationship between education and employment 13 III STATUS QUO 13 Context of Education and Labor Market in Vietnam 13 Advantages 14 Disadvantages and limitations 14 Cause 15 Consequence 19 IV SOLUTION & ORIENTATION 19 Solution 20 Orientation 23 CONCLUSION 27 REFERENCE 28 ABSTRACT The word “education” is derived from the Latin word ‘ēducātiō’ which means to raise, to nurture, while the word 'ēdūcō' means I train, I educate Thus, 'education' appeared in human life a long time ago and played a significant role in human evolution Unlike animals, our brains were created with a desire to transform the Earth to become a better place to live This is when we need education Today, with the rapid development from industrialization and modernization, the need for education gradually becomes more important than ever We are now facing countless challenges every single day, from the smallest to the largest Famine, terrorism, racism, religion, sexism, and many other inadequacies and difficulties are widely known because of their topicality and urgency Undoubtedly, Education is the most important key to solving these problems The famous American human rights activist – Malcolm X once affirmed: “Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” The worst thing you can is lead a changeless life Only by equipping them with knowledge and skills that a person can live more responsibly with himself, his family, and society Moreover, it is also from that knowledge and skills that society will be constantly renewed from the thoughts and activities of each individual Having been well-aware of the educational cruciality, how have we applied it in the process of working and developing? This essay will draw on the theory of education to discuss the topic: "The Impact of Education on Employment." I INTRODUCTION Aspects of Vietnamese education: 1.1 Introduction: Education in Vietnam under the Socialist Republic of Vietnam has not yet made a clear and official statement about its educational philosophy Some people think that the Vietnamese must have an educational philosophy They wonder whether Vietnamese education does not have a philosophy suitable to the needs of innovation and integration 1.2 Target: The long-term goal of Vietnamese higher education institutions and colleges is to strictly implement Resolution 142 of the Politburo of the Communist Party of Vietnam This resolution specifies the following educational goals: “ Vietnamese have to build a larger and stronger contingent of scientific, technical and economic managers, be more completed in qualifications and professions, with good political qualities and absolute loyalty Be loyal to the Party, to the working class, to the nation to have close relations with the workers and peasants, to have both good scientific and technical and professional qualifications, mastery of the laws of nature and the laws of society, the capacity to organize and mobilize the masses, to be able to solve the scientific, technical and economic management problems raised by the reality of our country and to be able to keep up with the advanced scientific and technical level in the world.” 1.3 Structure of the Vietnamese education system: Education levels and training levels of the national education system include: • Preschool education: - Kindergarten education • General education: - Primary school - Junior high school - High school • Special education: - High school for gifted students - Continuing education centers - Boarding High School for Ethnic Minorities - Reformatory • University education: - Pre University - Intermediate, vocational training - College - University • Postgraduate Education Topic Research Method: In this essay, we mainly use the Qualitative Research Method Qualitative research is the process of collecting, analyzing, and interpreting nonnumerical data, such as language Qualitative research can be used to understand how an individual subjectively perceives and gives meaning to their social reality Qualitative data is defined as non-numerical data, such as text, video, photographs, or audio recordings This type of data can be collected using diary accounts or in-depth interviews and analyzed using grounded theory or thematic analysis There are different types of qualitative research methods including diary accounts, indepth interviews, documents, focus groups, case study research, and ethnography But we're mostly focusing on documents and case study research The results of qualitative methods provide a deep understanding of how people perceive their social realities, and in consequence, how they act within the social world The strength of this method is that its descriptions can play the important role of suggesting possible relationships, causes, effects, and dynamic processes Objectives of the study: - Point out and analyze the current status of Vietnamese education and the relationship between educational attainment and job opportunities - System of theoretical bases, studies, and statistics on employment status in Vietnam (labor supply-demand, employment rate, unemployment rate, job satisfaction, salary level, etc.) From that, we point out the causes and origins of these situations - Orient, give solutions to solve the difficulties that our country is facing (Weigh and consider the basic actors in the economy and then offer each solution for each subject) Object, scope: - Education in Vietnam: +) Structure +) Situation and problems +) Importance - Employment: +) Reality +) Problem +) Solution, orientation II.THEORETICAL BASIS Recent trends The employment trends of university graduates drastically