Multimedia design is a popular profession across the world and involves the integration of multiple forms of media-related activities in various design fields, such as graphic print design, web design, and digital film production. Different countries implement different training models for preparing learners for a career in multimedia design, such as product-oriented training in Vietnam and work-process-oriented training in Germany. This paper argues that, while both of these training models have their advantages and limitations, combining their features into a new multimedia design vocational training model could prepare workers to become more resilient in an increasingly competitive future work environment.

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In order to strengthen the TVET quality assurance in the period of ASEAN economic integration which offers the opportunities of labour force mobility in ASEAN countries (ASEAN Secretariat 2015a, b), the Vocational Training Development Strategy of Vietnam for the period 2011-2020 was launched as a relevant policy (VPM 2012). Besides the quantitative objectives in terms of the amount of vocationally trained labourers and in terms of the amount of vocational schools, the strategy contains objectives and measures focusing on TVET quality assurance such as – among others – developing National Occupational Skill Standards (NOSS) and establishing a National Vocational Qualification Framework (NVQF) in accordance with National Qualification Framework (NQF).

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The establishment of ASEAN Economic Community (AEC) in 2015 with the intention of creating a single regional market and integration of ASEAN into the global economy has posed many challenges for the countries in the region. Labour mobility is still hampered due to differences in qualifications, language barriers, and the lack of uniformity in standards within the region. Playing an important role in providing trained labour resources, TVET in ASEAN also encounters many challenges regarding the assurance of training quality, the mutual recognition of qualifications at regional level, the lack of quantity and quality of TVET teachers and instructors, the lack of cooperation between TVET and the industrial sector, the standardization and harmonization in TVET across the region, and the difficulties in making policies and in governance.

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