Pub Date : 2024-02-23DOI: 10.3126/tvet.v18i1.62742
Ajay Poudel
This thematic review explores the significance of skill tests and recognition for the informal sector workers by employing a systematic approach to unveil recurring themes: validation of skills, employability enhancement, recognition and accreditation. The validation of skills emerged as a cornerstone, boosting confidence and motivation. Skill tests and recognition play a pivotal role in enhancing job prospects for informal sectors' workers, equipping them with a competitive edge. Moreover, recognition and accreditation are crucial for establishing the credibility of informal learning achievements. Implications for informal sectors' workers include increased confidence, employability and credibility. Policymakers are urged to integrate systematic recognition processes to foster a culture that values and empowers informal sectors' workers.
{"title":"Skill Test of Workers from Informal Sectors for their Recognition and Employability: A Thematic Study","authors":"Ajay Poudel","doi":"10.3126/tvet.v18i1.62742","DOIUrl":"https://doi.org/10.3126/tvet.v18i1.62742","url":null,"abstract":"This thematic review explores the significance of skill tests and recognition for the informal sector workers by employing a systematic approach to unveil recurring themes: validation of skills, employability enhancement, recognition and accreditation. The validation of skills emerged as a cornerstone, boosting confidence and motivation. Skill tests and recognition play a pivotal role in enhancing job prospects for informal sectors' workers, equipping them with a competitive edge. Moreover, recognition and accreditation are crucial for establishing the credibility of informal learning achievements. Implications for informal sectors' workers include increased confidence, employability and credibility. Policymakers are urged to integrate systematic recognition processes to foster a culture that values and empowers informal sectors' workers.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"168 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140438169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.3126/tvet.v17i1.52426
Rojina Basnet, Chetan Karki Pyakurel
The education and training to the mid-level health workers has been provided in Nepal through the institutions run under the CTEVT. Currently, CTEVT is running various Diploma programs in health sectors like General Medicine, Nursing, Medical Lab Technology, Ophthalmic Science and Dental Science. However, TSLC (Pre-diploma) programs like Assistant Nurse Midwife (ANM), Community Medical Assistant (CMA), Lab Assistant, Assistant Ayurveda Health Worker, Dental Hygienist have been phased out since 2076 after the enforcement of the National Medical Education Act, 2018. Nepal has a shortage of health workers with only seven health workers per 10,000 populations. As a result of the phase out of health-related TSLC programs under CTEVT, there will be scarcity of the mid-level paramedical health workers who have direct relation with the community people and the basic level health services. This review article has tried to highlight the importance of mid-level health workers and effect of phasing out of TSLC programs by CTEVT in the health sector of Nepal. As per the Mathema Report, the major reasons for phasing out of the programs are lack of proper monitoring and regulatory mechanism of institutions running TSLC programs, as most of the colleges practiced to enroll students without quality and lack of proper supervision to the passed-out students. However, due to the removal of the programs, there might be less access to the skilled training, especially of the poor, women, and disadvantaged groups which has created inequitable development of skills in the health workforce. In response to the issues and challenges in incorporating TVET in the development of health workforce, TVET programs, mostly TSLC, should get top priority and the medical education system should be flexible and should reconsider the provision of the National Medical Education Act, 2018 on rethinking for the re-launching the TSLC programs in health so that there will be availability of skilled and technically competent mid-level human resource for health.
