In Vietnam, there is a need for vocational and higher education to provide new kind of competences required in the rapidly changing world of work. The development of Industry 4.0 and Web 4.0 creates a need to create Education 4.0 following the principles of student-centered and competence based education. Teachers and educational institutions need new competences, enhanced collaboration through communities of practice and sustainable networks with the world of work to build a learning ecosystem for Education 4.0. In EMVITET project, this aim is achieved by building a process of development cycles utilizing participatory action research approach (PAR), where teacher and organizational development are intertwined. Vietnamese teachers and their managers are engaged in identifying their development needs and contextualizing the development activities to ensure their ownership. European educational developers will facilitate teacher and organizational learning by providing online mentoring and workshops in Europe and Vietnam. Digital platforms are used throughout the project in dissemination of outputs and outcomes as well as assessing and guiding teacher development (e.g. ePortfolios, Digital Badges). The impacts are related to teachers’ new competences and change in the mindset, as well as improved educational structures providing relevant competences for students, the future workforce in labour market. In addition, the teachers participating in EMVITET activities will become multipliers sharing their experiences and further training their colleagues and other teachers beyond the partner institutes by utilizing the outputs and materials produced in the project. Further, vocational and higher education institutions will operate productively with the world of work creating bridges and increasing the relevance of education. On top, vocational and higher education institutions will strengthen the educator networks and work with each other in the new learning ecosystem.

The DigiCare project aims at equipping students with the preparedness of digital health care competence. The increased life expectancy, lower mortality, elimination of maternal and infant mortality, economic growth, and increased wellness challenge health care providers also in Vietnam and Bangladesh to innovate new ways to develop their health care services. Furthermore, low doctor-patient ratio and low access to health care services and on the other hand advances in telemedicine, realizing as huge increase in access to ICT and low-cost digital health services, provides an option for the improvement of people's health to health care administrators. The DigiCare model for Asia, which is developed during the project, offers an option for health care education to respond to the challenges mentioned above. It contains concrete objectives of learning digital health care for coaching individuals self-management of their health, skills and knowledge needed in digital health care and coaching, as well as best practices in health care and coaching of self-care. Digital communication skills between patients, their family members, significant others and health care professionals will form an essential part of teaching and learning objectives in education of health care students.The final target of the project is the quality care of patients. Dissemination of the project results takes place via international publications, national meetings of professionals, community events and educational events in health care organizations. The DigiCare handbook supports the implementation of teaching and learning strategies for digitalization. The DigiNurse community, a platform of professionals and experts who are interested in digital methods in nursing and health care, supports international cooperation and network as well as generation of new ideas and sustainability. The development of the DigiCare model will follow global digital advances and its modification continues.

In the recent years, the Vietnamese public authorities raised the need to provide information on labour market in combination with the actual human resources produced by the universities, as a priority for the governance of the higher education in Vietnam. In this framework, the Ministry of Education and Training of Vietnam (MOET) has started to consider the tracer study of universities/ and colleges as a core priority for developing the higher education sector in the country. Since 2017 tertiary education institutions are asked to provide MOET with information on the employment condition of their graduates, yet the existent graduates tracking studies suffer inconsistency of contents and scatter methodology. The MOTIVE project, supported and inspired by MOET, aims at ensuring that the Vietnamese HE system address the challenging of reform policy implementation on graduates tracking by monitoring their transition towards the labour market as well as their employment situation, through the set-up of the first National Center for Graduate Tracking in Vietnam. Thanks to the set-up of the Center, the first graduates employment situation survey of the Vietnamese Graduates, developed on a unique methodology and tools, will be run, supported by the network of stakeholders to be set up during the Project. Capacity building activities, namely trainings and workshop addressed to Vietnamese universities staff, on how to manage and exploit graduates data for survey release and on how to support the policy reform of HE system, stays as a pillar of the initiative. The impact envisaged is to modernize the Higher Education sector by promoting an informative based approach to policy reform. The sustainable tools and methodologies develop within the initiative will help to evaluate, monitor and compare the success of higher education graduates, measure the effects of policies and assess the attainment of benchmarks and goals.