changed after the commencement of the market economy in 1986, the so-called Doi Moi Before the commencement of Doi Moi, universities were supposed to produce graduates that specialized in particular sectors, and the ministries in charge of those sectors oversaw the management of universities (Ito, 2013; St George, 2010) The number of graduates was projected based on the forecast by the ministries and graduates were allotted to respective workplaces under the so-called ‘employment allotment system’ (Ito, 2013; St George, 2010) After the commencement of Doi Moi, the employment allotment system was abolished and the labor market became open and free Such a drastic change led to huge confusion, in which around 30% of graduates in 1991 were either unemployed or working in a job mismatched to their major (Ito, 2013) Since then, generally and internationally speaking, due to Vietnam’s booming economy, the labor market’s demand for university graduates has been high and the market can generally absorb the graduates (World Bank, 2008) Nonetheless, a series of detailed investigations showed that the situation is quite harsh – the unemployment situation for graduates has become more and more serious (Ito, 2013) Also, even if they are employed, many graduate students not satisfy the demands and needs of their employers (Tran, 2015) Principles and general objectives of education 2.1 General Education Following the Resolution of the 4th Plenum of the Central Committee of the 7th Party Conference (1993), the main educational goal in Vietnam is improving people’s general knowledge, training human resources, and fostering talent In the late 1990s, this concept was further specified, and the Educational Development Strategy 2001-2010 (being updated as the Education Sector Strategic Development for 201 12020) indicates that a high-quality human resource is an essential factor for social development, rapid and sustainable economic growth, and is one of the primary driving forces to enhance industrialization and modernization processes Article of the Education Law of 2005 states that the goals of education are to: “educate the Vietnamese into comprehensively developed persons who possess ethics, knowledge, physical health, aesthetic sense and profession, loyal to the ideology of national independence and socialism; and shape and cultivate one’s dignity, civil qualifications and competence, satisfying the demands of the construction and defense of the Fatherland.” “The Vietnamese education is a socialist education with popular, national, scientific, and modern characteristics, based on Marxism-Leninism and Ho Chi Minh’s thoughts Educational activities must be conducted on the principles of learning coupled with practice, education linked to production, theories connected to practicability, and education at school combined with education in the family and the society.” (Article 3) The contents of education must ensure the basic, comprehensive, practical, modern, and systematic characters; with importance attached to ideological and civic conscious education; preserving and developing the good traditions and the national cultural identity, absorbing the essence of the mankind culture; and conforming to the psycho-physiology development of various age groups of learners Methods of education must bring into full play the activeness, the consciousness, the self-motivation, and the creative thinking of learners; foster the self-study ability, the practical ability, the learning eagerness, and the will to advance (Article 5) Educational development is the first national priority to improve people’s knowledgeThe government with the requirements of socio-economic development, to the scientifictechnological advances, and the consolidation of national defense and security; must implement standardization, modernization, and socialization; must ensure the balance in terms of qualifications, professional and regional structure; must expand scale based on quality and efficiency assurance; and must link education with employment (Article 9) General Education System: Pre-school education Primary education Secondary education General education is divided into cycles: basic or lower secondary education and general or upper secondary education Higher education 2.2 Technical and Vocational Education and Training TVET in Vietnam is known as vocational education and training (VET) and it aims to develop a skilled workforce that contributes to making the country economically competitive, both regionally and globally There is currently a shortage of skilled workers and technicians with practical training, and the Government of Vietnam has put vocational skills training and boosting employment at the heart of its development goals Formal TVET system The formal TVET system in Viet Nam is structured as follows: Elementary training Secondary VET training College training (practicing bachelor training) Non-formal and informal TVET systems Non-formal and informal training in Vietnam is referred to as continuing vocational education and training (C-VET) The Law on VET (2015) defines C-VET as training that is provided as inservice, correspondence, or guided self-study training at the elementary, intermediate, and college levels Flexible or part-time vocational training programs are also considered CVET The Ministry of Labour and Social Affairs is responsible for C-VET programs The duration of continuing training depends on the program and the types of trainees targeted (e.g unemployed youths, ethnic minority groups, people with disabilities, employed people who want to have further