Editor’s Note: Continuing the discussion on whether education is for employment or unemployment, today, Vietnam Education Online interviews Mr. Tran Duc Canh – a person with many years of experience in managing and developing policies for Training and Human Resources Development Programs in Massachusetts (USA). He is also an entrepreneur in Vietnam and shares insights based on various levels, from macro to intermediate, and job-seeking skills.

According to Mr. Tran Duc Canh, the biggest issue lies at the macro level.
Borrowing an example from the distant United States, Mr. Canh shared that in 1991, a friend of his helped then-President Bill Clinton in his campaign.
Mr. Canh once asked this friend how Bill Clinton could win against George Bush (senior), who was very popular at the time.
The friend swore by one word, which later became a famous phrase: “economy, economy, economy.” It was all about the economy; if the economy wasn’t addressed, there would be no jobs, and everything would be in a deadlock.
Mr. Tran Duc Canh discussed this with Vietnam Education Online. We are pleased to present this conversation to our readers.

How do you feel when every year, the number of unemployed graduates increases, with some even contemplating suicide as a way out?
Mr. Tran Duc Canh: Currently, only about 7% of those aged 25 and above have a bachelor’s degree, with about 10% having an associate degree. In South Korea, this number is now 44%.
We often say we want to become an industrialized country, but when we talk about “industrialization and modernization,” our rate of university and college graduates doesn’t reflect that ambition, not to mention the quality.
I might sound extreme, but how many people at the local level are using fake or low-quality degrees? We talk about 200,000-300,000 unemployed graduates; this issue isn’t difficult to solve if the economic system within the government is fair to universities. Moreover, we are somewhat obsessed with degrees.
In the West, certain professions like law and medicine require a degree to practice. But the goal of university education isn’t just the degree; it’s about equipping students with expertise and the ability to work.
Here, degrees sometimes don’t accurately reflect a student’s abilities. When abilities aren’t properly assessed, the value of education is diminished, and degrees are overemphasized. Clearly, these two issues are contradictory, yet our system allows it.

In American society, one can be hired but could also be dismissed the next day if they can’t do the job, even in government. This outcome influences the input. Our education system isn’t strict, nor is it transparent in using outputs. The second level relates to education, both within the family and society, focusing on human development. Our approach doesn’t prioritize talent, independence, or creativity in children. We don’t encourage children to express their desires or provide them with an environment to do so.
In our middle and high school systems, students aren’t encouraged to showcase their talents. In the West, from the beginning of schooling, students are given opportunities to develop their talents, interests, and passions. When someone has interests and passions, they can go far; otherwise, they remain average. A society that only fosters mediocrity can’t achieve much.
Everyone has different talents and potentials; we can’t standardize everyone in this era of integration. The social structure needs to change, and I haven’t seen this happening yet. When society reaches a point where 70-80% of students from elementary to university levels follow their talents and abilities, then society will truly develop. This is directly related to future careers.
I find it burdensome from elementary to high school; it stifles creativity, talent, and passion, which is a significant issue. Additionally, jobs seem scarce now, and we want to pursue something safe.
Such a system turns students’ talents into commodities, suppressing the abilities of those who could excel in other fields. What I mean is that career orientation should start early, possibly from elementary, middle, and high school, not after university when students realize they don’t like their chosen field. For example, medical fields often require high entrance scores, and while they seek top students, not all high scorers should study medicine; they might excel in arts, teaching, or engineering, as their talents lie elsewhere. These students sometimes face pressure to choose high-paying, secure jobs…
Given that Vietnamese students are theoretically strong but lack practical skills compared to international students, how does this limit new graduates?
Mr. Tran Duc Canh: In the West, no one bribes their way into a good job because if they can’t do the job, it’s pointless. That’s why job seekers must equip themselves with knowledge and skills to keep their jobs.
In America, jobs can be found in many ways—through newspaper ads, online, and hundreds of companies specializing in recruitment ads. These companies genuinely search for qualified employees because productivity and wages depend on it.
For new graduates, employers may interview them for only an hour, while other positions might require multiple rounds of interviews, even by phone or Skype. Job applicants write an application and job request straightforwardly. Here, no one asks for favors.
Writing a compelling job application that attracts the reader’s attention is a skill that must show dedication to the hiring organization.
From your experience in recruitment, what do you usually focus on in job applicants, especially recent graduates?
Mr. Tran Duc Canh: First, I want to know which school the applicant attended and what subjects they studied, although they don’t need to list them. But I do want to see the subjects related to the job being applied for.
For example, if I’m hiring for a receptionist position in a hotel, the applicant should highlight their studies in tourism management, along with their average grades.
On the other hand, subjects like Party History, Marxism, or Civilization History are irrelevant to the job, so I don’t need them.
Do you think the current bachelor’s program is both excessive and lacking? Excessive in unrelated subjects and lacking in job-specific courses?
Mr. Tran Duc Canh: This issue has been discussed by many, and I’ve spoken about it as well. It relates to the curriculum system. It’s challenging during this phase due to political education. In the West, they don’t find it necessary.
I think about 20-22% of the current university courses are unnecessary, unrelated to general knowledge. These courses waste 22% of the time, and cutting them wouldn’t affect the overall knowledge. Instead, this 22% should be dedicated to self-study if students are self-motivated.
Among the core courses, there are about 40, such as Electrical Engineering, Mechanical Engineering, Business, Services,… around 16 subjects are core, plus 8 basic subjects: Math, Physics, Chemistry,… and the remaining 12-14 are electives. Our current curriculum is rigid, making students conform without allowing time for independent research and pursuing their passions.
Given the current and future conditions, what fields do you predict will help graduates avoid unemployment?
Mr. Tran Duc Canh: The growing sectors right now are real estate and services.
Agriculture, on the other hand, is stagnating with very slow growth.
If we want to achieve long-term economic development, investment in and development of industry and services is essential.
The strategic development of industries and services like IT software, agricultural and seafood processing, tourism, and hospitality…
These are areas where I believe Vietnam’s potential will allow for strong development.
Thank you for your time.