The document discusses accreditation of technical education and vocational training (TEVT) in Nepal. It provides an outline of the presentation including introduction to TEVT, scope of accreditation, status of TEVT accreditation in Asia Pacific, and TEVT accreditation in Nepal. Specifically, it describes the Council for Technical Education and Vocational Training (CTEVT) in Nepal, which is responsible for regulating, upgrading standards, and determining skills certification for TEVT programs in the country.

1. 6th Asian Academic Society for VET Int’l conference 1/23
(Nov. 7, 2010, Yunlin Univ. of ST)
ACCREDITATION
of TECHNICAL EDUCATION and
VOCATIONAL TRAINING in NEPAL
Kul Basnet & Jinsoo KIM
(Ph.D. Student & Professor
at Korea National University of Education)

2. 2/23
Outline of Presentation
Ⅰ Introduction
II Scope of Accreditation
III Status of TEVT Accreditation in Asia Pacific
IV TEVT Accreditation in Nepal
V Conclusion
KNUE (Korea National University of Education )

3. Detail Outline of Presentation 3/23
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
KNUE (Korea National University of Education )

4. 4/23
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.
KNUE (Korea National University of Education )

5. TEVT 5/23
Objectives Where What (Courses) Run by
(Place)
TEVT should meet Secondary Engineering and Public
the individual’s School, Technical, Private
educational Junior Colleges Agriculture and
requirements Polytechnic Forestry, Fishery and
which may be less Maritime, Health and
than a college Nursing, Business and
degree but Commerce, Service and
necessary to Domestic
his/her for
employment or
promotion
KNUE (Korea National University of Education )

6. 6/23
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.
KNUE (Korea National University of Education )

7. 7/23
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.
KNUE (Korea National University of Education )

8. 8/23
Ⅱ. SCOPE OF ACCREDITATION
1. 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. 9/23
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.
KNUE (Korea National University of Education )

10. 10/23
1-1.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
KNUE (Korea National University of Education )

11. 11/23
2. Purpose, Assumptions and Types
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
KNUE (Korea National University of Education )

12. 12/23
Assumptions and benefit of accreditation
Assumptions Benefit
a) The resources should not be a) Helps institution through review
wasted. process (SWOT).
b) Closely tied with development b) Help institutions to plan and
and employment needs of its resource allocation.
people. c) Help performance funding and
c) Ensured high quality, ethical initiates modern methods of
training and employment upon pedagogy.
successful completion. d) Provides society and employers
d) 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 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.
KNUE (Korea National University of Education )

14. 14/23
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)
KNUE (Korea National University of Education )

15. 15/23
IV. TEVT ACCREDITATION in
1. TEVT in Nepal 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)
 Ministry of Local Development (MLD).
KNUE (Korea National University of Education )

16. 16/23
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.
KNUE (Korea National University of Education )

17. 17/23
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.
KNUE (Korea National University of Education )

18. 18/23
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.
KNUE (Korea National University of Education )

19. 19/23
3. Accreditation in Nepal
 CTEVT is responsible for accreditation of
TEVT institutions by act
 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
KNUE (Korea National University of Education )

20. 20/23
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
KNUE (Korea National University of Education )

21. 4. CTEVT standards for accrediting training21/23
institutions/programs
Philosophy, goals, purpose and objectives of the
institution/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. 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.
KNUE (Korea National University of Education )

23. 23/23
KNUE (Korea National University of Education )
Thank you !
謝謝 !