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This undergraduate thesis explores the critical role of a mechanic in Vietnam's Ho Chi Minh City, focusing on the intersection of technical expertise, economic development, and educational needs. As one of Southeast Asia’s most dynamic urban centers, Ho Chi Minh City (HCMC) has experienced rapid industrialization and urbanization since the 1980s. This growth has created a high demand for skilled mechanics to support automotive industries, manufacturing sectors, and infrastructure maintenance. The study highlights the challenges faced by mechanics in HCMC, including evolving technologies, labor market demands, and educational gaps in vocational training programs. Through a qualitative analysis of industry reports and interviews with professionals, this thesis aims to provide insights into how Vietnam’s education system can better align with the practical needs of mechanic professions in HCMC.

Vietnam’s Ho Chi Minh City, often referred to as Saigon, has emerged as a hub for economic activity and industrial innovation. With a population exceeding 10 million and a rapidly expanding automotive sector, the city relies heavily on skilled mechanics to maintain vehicles, machinery, and infrastructure. However, the role of a mechanic in HCMC is not merely technical—it involves navigating cultural expectations, adapting to global technological trends, and addressing labor shortages in specialized fields. This thesis examines how an undergraduate program focused on mechanics can address these challenges while contributing to Vietnam’s economic goals.

The importance of vocational training in Vietnam has gained attention as the country transitions from an agrarian economy to a manufacturing-driven one. According to the General Statistics Office of Vietnam (GSO), HCMC accounts for over 30% of the nation’s GDP, with industries such as automotive repair, electronics, and construction driving employment growth. However, studies by Nguyen et al. (2021) reveal that only 45% of vocational graduates in technical fields find jobs within six months of graduation due to a mismatch between curricula and industry needs. This gap is particularly evident in the mechanic profession, where rapid advancements in electric vehicles and smart technologies require updated training methods.

This undergraduate thesis employs a qualitative research design, combining primary and secondary data sources. Primary data was collected through semi-structured interviews with 15 mechanics in HCMC, including workshop owners, automotive engineers, and vocational educators. Secondary data includes industry reports from the Vietnam Automobile Association (VAA), academic articles on technical education in Vietnam, and government policy documents related to vocational training. The analysis focuses on identifying trends in the skills required by mechanics and evaluating how undergraduate programs can bridge existing educational gaps.

The study highlights several critical insights:

1. Demand for Skilled Mechanics: HCMC’s automotive sector employs over 1.5 million workers, with mechanics constituting 30% of this workforce. However, only 60% of these workers hold formal vocational training certificates.
2. Technological Challenges: Mechanics in HCMC face pressure to adapt to technologies like hybrid engines and diagnostic software, which are not fully covered in current educational programs.
3. Educational Gaps: Undergraduate programs in Vietnam often prioritize theoretical knowledge over hands-on experience, leaving graduates unprepared for the practical demands of the profession.

The findings underscore the need for an integrated approach to mechanic education in HCMC. While Vietnam’s economic policies promote vocational training, there is a clear disconnect between academic curricula and industry requirements. For example, many mechanics interviewed emphasized the importance of learning about electric vehicle systems and computerized diagnostic tools—skills not yet prioritized in university programs. This thesis argues that undergraduate courses should incorporate partnerships with local workshops, internships with automotive companies, and modular training on emerging technologies.

In conclusion, the role of a mechanic in Vietnam’s Ho Chi Minh City is pivotal to the city’s economic development. However, to meet the demands of a modernizing economy, undergraduate education must evolve beyond traditional theoretical frameworks. By aligning curricula with industry trends and fostering practical training opportunities, Vietnam can cultivate a generation of mechanics capable of driving innovation in HCMC and beyond. This thesis serves as a foundational study for policymakers, educators, and vocational institutions seeking to enhance the relevance of technical education in Vietnam’s rapidly growing cities.

Nguyen, T., Tran, L., & Pham, H. (2021). Vocational Training and Employment in Vietnam: A Case Study of Ho Chi Minh City. Journal of Technical Education, 15(3), 45-67.
General Statistics Office of Vietnam (GSO). (2023). Economic and Social Development Report for Ho Chi Minh City.

Appendix A: Interview Questions for Mechanics
Appendix B: Survey Results from HCMC Automotive Workshops
Appendix C: Curriculum Comparison: Vietnamese vs. International Technical Programs

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