training, etc.) Non-formal and informal TVET are offered in TVET institutions or other organizations such as the Women Union, Farmer Union, Youth Union, associations, and companies There are no mechanisms to recognize non-formal and informal prior learning Function of education Social function education is the positive impact of education on social aspects or programs that create development for society At all times, education performs basic functions 3.1 Economic - production function: This function affirms the role of education in the economic and production field of society + Production economy is an indispensable and decisive condition for the existence and development of society + Economic production is the standard to evaluate the social development of a country The majority of the working-age population is between secondary and highschool education Higher-educated workers are more likely to be unemployed: 6,08 per cent including University level 2,73% and college level 3,35% (TCTK 2018.) According to data from the Ministry of Education, Vietnam has about 200.000 unemployed college undergrads The Department of Labour, War Invalids and Social Affairs also estimated that about 60% of college grads work in jobs different from their majors after graduation (Dan Tri, 2020) In 2018, Foreign Trade University had 113/400 graduates working outside of their economics bachelor degrees For Thuong Mai University, Saigon University, and The University of Da Nang - University of Science and Education, the number was, in order, 40%, 45%, and 52.4% Especially in Saigon University, for environmental technology and library science majors, up to 60-70% of graduates work in jobs that aren’t strictly related to their degrees (Thanh Nien, 2018) Advantages Indeed, some level of mismatch is expected as individuals look for a job that fits their skills and interests and as economies shift in the types and levels of skill in demand in the labour market Mismatch is also expected as workers age and career decisions depend more on their past experience than on their formal education Therefore, we can view certain mismatches as positive signs of an expanding and intersecting job markets: with more job openings and offer a wider variety of job opportunities that can potentially fit the skills of different workers Moreover, as switching between different sectors require highly transferable skills, more mismatches might indicate progresses in soft skills training in collegial levels For a developing country like Vietnam, where new economic sectors continuously appear and demand human resources, teaching highly transferable skills for a wide range of career disciplines is becoming ever more important Vietnam has the potential to so, as compared with other countries, Vietnam’s education over the past 20 years is indeed remarkable in terms of attendance, completion, and student achievement It is confirmed that Vietnamese students and adults have strong numeracy and literacy skills, as we surprised the world with our PISA results that Vietnamese students outperformed many developed economies, including the US In order to have a high human resource level, investing in education is one of the most focused businesses in Vietnam Some private school have already imported and applied new technology and teaching methods from developed countries, for example: FPT, a leader in technology training; Awake your Power academy, specialized in skill development and career orientation; or Vin Uni, almost focused on leadership training and step by step building a business through practical training Vietnam also has schools that offer international degrees such as RMIT, FullBright, VinUni, BUV (British University Vietnam), VJU (Vietnam - Japan University) Especially, Vietnam’s top public universities have always been the training centers of high quality human resources, honing student’s transferable skills in a wide range of fields outside their majors, and offers them the choice flexibility – one major in covers interdisciplinary knowledge, which open up a plenty of possibilities for future occupations Disadvantages However, the real problem with field-of-study mismatch in Vietnam is the gap between work requirements and student’s qualifications Vietnam suffered both under-education (graduates don’t meet up the work requirements even after switching) and over-education (students overqualified for the work requirements after switching); the former is more common (Huy Le Quang, Binh Tran-Nam, 2019) According to reports, unemployment rate in young adults is the highest among college grads (183.000 students, 2017), and a large part of them decided to switch to unrelated jobs (80% of Grab riders/drivers are unemployed college grads, 2017) This signifies disadvantages of Vietnam’s development economics: First, the structural mismatch between education and availability of jobs, the demand side of the labour market is not able to absorb the skills and knowledge of graduates; Second, the quality of education From the supply side, since the 1990s, Vietnam has implemented a number of higher education reforms, particularly, through wage policies and investment to offer a wider range of university programs (MOET, 2015; Nguyen and Vu, 2015) From 2000 to 2012, total expenditure on education as a percentage of GDP increased substantially from 3.57 to 5.73 percent (MOET, 2015) As a result, total tertiary enrollment rate in Vietnam more than tripled from 732,187 students in 2000 to 2.25m students in 2013 (The United Nations Educational, Scientific and Cultural Organization, 2013) However, training