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Taiwan Jason

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  • 1. 6th Asian Academic Society for VET Int’l conference 1/23 (Nov. 7, 2010, Yunlin Univ. of ST) ACCREDITATION of TECHNICAL EDUCATION andVOCATIONAL TRAINING in NEPAL Kul Basnet & Jinsoo KIM (Ph.D. Student & Professor at Korea National University of Education)
  • 2. 2/23 Outline of Presentation Ⅰ IntroductionII Scope of AccreditationIII Status of TEVT Accreditation in Asia PacificIV TEVT Accreditation in NepalV Conclusion KNUE (Korea National University of Education )
  • 3. Detail Outline of Presentation 3/23Ⅰ. Introduction1. Technical Education and Vocational Training (TEVT)2. Movement of Student and Workforce3. Quality of Education and TrainingⅡ. Scope of Accreditation1. Accreditation2. Purpose, Assumption and Types of AccreditationⅢ. Status of TEVT Accreditation in Asia Pacific1. Asia Pacific Accreditation and Certification Commission (APACC)Ⅳ. TEVT Accreditation in Nepal1.TEVT in Nepal2. Council for Technical Education and Vocational Training (CTEVT)3. Accreditation in Nepal4. CTEVT Guideline and StandardV. Conclusion KNUE (Korea National University of Education )
  • 4. 4/23 I. INTRODUCTION1. Technical Education and Vocational Training (TEVT)TEVT include several of these terms are commonly used in specific geographic areas. Apprenticeship Training, Vocational Education, Technical Education, Technical-Vocational Education (TVE), Occupational Education (OE), Vocational Education and Training (VET), Professional and Vocational Education (PVE), Career and Technical Education (CTE), Workforce Education (WE), etc. KNUE (Korea National University of Education )
  • 5. TEVT 5/23Objectives Where What (Courses) Run by (Place)TEVT should meet Secondary Engineering and Publicthe individual’s School, Technical, Privateeducational Junior Colleges Agriculture andrequirements Polytechnic Forestry, Fishery andwhich may be less Maritime, Health andthan a college Nursing, Business anddegree but Commerce, Service andnecessary to Domestichis/her foremployment orpromotion KNUE (Korea National University of Education )
  • 6. 6/232. Movement of Student and WorkforceEmployers are concerned about the need to understandand recognize the competencies of technical workforcein a globalize world because of; students and educators across borders, increasing economic globalization, significant migration flows, increasing international labor market opportunities for the highly skilled, growth in international trade in services transfer of credit, and mobilize faculty. KNUE (Korea National University of Education )
  • 7. 7/233. Quality of Education and TrainingOnly the graduates of those institutions thatmaintain the quality and standard of training willhave better chance of getting high wageemployment. Quality is a continuous cycle whichinvolves ; development of standards, quality audit, quality assessment, quality assurance, quality improvement and accreditation. KNUE (Korea National University of Education )
  • 8. 8/23 Ⅱ. SCOPE OF ACCREDITATION1. Accreditation Primary methods for maintaining standards Management tool for continuous improvement System for recognizing education and training institutions KNUE (Korea National University of Education )
  • 9. 9/23Accreditation is a formal professional reviewsystem in which an organization responsiblefor quality control grants approval ofeducational institution.The performance of the TEVT institutions canbe evaluated in socio-economic context of theinstitutions, nature of student and resourceinputs in the institution, utilization ofavailable resources in process of teaching andlearning, and nature and quality of the passout. KNUE (Korea National University of Education )
  • 10. 10/231-1.Features of Accreditation1.published standards;2.a self-study by the institution;3.a team of external assessors;4.a site visit;5.a site-team report on the institution;6.a review of report by some distinguishedpanel; and7.a final report and accreditation decision bythe accrediting body KNUE (Korea National University of Education )
  • 11. 11/232. Purpose, Assumptions and TypesPurpose:to improve the quality of education andtraining by ensuring that the institution ismeeting certain standards.Types:institutional and specialized or programaccreditation KNUE (Korea National University of Education )
  • 12. 12/23 Assumptions and benefit of accreditation Assumptions Benefita) The resources should not be a) Helps institution through review wasted. process (SWOT).b) Closely tied with development b) Help institutions to plan andand employment needs of its resource allocation.people. c) Help performance funding andc) Ensured high quality, ethical initiates modern methods oftraining and employment upon pedagogy.successful completion. d) Provides society and employersd) Provide equivalency , transfer reliable information.credit when moving between e) Promotes intra and inter-institutions or seeking certification institutional interactions.and or licenser. KNUE (Korea National University of Education )
