This document describes the current issues and future policy strategies associated with the technical education and vocational training policy of Nepal. It provides an overview of the evolution of technical education and vocational training in Nepal, from the establishment of the first technical school in 1930 to the current Council for Technical Education and Vocational Training (CTEVT) established in 1988 as the apex body. It also outlines the current activities under the TEVT skill development policy of 2007 and key challenges including coordination, access, quality control, and integration of training programs. The conclusion calls for greater participation of stakeholders in policy development and a focus on supporting communities and individuals in self-employment.

1. CESA-2010-11-13
TECHNICAL EDUCATION AND
VOCATIONAL TRAINING POLICY
OF NEPAL
Kul B. Basnet, Tae-Uk Eun
Prof. Jinsoo Kim
Korea National University of Education

2. PURPOSE
 Describe the current issues
and future policy strategies
associated with the role of
technical education and
vocational training policy of
Nepal.

3. OUTLINE
INTRODUCTION
EVOLUTION OF TEVT IN NEPAL
CURRENT ACTIVITIES
CHALLENGES & CONSTRAINTS
CONCLUSION

4. 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

5. I. INTRODUCTION - NEPAL
Description Quantity/Unit Remarks
Population 28,563,377 2009
Density 176/sq.km 2006
Growth rate 2.2% 2001
Urban population 16.7% 2006
Life expectancy 66.3 2007
Per capita income $ 400.00 2008
Real GDP growth 3.5% 2009/2010
Literacy-5yrs & above 63.2% 2008

6. 1. POLICY
Resource of Government
Money Authority
Political Objectives
Services
Behavior of Institutions
Organizations Individuals

7. 2. TEVT
Orientation towards the world of work
Providing skills for all
Apprenticeship training
Vocational education
Technical education
Occupational Education
Career and Technical Education
Workforce Education
Workplace Education
Technical-Vocational Education
Vocational Education and training

8. II. EVOLUTION OF TEVT
1. Before 1951
2. After 1951

9. Education Philosophy
Hindu Buddhist
Sanskrit Rituals
Literature Meditation
Astronomy Mathematics

10. 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

11. 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

12. Contd..
• New Education System Plan
• Introduce VE in every secondary school
1971 • Centralize school management
• Technical School Work Plan
• VE separate from general school and
1980 university
• Form Technical and Vocational Education
Committee &DTVE
• Establish CTEVT by act- apex body of
1988 TEVT
• Give overall responsibility of TEVT by act

13. CTEVT
Structure 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

14. 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

15. TEVT Skill Development Policy 2007
Achievements Key policy Areas Strategies
To 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 organized
training of at least three months and reliable training providers.
for employment; in addition life- *To provide assurance of quality outcome (in
long 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 subsistence
Various training providing for all citizens who need allowance for the citizens of those groups who
institutions will be encouraged to training are deprived from minimum facilities.
support the children outside the * Recognition of prior learning for open
school 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.

16. IV. TEVT
Challenges & Constraints
1. Coordination 6. Quality Control & Standardization
2. Labor Market Information
7. Integration of VTCD Model
3. Access & Geographical Balance
8. Participation of Community &
Industry
4. School Dropout & Migrant
Workers
9. Graduate Support Services
5. Maintaining Gender Balance 10. Professional Growth of
Instructor

17. 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 the
Participation 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.

18. References:
Adhikary, P.K. (2005). Educational Reform for Linking Skills Development with
Employment in Nepal. Meeting Basic Learning Needs in the Informal
Sector. UNEVOC, UNESCO.
Basnet, K. B., 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, Vol. 34, No. 2. Korean Institute of
Industrial Educators.
Ramse, D. A. 1993. A follow-up evaluation model for technical education in Nepal,
A Field Study Submitted to the Faculty of the Graduate School of the
University of Minnesota in Partial Fulfillment of the Requirements for the
Degree of Doctor of Education.
Torjman, S. (2005). What is Policy? Caledon Institute of Social Policy.
Vir, D . (1988). Education and politics in Nepal: An Asian experiment. New Delhi:
Northern Book.
Van Tilburg, E. and Moore. (1989). A.B. Education for Rural Adults. In S.B.
Merriam and P.M.Cunningham (eds.), Handbook of Adult Education. San
Francisco: Jossey-Bass, 1989.
Wood, H.B. 1959. Development of Education in Nepal. Educational Leadership.
P429-433.

19. THANK YOU