Outline of PresentationI. Introduction 1. Technical Education and Vocational Training(TEVT) 2. Movement of Student and Workforce 3. Quality of Education and TrainingII. Scope of Accreditation 1. Accreditation 2. Purpose, Assumption and Types of AccreditationIII. 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 StandardV. ConclusionVI. References
I. INTRODUCTION1. Technical Education and VocationalTraining (TEVT)TEVT include several of these terms are commonlyused 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) byTEVT, should meet Secondary Engineering and PublicThe individual’s school, Technical,educational Agriculture and Privaterequirements which Junior Forestry,may be less than a Fishery and colleges, maritime,college degree butnecessary to his/her Health and Nursingfor employment or Polytechnic Business and Commercepromotion. Service and Domestic
2. 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 marketopportunities for the highly skilled,growth in international trade in servicestransfer of credit, andmobilize faculty.
3. Quality of Education and TrainingOnly the graduates of those institutions thatmaintain the quality and standard of trainingwill have better chance of getting high wageemployment. Quality is a continuous cyclewhich involves ;development of standards,quality audit,quality assessment,quality assurance,quality improvement andaccreditation.
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 professionalreview system in which an organizationresponsible for quality control grantsapproval of educational institution.The performance of the TEVT institutionscan be evaluated in socio-economiccontext of the institutions, nature ofstudent and resource inputs in theinstitution, utilization of availableresources in process of teaching andlearning, and nature and quality of the passout.
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 distinguished panel; and7. a final report and accreditation decision by the accrediting body
2. Purpose, Assumptionsand Types of AccreditationPurpose: to improve the quality ofeducation and training by ensuring thatthe institution is meeting certainstandards.Types: institutional and specialized orprogram accreditation
Assumptions and benefit of accreditation Assumptions Benefita) The resources should not be a) Helps institution throughwasted. review process (SWOT).b) Closely tied with b) Help institutions to plan anddevelopment and employment resource allocation.needs of its people. c) Help performance fundingc) Ensured high quality, andethical training and initiates modern methods ofemployment upon successful pedagogy.completion. d) Provides society andd) 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. APACCColombo Plan Staff College for TechnicianEducation for Human Resources Developmentestablished the Asia Pacific Accreditation andCertification Commission (APACC). Thecommission aims to accredit and certify the TEVTinstitutions for human resources developmentthrough the standardization and harmonization ofeducation and training systems which willfacilitate the mobility of the workforce acrossnational 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. CTEVTAn apex body of TEVT in Nepalresponsible 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 technicalschools, polytechnic and rural training centers.It has one technical institute for technicalinstruction (TITI), 18 technical schoolsincluding polytechnic and rural trainingcenters and more than 250 affiliatedinstitutions. Total enrollment capacity ofthese institutes is about 12000. Training offermainly in agriculture, engineering, health,electronics, food technology, etc. Level oftraining courses can be categorized unto 3broad classes, short course training, technicalschool 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 affiliation1. Inviting the proposal for establishing the training institution2. Selection of the proposals based on developed criteria3. Verification study of the selected proposals is carried out4. Submit report and recommendations of verification – for letter of intent5. Visit by expert team using “Minimum Requirements” of program – prepare report6. 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. CONCLUSIONAn emphasis on local programimprovement should remain the guidingprinciple of accreditation system. Toomuch emphasis on meeting thegovernment requirements orrequirements laid by the nationalaccrediting body can contribute to asense of burden; the institutions feelthat they participate in the accreditationprocess because they have to.
VI. ReferencesBasnet, 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.