  • 13. Ⅲ. STATUS of TEVT ACCREDITATION 13/23 in ASIA PACIFIC1. APACCColombo Plan Staff College for Technician Education for Human Resources Development established the Asia Pacific Accreditation and Certification Commission (APACC). The commission aims to accredit and certify the TEVT institutions for human resources development through the standardization and harmonization of education and training systems which will facilitate the mobility of the workforce across national borders in Asia and the Pacific regions. KNUE (Korea National University of Education )
  • 14. 14/23List of the countries and organizations sign MOA with APACCNo. Country Organization sign MOA 1 Bangladesh Directorate of Technical Education (DTE), Ministry of Education 2 Bhutan Department of Occupational Standard, Ministry of Labor and Human Resources 3 Fiji Ministry of Education 4 Indonesia Directorate of Technical and Vocational education (DTVT), Ministry of National Education 5 Korea Human Resources Development Service of Korea (HRD Korea) 6 Maldives Maldives Accreditation Board (MAB) 7 Mongolia Mongolia National Council for Education Accreditation (MNCEA) 8 Myanmar Department of Technical Vocational Education (DTVE), Ministry of Science and Technology 9 Nepal Council for Technical Education and Vocational training (CTEVT) 10 Pakistan National Vocational and Technical Education Commission (NAVTEC) 11 Papua New Department of Education Guinea 12 Philippines Technical Education and Skills Development Authority (TESDA) 13 Sri Lanka Tertiary and Vocational Education Commission (TVEC) KNUE (Korea National University of Education )
  • 15. 15/23 IV. TEVT ACCREDITATION in1. TEVT in Nepal NEPALInstitutions involved in TEVT programs CTEVT, Ministry of Labor (MOL), Cottage and Small Industry Development Board(CSIDB), Department of Cottage and Small Industry (DCSI), National Academy for Tourism and HotelManagement (NATHM, the then HMTTC), Ilam Kendra, FNCCI, National Electricity Authority (NEA) Ministry of Local Development (MLD). KNUE (Korea National University of Education )
  • 16. 16/23Issues Private sector emerged as an importantTEVT partner. Standardization and quality control ofprivate training institutions, operatingwith a strong profit motive, have beeneven more challenging. Stakeholders are continuouslyquestioning quality, relevancy andeffectiveness of TEVT programs. KNUE (Korea National University of Education )
  • 17. 17/232. CTEVTAn apex body of TEVT in Nepal responsible for; regulating and upgrading the standard ofTEVT, maintaining co-ordination amongdifferent agencies imparting TEVT, determining and certifying the standard ofskills and produce basic, middle and upper leveltechnical manpower. KNUE (Korea National University of Education )
  • 18. 18/23CTEVT serves the country through technical schools,polytechnic and rural training centers. It has one technicalinstitute for technical instruction (TITI), 18 technicalschools including polytechnic and ruraltraining centers and more than 250 affiliatedinstitutions. Total enrollment capacity of these institutesis about 12000. Training offer mainly in agriculture,engineering, health, electronics, food technology, etc. Levelof training courses can be categorized unto 3 broad classes,short course training, technical school leaving certificate(TSLC) and Diploma. KNUE (Korea National University of Education )
  • 19. 19/233. Accreditation in Nepal CTEVT is responsible for accreditation ofTEVT institutions by act Professional councils are responsible fortheir respective programs Develop "Minimum Requirement forRecognition of the Education Programs" CTEVT provides equivalency to the peoplestudied/trained in abroad in TEVT field KNUE (Korea National University of Education )
  • 20. 20/23CTEVT process of affiliation1.Inviting the proposal for establishing the traininginstitution2.Selection of the proposals based on developedcriteria3.Verification study of the selected proposals iscarried out4.Submit report and recommendations ofverification – for letter of intent5.Visit by expert team using “MinimumRequirements” of program – prepare report6.Evaluates report and may decide to give affiliation KNUE (Korea National University of Education )
  • 21. 4. CTEVT standards for accrediting training21/23 institutions/programsPhilosophy, goals, purpose and objectives of theinstitution/programOrganization, administration and governanceLong-term planningTraining program and instructionStaffStudent and student servicesLibrary (Learning Resource Center) and medias servicesEquipments and materialsPhysical facilitiesFinancial resourcesPlacement and follow-upCommunity KNUE (Korea National University of Education ) relations
  • 22. 22/23 V. CONCLUSIONAn emphasis on local program improvementshould remain the guiding principle ofaccreditation system.Too much emphasis on meeting thegovernment requirements or requirementslaid by the national accrediting body cancontribute to a sense of burden; theinstitutions feel that they participate in theaccreditation process. KNUE (Korea National University of Education )
  • 23. 23/23KNUE (Korea National University of Education ) Thank you ! 謝謝 !