BY
JINSOO KIM

Outline of Presentation
I. Introduction
1. Technical Education and Vocational Training(TEVT)
2. Movement of Student and Workforce
3. Quality of Education and Training
II. Scope of Accreditation
1. Accreditation
2. Purpose, Assumption and Types of Accreditation
III. Status of TEVT Accreditation in Asia Pacific
1. Asia Pacific Accreditation and Certification
Commission (APACC)
IV. TEVT Accreditation in Nepal
1.TEVT in Nepal
2. Council for Technical Education and Vocational
Training (CTEVT)
3. Accreditation in Nepal
4. CTEVT Guideline and Standard
V. Conclusion
VI. References

I. INTRODUCTION
1. 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.

Technical Education and
Vocational Training
Objectives Where What Run
(Place) (Courses) by
TEVT, should meet Secondary Engineering and Public
The individual’s school, Technical,
educational Agriculture and
Private
requirements which Junior Forestry,
may be less than a Fishery and
colleges, maritime,
college degree but
necessary to his/her Health and Nursing
for employment or Polytechnic Business and
Commerce
promotion.
Service and
Domestic

2. Movement of Student and Workforce
Employers are concerned about the need to understand
and recognize the competencies of technical workforce
in 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.

3. Quality of Education and Training
Only the graduates of those institutions that
maintain the quality and standard of training
will have better chance of getting high wage
employment. Quality is a continuous cycle
which involves ;
development of standards,
quality audit,
quality assessment,
quality assurance,
quality improvement and
accreditation.

II. SCOPE OF ACCREDITATION
1. Accreditation
 Primary methods for maintaining
standards
 Management tool for continuous
improvement
 System for recognizing education
and training institutions

Accreditation is a formal professional
review system in which an organization
responsible for quality control grants
approval of educational institution.
The performance of the TEVT institutions
can be evaluated in socio-economic
context of the institutions, nature of
student and resource inputs in the
institution, utilization of available
resources in process of teaching and
learning, and nature and quality of the pass
out.

Features of Accreditation
1. 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
distinguished panel; and
7. a final report and accreditation
decision by the accrediting body

2. Purpose, Assumptions
and Types of Accreditation
Purpose: to improve the quality of
education and training by ensuring that
the institution is meeting certain
standards.
Types: institutional and specialized or
program accreditation

Assumptions and benefit of accreditation
Assumptions Benefit
a) The resources should not be a) Helps institution through
wasted. review process (SWOT).
b) Closely tied with b) Help institutions to plan and
development and employment resource allocation.
needs of its people. c) Help performance funding
c) Ensured high quality, and
ethical training and initiates modern methods of
employment upon successful pedagogy.
completion. d) Provides society and
d) Provide equivalency , employers reliable information.
transfer credit when moving e) Promotes intra and inter-
between institutions or seeking institutional interactions.
certification and or licenser.

III. STATUS OF TEVT ACCREDITATION
IN ASIA PACIFIC
1. APACC
Colombo 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.

List of the countries and organizations sign MOA with
APACC
No. 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)
Source: APACC (www.apacc4hrd.org/moa

IV. TEVT ACCREDITATION IN NEPAL
1. TEVT in Nepal
Institutions 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 Hotel
Management (NATHM, the then HMTTC),
 Ilam Kendra, FNCCI,
 National Electricity Authority (NEA) and
 Ministry of Local Development (MLD).

Issues
 Private sector emerged as an
important TEVT partner.
 Standardization and quality control
of private training institutions,
operating with a strong profit
motive, have been even more
challenging.
 Stakeholders are continuously
questioning quality, relevancy and
effectiveness of TEVT programs.

2. CTEVT
An apex body of TEVT in Nepal
responsible for;
 regulating and upgrading the
standard of TEVT,
 maintaining co-ordination among
different agencies imparting TEVT,
 determining and certifying the
standard of skills and
 produce basic, middle and upper level
technical manpower.

CTEVT serves the country through technical
schools, polytechnic and rural training centers.
It has one technical institute for technical
instruction (TITI), 18 technical schools
including polytechnic and rural training
centers and more than 250 affiliated
institutions. Total enrollment capacity of
these institutes is about 12000. Training offer
mainly in agriculture, engineering, health,
electronics, food technology, etc. Level of
training courses can be categorized unto 3
broad classes, short course training, technical
school leaving certificate (TSLC) and Diploma.

3. Accreditation in Nepal
 CTEVT is responsible for accreditation
of TEVT institutions by act and
 Professional councils are responsible for
their respective programs
 Develop "Minimum Requirement for
Recognition of the Education
Programs"
 CTEVT provides equivalency to the
people studied/trained in abroad in
TEVT field

CTEVT process of affiliation
1. Inviting the proposal for establishing the
training institution
2. Selection of the proposals based on developed
criteria
3. Verification study of the selected proposals is
carried out
4. Submit report and recommendations of
verification – for letter of intent
5. Visit by expert team using “Minimum
Requirements” of program – prepare report
6. Evaluates report and may decide to give
affiliation

4. CTEVT standards for accrediting
training institutions/programs
 Philosophy, goals, purpose and objectives of the
institution/program
 Organization, administration and governance
 Long-term planning
 Training program and instruction
Admission
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 relations

V. CONCLUSION
An emphasis on local program
improvement should remain the guiding
principle of accreditation system. Too
much emphasis on meeting the
government requirements or
requirements laid by the national
accrediting body can contribute to a
sense of burden; the institutions feel
that they participate in the accreditation
process because they have to.

VI. References
Basnet, K., Eun, T., and Kim, J. (2009). Issues and Challenges of Technical Education and
Vocational Training (TEVT) in Nepal. Journal of The Korean Institute of Industrial
Educators, 34(2), 385-386.
Basnet, Kul, and Kim, Jinsoo (2009). Education System and Teacher Education in Nepal, Asian
Journal of Teacher Education, 1(1) 33-45.
Basnet, Kul, and Kim, Jinsoo (2010). An Assessment of the Computer Course Diploma in Technical
Education System in Nepal, Journal of sTEm Teacher Education, (in press)
Colombo Plan Staff College, (2002). TET Systems in Some Asia and Pacific Countries. Manila.
CTEVT, Technical Division. (2008). 25th Management Conference, Final Report.
Dhungel D. (2001). Standard for Accreditation (CTEVT Context)
European Training Foundation. (1999). Characteristics of the Institutional Evaluation/Accreditation
Model and Undergraduate Programs, Qualification and Training Methods Manual –
Development of Standards in Vocational Education and Training – Volume 1.
Sharma, T. N. (2001). Accreditation of Technical Education and Vocational Training
Institutions/Programs. A paper presented to Regional Program on Accreditation Systems
in TET organized by CPSC in Kathmandu.
UNESCO & ILO. (2002). A joint message from UNESCO and ILO. Technical and Vocational
Education and Training for the Twenty-first Century.
UNESCO. (2006). Technology-based Vocational Training for Marginalized Girls (TVT_G).
United Nations Population Division. "World Population Prospects: The 2002 Revision."
(2003), and the "International Migration Report", (2002).
Wang, L. (2008). Migration, Quality Assurance, and Mutual Recognition of Qualifications, A
Country Paper of the People’s Republic of China, UNESCO.

THANK YOU