[{"bbox": [96, 152, 1136, 312], "category": "Text", "text": "Other EU Member States such as Denmark established a cooperation between MOLISA and Danish Ministry of Children and Education, with project aimed at bridging the skill gap and address skills-needs in the industries of furniture and graphic design by developing an effective school-based TVET with industry links. Denmark is considering to extend their cooperation and engagement in TVET in the years to come. Meanwhile, Finland is scaling up Finnish - Vietnamese cooperation in the education sector via strengthened links between Finnish and Vietnamese businesses and vocational training institutions."}, {"bbox": [85, 381, 341, 411], "category": "Section-header", "text": "## 2.2 Problem Analysis"}, {"bbox": [100, 423, 1134, 554], "category": "Text", "text": "Despite reform efforts, started with the Law on Employment 2013 and the Vocational Education and Training law that came into effect in 2015, followed by a series of normative documents and guidelines aiming to improve the effectiveness of the system and supporting TVET institutes in the delivery of high-quality training and employment services, Vietnam's TVET and labour market support systems have remained weak, fragmented, and underfunded."}, {"bbox": [100, 583, 1134, 742], "category": "Text", "text": "As such, they perform poorly and lack the ability to adapt to evolving market demands and to align to a world of work which will be increasingly digital and green. As the consulted employers' and workers' organisations, like VGCL, VCCI, as well as EuroCham, said, Vietnam does not suffer from low labour demand; its employers are seeking workers, but they cannot find the workers that match their skill needs. Hiring new workers is difficult either because of the inadequate skills of job applicants (a \"skills gap\"), or because of a scarcity of workers in some occupations (a \"skills shortage\")."}, {"bbox": [100, 768, 1134, 925], "category": "Text", "text": "Further, in the context of the Just Energy Transition Partnership (JETP) and to support Vietnam's commitment to net zero emissions by 2050, there is a significant skills gap in the clean energy industry as well as in industry, sustainable agriculture and forestry. JETP targets include 47% installed capacity of renewables by 2030 and phasing out of coal. The coal mining industry employs upwards of 75,000 individuals whose jobs may be at risk. Upskilling them and skilling new generations for the clean energy transition presents opportunities for this TVET action."}, {"bbox": [100, 953, 1134, 1008], "category": "Text", "text": "The key areas identified as hampering TVET's effectiveness to address skills gap and the significant shortage of skilled workers that put at risk the achievements of the economy in the past two decades are:"}, {"bbox": [98, 1035, 1134, 1327], "category": "List-item", "text": "* The regulatory framework is not consistent and coherent enough to ensure the governance of a TVET system that aims to become open, flexible, inclusive and just, and that develops the workforce for the twin transition (digital and green) of the economy. Since the Vocational Education and Training law of 2015, the policy landscape has been enriched by a series of normative documents and guidelines issued with the aim of improving the effectiveness of the system and supporting TVET institutes in delivering high-quality services. In order to ensure that policies are informed by evidence and effectively applied, a multi-level approach is needed where lessons learned from policies implemented at the micro level inform and support policy development at the national level and their global implementation. Moreover, gender-responsive laws, policies, and strategies need to benefit from stronger monitoring and evaluation systems (including gender-sensitive indicators and targets) and prioritisation on expenditures on gender is essential for the effective implementation policies and mandates."}, {"bbox": [98, 1328, 1134, 1540], "category": "List-item", "text": "* There is a lack of engagement of the business sector in TVET. A multi-stakeholder partnership platform at national level, at the level of sectors (Sector Skills Councils) and at training institute's level (advisory councils) is not established. It would be key for the business sector to advise the Government on TVET policies, on skills forecasting and needs assessment for each sector, guarantee national occupational standards and standardisation of training delivery in TVET institutes and in enterprises, develop the in-company trainer qualification system and, finally, carry out joint examination and certification of the trainees. Additionally, the business sector could work with women trainees to identify training approaches that respond to dual productive and reproductive roles of women such as consideration to flexible hours and work arrangements."}, {"bbox": [98, 1541, 1134, 1623], "category": "List-item", "text": "* The quality of the TVET system as a whole is low. The pace is slow in the progress of the quality assurance and accreditation towards a unified system of national occupational standards and towards a single qualification framework instead of the existing two (external quality) placed by the DVET as national TVET"}, {"bbox": [1038, 1681, 1144, 1706], "category": "Page-footer", "text": "Page 7 of 28"}]