CESA-2010-11-13 TECHNICAL EDUCATION ANDVOCATIONAL TRAINING POLICY OF NEPAL Kul B. Basnet, Tae-Uk Eun Prof. Jinsoo Kim Korea National University of Education
PURPOSE Describe the current issues and future policy strategies associated with the role of technical education and vocational training policy of Nepal.
OUTLINEINTRODUCTIONEVOLUTION OF TEVT IN NEPALCURRENT ACTIVITIESCHALLENGES & CONSTRAINTSCONCLUSION
Detail Outline of Presentation I. Introduction 1. Policy 2. Technical Education and Vocational Training (TEVT) 3. Purpose II. Evolution of TEVT in Nepal 1. Before 1951 2. After 1951 3. Council for Technical Education and Vocational Training (CTEVT) III. Current Activities of TEVT 1. Skill for Employment Project 2. Ilam Prasikshana Kendra (Trade School) 3. Technical Education and Vocational Training Skill Development Policy, 2007 IV. Challenges and Constraints of TEVT 1. Coordination of TEVT Program 2. Labor Market Information 3. Access and Geographical Balance 4. TEVT for School Dropout and Migrant Workers 5. Maintaining Gender Balance 6. Standardization of Quality Control 7. Integration of the VTCD Model in the TEVT System 8. Community and Industry in TEVT Program Management 9. TEVT Graduate Support Services 10. Professional Growth of Teacher V. Conclusion VI. References
I. INTRODUCTION - NEPAL Description Quantity/Unit RemarksPopulation 28,563,377 2009Density 176/sq.km 2006Growth rate 2.2% 2001Urban population 16.7% 2006Life expectancy 66.3 2007Per capita income $ 400.00 2008Real GDP growth 3.5% 2009/2010Literacy-5yrs & above 63.2% 2008
1. POLICY Resource of Government Money Authority Political Objectives Services Behavior of InstitutionsOrganizations Individuals
2. TEVTOrientation towards the world of workProviding skills for allApprenticeship trainingVocational educationTechnical educationOccupational EducationCareer and Technical EducationWorkforce EducationWorkplace EducationTechnical-Vocational EducationVocational Education and training
II. EVOLUTION OF TEVT 1. Before 1951 2. After 1951
Education Philosophy Hindu Buddhist Sanskrit RitualsLiterature MeditationAstronomy Mathematics
1. Before 1951 • Jayasthiti Malla divide people in 67 occupational group 1382-1395 • Metal, leather and tailoring work considered the work of low caste • Establish engineering school for skill 1930 manpower • Introduce basic education system 1947 (philosophy of Mahatma Gandhi) • Primary school – 100, High school – 6, College – 1, 1950
After 1951 • Established Ministry of Education 1951 • Basic school converted into primary school • National Education Planning Commission • Surveyed existing trend of education • Mapped out master plan for education in Nepal 1954 • Accommodate vocational education in secondary & multi-purpose secondary school • Established Butwal Technical 1962 Institute – produce crafts person
Contd.. • New Education System Plan • Introduce VE in every secondary school1971 • Centralize school management • Technical School Work Plan • VE separate from general school and1980 university • Form Technical and Vocational Education Committee &DTVE • Establish CTEVT by act- apex body of1988 TEVT • Give overall responsibility of TEVT by act
CTEVTStructure Institution Assembly 24 members CTEVT-10 Division Chair by Education TITI Minister Council Polytechnic 9 members Technical School Chair by Education Rural training Centre -18 Minister Affiliated Institutions -200
III. CURRENT ACTIVITIES • Skill for Employment Project • Target to train 80,000 peoples • Ilam Prashikshana Kendra (Trade School)Partnership • Managed by FNCCI • TEVT skill development policy 2007 • Expansion, Inclusion and Policy access, Integration, Relevancy, Funding
TEVT Skill Development Policy 2007 Achievements Key policy Areas StrategiesTo citizens :- Massive expansion of *To be followed the system of flexibility,Desirous Nepali citizen shall have training opportunities deregulation, autonomy and decentralization.an opportunity of free of charge * To provide free start up support to organizedtraining of at least three months and reliable training providers.for employment; in addition life- *To provide assurance of quality outcome (inlong learning opportunities will be line with national vocational quality standard).available on fee-paying basis. * To make arrangement of objective performance, transparency and standard marks as elements of consumers protection.To training providers :- Inclusion of and access * Assurance of tuition fees and subsistenceVarious training providing for all citizens who need allowance for the citizens of those groups whoinstitutions will be encouraged to training are deprived from minimum facilities.support the children outside the * Recognition of prior learning for openschool in skills development and assessment.development of national * Set out occupational standards for entry level.workforce. *To conduct preparatory courses for mainstreaming and to produce teaching supportive materials.
IV. TEVT Challenges & Constraints1. Coordination 6. Quality Control & Standardization2. Labor Market Information 7. Integration of VTCD Model3. Access & Geographical Balance 8. Participation of Community & Industry4. School Dropout & MigrantWorkers 9. Graduate Support Services5. Maintaining Gender Balance 10. Professional Growth of Instructor
V. CONCLUSION • Policy developed by CTEVT, recognized by government not widely accepted by the stakeholders due to lack of their participation in development process, create a gap between theParticipation policy and its implementations. • Government policies aimed at economic and social development, including national education and training policies and programs, should target those work in Focus informal sector. • The policy constituency of Nepal is looking at different education and training perspective for supporting communities and individuals in self-employment and Beyond micro-enterprises.
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