programs are often criticized to be inflexible, and focusing on theory rather than practice (Hayden, 2005) Further, under the influence of Confucianism, the society pays more attention to formal qualifications and little to employability and productive skills; hence, there is a significant discrepancy between what students learn at school and what they can at work (MOET, 2015) Student surveys suggest that Vietnam’s education browses too much macro theory level with limited practical application – and that the flexibility and large-scale teaching method can lead to uncertainty of job decisions Eventually, the low productive skills of graduates lead to a mismatch between formal qualifications and occupations (Chua and Chun, 2016) From the demand side, the International Labor Organization (ILO) finds that there is a clear bias toward lower quality jobs in terms of monetary rewards, stability and security due to the limited number of “good” jobs in low-income countries (ILO, 2013) (Huy Quang Le, Binh Tran-Nam, 2019) Causes The demand for skills in the labour market is one of the drivers of mismatch: when there are more graduates from a particular field than jobs available in that field, some necessarily need to look elsewhere for a job Some of these workers may find work in another field for which they are overqualified; some will be adequately matched by their qualifications; and others work in fields underqualified for them The underqualified cases (underemployment) are common in Vietnam, with data from Grab that showed 80% of its riders and drivers are unemployed college graduates Field-of-study mismatch is responsive to the broader labour market context; it is not an individual outcome or one that results uniquely from workers’ choice Vietnam’s current high level of underqualified field-of-study mismatch in Vietnam happened largely due to its education system, which inaccurately predicts some major prospects in the labor market, thus over-investing or under-investing in certain fields (Thanh Nien, 2018) Education though is under the influence of many other social stakeholders, including students, parents, and the government They are playing quite a role in the fret of field-of-study mismatch Students: Entering the adult stage, high school students are not experienced enough to make decisions on their own When choosing majors, many young people are forced by their family to follow a family path or enter industries just to please their parents Most not have much orientation for your future career, blindly following trends, following your friends without understanding and consulting about the potential/possibilities of the industry It took them many years of schooling, until they went to work, encountered the real environment, and were exposed to many different fields, to realize that they were not really suitable for the chosen industry (Dan Tri, 2017) Parents: They are mostly gen X and Y (Born 1965 - 1999), who significantly affect their children’s conception of living standard as they’ve been sharing the old-fashion way of thinking through generations The Latchkey Generation ( Gen X ) when Vietnam at that time suffered from economic crisis and poverty as a consequence of war and after war, their first priority was to survive Their aspiration is to have enough food for the day and they are saving just to pay debts, and hopefully find a good partner to share the burden So as they suffer enough from poverty and labor exploitation, they tend to lead their kids to find a job with stability which helps them out of poverty Gen Y ( The Millenial ) is much better: they are less suffering from the economic crisis post-war Though a large portion of them still have to work in the early age to share their parent’s financial burden, they understand very well what gen X suffered from, so their life purpose is to find a good job, of course they take stability as their priority Therefore, their orientation for their children is to find a light job with high salary and reputation (usually office work, teaching or doctor, ) Gen Z ( Us - the iGeneration ) They were born in a time when there was no need to worry about anything They have access to social media and connect to the whole world, communication and advertising is already well developed They see the world and dream big, plan to start up at a very young age, build their own empire, and their wish is to make an influence However, there are too many things at this time to hold them back Parents definitely don't want them to risk their life doing a thing that won't be worth money and respect (because simply parents have never experienced enthusiasm from these jobs, they cannot see what their children do.) For parents then, a high salary office work is the most idealistic, such as doctor, teacher, or lawyer – that is why parents put all effort into having their children enter universities, get reputed degrees and put aside their children’s wishes to be a great cook, mechanic, designer, or tailor Government: People are now way too overrating jobs that are related to academic knowledge and degrees Government care about education but their way now is just opening more and more schools, they focus on developing theory exercises, student rating systems but not much on vocational schools Society: Vietnam is not yet an ideal environment for students to grow freely if they choose their passion Lack of resources, low GDP and an old fashioned thinking concept environment where we are surrounded by too many “philosopher masters' force us to consider solutions outside our country as our 1st priority to