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The dual system is considered as a successful and well-known model of technical and vocational education and training (TVET) all over the world. It might be a proper solution in order to solve skills mismatch and skills shortage, which the Vietnamese industry names as a 'main obstacle' for developing and also expanding their manufacture in Vietnam. Unfortunately, TVET Vietnam stays on the drive of the supply-side until now, in which the TVET institutions design and provide the training course, based on their perception without paying attention to skills demand from the Vietnamese industry (JICA 2014, 1). The reason for this obstacle is that the TVET institutions have difficulty accessing the needs of the Vietnamese industry. The need of a didactic for work analysis, in which know-how on the demand of the workplace would be clarified, is very urgently needed at present.

This paper, based on my research finding and the final part of my doctoral thesis, will contribute to the actual state of the Vietnamese TVET and the concern about the development of curricula in Vietnam, particularly the research on the identification of professional competence through analysing the case study of a Vietnamese company. It also aims to provide suggestions for job analytical processes, which can enhance the information exchange between the two sides of TVET Vietnam (state-run schools and Vietnamese industry sector) about the skills needed and show that both stakeholders are involved in designing and conducting the training curriculum.

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The vision of digitalization and Industry 4.0 has been widely discussed. Furthermore, the topic encompasses (a) a reorganization process of all industrial activities through new options for communication, triggered by the Internet of Things, and (b) a massive change of private living conditions influenced by the extensive use of Cyber-Physical Systems (CPS). These developments have an impact in all countries, regardless of the individual state of development of industrial production. The central question arises whether the dual system of vocational education and training as practiced in Germany and some other European countries for the training of skilled workers in industry, handicraft and service tasks, is also an adequate system to provide answers to these challenges. Apart from an analytical approach to the core elements of the dual system and a critical assessment whether it can react swiftly to industrial and other developments, empirical studies will be evaluated that outline the requirements of digitalization and Industry 4.0. The results of these analyses will then be used to work out whether the dual system can provide satisfactory answers to contemporary paradigms.

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Technical Vocational Education and Training (TVET) plays a significant role in equipping learners with relevant skill sets for specific trades, crafts and careers. The vocational education and training of youth is a challenge in terms of employability and skills acquisition of learners at all levels. With the emerging trends in the employment sector, the skill requirements have varied with geographic location, type of industrial development, economic growth and training facilities available in the region. The present study attempts to review the policy issues and best practice models for an enabling system of synchronising a systemic approach for skills training and vocational and technical education relevant for a nation like India. The research attempts to examine the key intervention characteristics to explain in the present trend of skill development, the variability in the intervention strategies.

The present study will identify the institutional structure in the context of the technical vocational education and skills training systems in India. The review enumerates the best practices adopted with relevant cases for expansion, to make the vocational training accessible and such efforts taken in the direction. The policy relevant to technical education, skills training and the apprenticeship training has varied with time, scope and demand of the sector. The challenge remains in how systems have to respond to meet the overall demands by taking into account the local demands and regional requirements in a global context.

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The topic of dual vocational education and training (VET) in Russia has become especially popular since 2013, when the project of the Agency for Strategic Initiatives (ASI), which was called 'Training of personnel, which is meeting the requirements of high-tech industries based on dual education' was launched. Methodical support of the project was carried out by the Federal Institute for Development of Education (FIRO). At the same time, a project on Dual VET by the Russian-German Chamber of Commerce (AHK) VETnet was launched, which is still ongoing.

The essence and specifics of the dual VET system is largely formed due to the active cooperation of Russia and Germany in the field of vocational education. The activities of the Russian-German working group on vocational education, the cooperation between FIRO and the Federal Institute for Vocational Education of Germany (BIBB) plus AHK have undoubtedly made a contribution to the development of dual vocational education and training in Russia. The system of personnel training in Russian territories was characterized as insufficiently reacting to the transformation of the economy. The solution is the engagement of employers from industry, the creation of legal conditions for public-private partnership of state authorities, employers, vocational education organizations (VET colleges) and the development of a practice-oriented training system from career guidance, over vocational didactics to the assessment of qualifications/competences. The article is based on the ASI project, and the best-practices examples of dual VET, which have emerged in Russia after 2016. Finally, conclusions will be drawn and recommendations offered for the further development of VET system in Russia and German-Russian cooperation in VET.

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