[{"bbox": [82, 147, 1167, 524], "category": "Table", "text": "<table><tr><td></td><td>created by the Action</td><td></td><td></td><td>supporting recruitment and mentorship programs to support women entering industries dominated by men, expanding scholarship and awards programs for women entering areas dominated by men, etc.)</td></tr><tr><td>5-Legality and regularity aspects</td><td>Possible delay in approval of the action related to the new project implementation modality under Decree No. 114/2020/NĐ-CP</td><td>High</td><td>High</td><td>The EU will closely coordinate with line ministries, EU Member States and other development partners on the most appropriate implementation modality and during preparation of project document and contract preparation.</td></tr></table>"}, {"bbox": [92, 526, 252, 549], "category": "Section-header", "text": "Lessons Learnt:"}, {"bbox": [92, 552, 1162, 709], "category": "Text", "text": "The proposed action is the first complex EU intervention in Vietnam's TVET sector, while some Member States and other international development partners have gained significant experience in the field and achieved notable results in strengthening the implementation capacity of a number of TVET institutes, especially at college level. They also contributed to the policy and legislative framework, to improve the conditions and processes that facilitate the implementation of some phases of the TVET reform, including specific actions on governance, access and quality. The main lessons learnt from these interventions are:"}, {"bbox": [92, 713, 1162, 845], "category": "List-item", "text": "* A coherent legal framework i.e., a unified, coherent, clear and workable body of rules, regulations and other administrative acts defining roles and responsibilities of government, local authorities, public and private, training bodies, TVET stakeholders and beneficiaries, that complements the rules enacted since 2015, is essential for the implementation of the TVET reform as a whole and the programs that have characterized it, such as for example the green and digital transformation of the TVET offer."}, {"bbox": [92, 847, 1162, 927], "category": "List-item", "text": "* The pace of the TVET reform needs to be accelerated and synchronized with the reduction of the skills gap and shortages at the level of sectors where the identification of training needs takes place and the needs of employers are expressed in terms of specific profiles occupational standards, and skill level by occupation."}, {"bbox": [92, 929, 1162, 1034], "category": "List-item", "text": "* The development of TVET policies and strategies certainly needs to be evidence-based (including gender-sensitive data) and a labor market information system that informs prediction and anticipation of skills remains the long-term goal. However, the immediate answer to the skills shortage is found at the level of TVET Institutes where the needs of industries across different sectors is translated into curricula and programmes."}, {"bbox": [92, 1036, 1162, 1142], "category": "List-item", "text": "* The business sector can be included in TVET through a structured participation of companies and their associations in a multi-stakeholder partnership platform at national, sector (Sector Skills Councils) and training institution (advisory councils) levels. This would be the most productive option for joint decision-making on policies and implementation of TVET programmes with government, workers' organizations and stakeholders."}, {"bbox": [92, 1144, 1162, 1275], "category": "List-item", "text": "* Quality assurance (QA) of TVET services and programmes is applied in a fragmented and inconsistent way if QA remains not structured as a system. Many attempts have been made by DVET and VETA to model existing quality assurance and accreditation practices within a system of standards, national employment qualifications and a unified qualifications framework. This requires extensive capacity building to implement and regularly monitor a QAMS in all TVET institutes."}, {"bbox": [92, 1277, 1162, 1490], "category": "List-item", "text": "* Methodologies and tools for a green and digital TVET that goes in parallel with the policy framework and QA system, are not regularly used by TVET institutions including High Quality TVET Institutes. Digital integration is the way to become more flexible, open, adaptive and responsive to the green and digital transformation. To transform emergency digital solutions adopted during the pandemic lockdown into regular modes of content production and delivery, educational institutions need support to strengthen their digital capabilities, improve online/distance learning, adopt digital platforms, educational technologies and simulation-based learning. They also need to be assisted in greening TVET's occupations, curricula, programmes, as well as their management processes, premises and campuses."}, {"bbox": [92, 1492, 1162, 1624], "category": "List-item", "text": "* Gender inclusive and transformative green and digital skills are explicitly mentioned in policy and strategy documents, however their application at TVET institute level remains low. The proposed action aims to elevate a number of institutions to the level of high quality institutions. The participation in TVET of people with disabilities (PWDs) has been limited by infrastructural, financial and social barriers. This unequal access to TVET has also impacted migrant workers and other marginalized groups. The proposed action includes the development of"}, {"bbox": [1026, 1681, 1142, 1705], "category": "Page-footer", "text": "Page 15 of 28"}]