move forward Consequence In developed countries (Ireland, Italy, France, Germany, Belgium, Netherlands, etc) study results suggest that field-of-study mismatch need not be considered negative per se, as workers who find a job at their correct qualification level but in another field not experience a statistically significant wage penalty in most countries However, in Vietnam, as a large number of college graduates are overqualified for their current work, the penalty is significantly larger (Huy Le Quang, Binh Tran-Nam, 2019) It is first a waste of resources, including time for study and training after recruitment, enrollment opportunities, scholarships, and investments in other fields with more prospects Second, it costs individuals the wage penalty as a result of inefficient labor market organization, with overqualified people working underemployed, and under-qualified people performing inefficiently in fields different from their major The costs of mismatch can even aggregate to important national level costs if more graduates from saturated fields need to downgrade to jobs with lower qualification requirements – or if skill anticipation systems are in place to reduce the likelihood that any given field is highly saturated in the future IV SOLUTION & ORIENTATION Solution In the process of worldwide integration and competition of the Vietnamese people, perhaps the primary and most powerful thing we'd like to integrate is knowledge integration And therein knowledge integration, the sector that must be integrated first and most drastically is that of the field of education Practice shows that to possess a replacement Vietnam, a prosperous and civilized Vietnam, there must be new Vietnamese people, people that are nurtured in spirit, intellectually enlightened, and trained good physicality This will only be achieved once we have a replacement education, an education that integrates and competes with the planet To possess such an education, it must be supported by many factors, one among the primary and indispensable factors is to possess new thinking, new vision, new knowledge for education And to realize this goal, must build a model of “learning citizen” that contributes to putting together a contemporary society This is often not the responsibility of the education sector alone, but the responsibility of the entire people and therefore the whole society However, human resources including the force involved in social labor and therefore the modernization of the concept of human behavior can't be imposed but must be through two main ways: activity and education Therefore, here we'll mainly ask the way through school education, during which schools must concentrate on developing learners' cognitive needs - a selected spiritual need in humans To satisfy the wants of industrialization and modernization within the context of the economic revolution 4.0, it's necessary to possess a highly developed human resource, always innovating, updating technology, having a replacement lifestyle like dynamic, highly adaptable, and artistic This stuff can only be wiped out in a society during which all citizens are always given regular and continuous learning conditions to constantly improve their professional qualifications and therefore the ability to integrate into the increasingly growing civilized, modern To carry out the above great orientations, it's necessary to specialize in implementing a variety of solutions: ● Firstly, renewing thinking and raising awareness about developing professional skills on the idea of putting young human resources as the center, to market young human resources for the expansion and sustainable development of the country From there, the roles and responsibilities of the State, employers, training institutions, vocational training and training institutions, enterprises, social partners, and therefore the youth themselves are raised for skill development ● Secondly, perfecting the institution and strongly developing the system of assessment and granting national vocational skills certificates within the direction of specialization, professionalism, and modernity: Establish a forecasting organization and strengthen demand forecasting vocational skills demand of young people; accelerate the establishment of the national occupational skill qualification framework to standardize the standard of youth human resources; capacity building and speeding up the addition of the list of jobs requiring national certificates of vocational skills; develop and update national occupational skills standards to accelerate assessment and certification; to step by step approach ASEAN and international vocational skills standards to make premise and conditions for negotiation for mutual recognition; develop and improve the capacity of national vocational skills assessment and certification organizations to become increasingly specialized and professional; building a bank of exam questions; study (possible project) the establishment of industry councils with the participation of stakeholders; promoting the appliance of data technology within the management and operation of the assessment and certification system, etc ● Third, still, improve institutions and innovate vocational education and education to develop vocational skills for children in an open and versatile direction, strongly shifting from equipping with knowledge (theory) to equipping with knowledge Knowledge and skill development; develop vocational education and education within the connection system between career orientation => training, vocational training => information, advice, job introduction => employers/enterprises; strongly develop skills training in enterprises, strengthen linkages between vocational education and education institutions and enterprises with diversified and effective models; specialize in training "soft skills" ● Fourth, still, improve institutions and develop a market capable of connecting labor supply and demand, creating A level playing field and healthy competition for young human resources within the direction of continue to radically liberate children, remove administrative barriers so that children can move freely in space and occupation; develop the market across the country, especially in underdeveloped areas and ethnic group areas; step by step develop top quality human resource market; strongly develop market infrastructure, especially labor supply, and demand forecasting system and market information, timely and effective job introduction and support for children with freelance skills move within the market to possess decent job opportunities ● Fifth, develop and implement targeted programs on vocational skills development to enhance the standard of human resources and youth mobility, like high-level vocational skills development programs, training programs, and training programs nurturing talents and young experts; universal vocational skills development program for unskilled youth, mainly in rural and informal sectors; start-up support program for children with skills to become owners of production, business/business establishments ● Sixth, expand international cooperation on vocational skills development for children through policies to encourage foreign investment in vocational education and education institutions for young people; cooperate in developing a system of assessment and grant of national occupational skills certificates; support computerization of management and operation of the assessment system, grant of national vocational skills certifications, etc Orientation Reality shows that many students graduate college or university without defining specific career goals or not having prepared the necessary skills and knowledge to meet the job market Graduates still need to be trained when they go to work to suit the actual job requirements If career goals are unclear, graduates may not find a job or get a job Although it is also easy to quit when facing difficulties, recruitment agencies will lose a lot of effort to retrain This wastes time, effort, and money for both recruiters and learners Reality requires universities to have advice and career support for students Career counseling for students is a process continuously throughout university education Students besides being trained about specialized knowledge of the discipline, also need to develop soft skills, build a career plan for themselves, need to be acquainted and exposed to a realistic environment right from the school chair to shorten the gap between training and professional practice Universities around the world and in Vietnam deploy career counseling activities for students in various forms Job practical research on career counseling activities and propose solutions to develop Developing career counseling activities in Vietnamese universities is necessary According to the Education Law, “Vocational education training is a system of measurement taken inside and outside an educational institution to help students acquire knowledge about careers, ability to choose a career based on combining individual aspirations and strengths with demand for labor of society” (National Assembly, 2019) At the macro level, career guidance is a system of measures for the impact of the State, organizing the activities of many different agencies in society, helping people to choose and identify their career position in life Accordingly, career guidance and counseling job counseling in higher education institutions with the goal of “Helping learners orientate occupation, choosing the appropriate field of study and training level, creative in learning, understanding about the industry and profession you are studying to promote your professional capacity career after graduation, help learners get information about the labor market and find get suitable employment, strengthen coordination between educational institutions and users labor so that the school's training approaches reality and meets the needs of society” (Ministry of Education and Training., 2008) The main contents of career guidance and counseling the job focus on the following issues: ● Consulting and introducing the school's majors, training majors, job opportunities after graduation for the school's admissions ● Advising learners on learning methods, contents, and characteristics of the training profession; issues of State policies and laws related to the industry, vocational training of the school ● Help learners supplement and accumulate practical knowledge and necessary skills to integrate into the working environment after graduation through extracurricular activities and practical activities ● Counseling helps equip learners with necessary soft skills when looking for jobs, introducing jobs to learners, connecting learners with units that need to use labor ● Help students self-assess their interests, abilities, and career values, increase knowledge of specialized professions, identify a career that matches your ability, improve their profile and job search skills Currently, some universities in Vietnam only have a student support center, in which mission of this center is to introduce job work for students and at the same time advise on employment issues and equip vocational skills careers for students Some schools integrate career counseling activities in some activities of the relevant functional departments in the school and no department specialized department Career counseling activities for students can be organized in a variety of forms in the university: ● Direct consulting: Through the specialized curriculum, through courses on skills, career orientation, through programs of talks and seminars on subjects, occupations, through practice, practice simulation, through the field, through competitions, other extracurricular activities ● Indirect counseling: Through the website, by phone, through informational materials on career guidance for students With the development of current technology, the career information on the websites of the University, of other departments is also effective counseling and orientation channel for students Learners are now also aware of the need for career counseling They also consciously learn about job opportunities, about building plan future career development, learn about legal policies in the relevant field to prepare well for the career Career counseling is an oriented activity "creating the future for learners" Each university has specific resource conditions, training fields, and training goals and philosophies Model of organization of career counseling activities of the school will have to be built to suit the actual situation of the school above principles of synchronous implementation of activities with the participation of subjects in the house schools to influence students in selfdetermination and career choice the optimal way to get a job, taking into account people's needs and capabilities, combined with social-economic circumstances in the labor market In the context of the rapid development of science and technology, career fields and employment positions also fluctuate regularly, career counseling activities of schools need to be paid attention to and invest the best resources for effective implementation CONCLUSION As mentioned above, knowledge has existed for a long time in our society and is a prerequisite for humans to survive, develop and create new things to serve our own needs In this rapid progress and integration with the world, the most necessary thing for our country is a strong force to move forward with diversity and flexibility in many fields To achieve that, knowledge is power In summary, the essay "The impacts of education in Employment" has highlighted the strong effects of education on the quality of employment in Vietnam From the statistics of the situation, we provided theoretical foundations, solutions, and orientations that we believe help strengthen the strong relationship between education and career as well as to improve the current employment situation From the perspective of university students who are still on the path of finding and orienting their careers, we would like to point out that one of the important aspects of today's life is the intersection between the tradition and the modern, especially young generation like students Students must know how to approach a variety of news sources from both domestic and foreign As a result, they can combine with what they have learned to refresh, improve their level as well as be creative, be flexible in the process of studying and working to achieve the best efficiency The abundant source of knowledge will only be valuable when we know how to take advantage of it properly We have tried to the best we can to keep the essay neat and coherent However, due to limited knowledge and experience, it is difficult to avoid shortcomings We hope to receive comments and suggestions to make the essay more complete Thank you! REFERENCE Quang, H.L and Tran-Nam, B (2019), "Qualification mismatch in the labor market and the impact on earnings: evidence from Vietnam", Journal of Economics and Development, Vol 21 No 2, pp 223-233 https://doi.org/10.1108/JED-09-2019-0032 Montt, G Field-of-study mismatch and overqualification: labour market correlates and their wage penalty IZA J Labor Econ 6, (2017) Truong, T (2020), “Mat nhieu nam di hoc de roi lam trai nganh co dang khong?”, dantri.com.vn https://dantri.com.vn/giao-duc-huong-nghiep/mat-nhieu-nam-di-hoc- de-roi-lam-trai-nganh-co-dang-khong-20200710114848924.htm Phuong, T (2020), “Trinh Lao dong cua Viet Nam dang dung dau tren the gioi”, Giaoduc.net.vn https://giaoduc.net.vn/tieu-diem/trinh-do-lao-dong-cua-viet- nam-dang-dung-o-dau-tren-the-gioi-post205453.gd Ha Anh (2020), “Vi khoang 50 sinh vien lam viec trai nganh dao tao”, thanhnien.vn https://thanhnien.vn/giao-duc/vi-sao-khoang-50-sinh-vien-lam-viec- trai-nganh-dao-tao-1303171.html Phi, V (2017), “Giat minh 60 cu nhan lam trai nghe qua nhieu nguoi chon viec chay Grab Uber de kiem song”, saostar.vn https://saostar.vn/xa-hoi/giat-minh-60-cu-nhanlam-trai-nghe-qua-nhieu-nguoi-chon-viec-chay-grab-uber-de-kiem-song1912991.html ... draw on the theory of education to discuss the topic: "The Impact of Education on Employment. " I INTRODUCTION Aspects of Vietnamese education: 1.1 Introduction: Education in Vietnam under the. .. times, education performs basic functions 3.1 Economic - production function: This function affirms the role of education in the economic and production field of society + Production economy is... essay "The impacts of education in Employment" has highlighted the strong effects of education on the quality of employment in Vietnam From the statistics of the situation, we provided theoretical
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