{"title":"Phasing out of Technical School Leaving Certificate Programs in Health: A Scenario Analysis","authors":"Rojina Basnet, Chetan Karki Pyakurel","doi":"10.3126/tvet.v17i1.52426","DOIUrl":"https://doi.org/10.3126/tvet.v17i1.52426","url":null,"abstract":"The education and training to the mid-level health workers has been provided in Nepal through the institutions run under the CTEVT. Currently, CTEVT is running various Diploma programs in health sectors like General Medicine, Nursing, Medical Lab Technology, Ophthalmic Science and Dental Science. However, TSLC (Pre-diploma) programs like Assistant Nurse Midwife (ANM), Community Medical Assistant (CMA), Lab Assistant, Assistant Ayurveda Health Worker, Dental Hygienist have been phased out since 2076 after the enforcement of the National Medical Education Act, 2018. Nepal has a shortage of health workers with only seven health workers per 10,000 populations. As a result of the phase out of health-related TSLC programs under CTEVT, there will be scarcity of the mid-level paramedical health workers who have direct relation with the community people and the basic level health services.\u0000This review article has tried to highlight the importance of mid-level health workers and effect of phasing out of TSLC programs by CTEVT in the health sector of Nepal. As per the Mathema Report, the major reasons for phasing out of the programs are lack of proper monitoring and regulatory mechanism of institutions running TSLC programs, as most of the colleges practiced to enroll students without quality and lack of proper supervision to the passed-out students. However, due to the removal of the programs, there might be less access to the skilled training, especially of the poor, women, and disadvantaged groups which has created inequitable development of skills in the health workforce. In response to the issues and challenges in incorporating TVET in the development of health workforce, TVET programs, mostly TSLC, should get top priority and the medical education system should be flexible and should reconsider the provision of the National Medical Education Act, 2018 on rethinking for the re-launching the TSLC programs in health so that there will be availability of skilled and technically competent mid-level human resource for health.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127770080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.3126/tvet.v17i1.52421
H. Thapa
Work-based learning (WBL) is a planned activity that integrates learning and work together to develop knowledge and skills for future employment. The study focuses on exploring WBL in the school production unit, which is a part of the school laboratory that works for the production of goods, items, or provision of services. This paper synthesizes, compares and contrasts the approaches of the WBL in production unit with the help of the literature through a systemic literature review. The production unit in Technical and Vocational Education and Training (TVET) institutes has been found as a contributive factor to experiential learning, active learning employability and entrepreneurship skills, work-based sustainability for students, and increased cooperation/collaboration learning ability of students. These are major applications of the implementation of WBL through school production units in TVET schools. The paper concludes that TVET education institutions anticipate the production-based modality to ensure the sustainability of WBL.
{"title":"Work-based Learning through School Production Unit in Polytechnic Institutes","authors":"H. Thapa","doi":"10.3126/tvet.v17i1.52421","DOIUrl":"https://doi.org/10.3126/tvet.v17i1.52421","url":null,"abstract":"Work-based learning (WBL) is a planned activity that integrates learning and work together to develop knowledge and skills for future employment. The study focuses on exploring WBL in the school production unit, which is a part of the school laboratory that works for the production of goods, items, or provision of services. This paper synthesizes, compares and contrasts the approaches of the WBL in production unit with the help of the literature through a systemic literature review. The production unit in Technical and Vocational Education and Training (TVET) institutes has been found as a contributive factor to experiential learning, active learning employability and entrepreneurship skills, work-based sustainability for students, and increased cooperation/collaboration learning ability of students. These are major applications of the implementation of WBL through school production units in TVET schools. The paper concludes that TVET education institutions anticipate the production-based modality to ensure the sustainability of WBL.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"466 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115943151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.3126/tvet.v17i1.52419
Ishwor Rimal
Training effectiveness is important for the employment of technical and vocational education and training (TVET) school graduates, such as light vehicle mechanics in the automobile industry. This study explored the training effectiveness of light vehicle mechanics in Nepal, with focus on students’ satisfaction with TVET school’s physical facilities and physical environment. The training effectiveness is explored among the sampled TVET graduates of CTEVT affiliated TVET schools, using quantitative method of research. The overall impression of the training was effective because the graduates responded positively about training. The schools did not fully achieve the objectives due to inadequate provision of modern technology. Thus, they pointed out the need for regular up-to-date tools and equipment as per need of the industry. Utilization of library facility and technology in the teaching- learning methods was equally needed. The skill mismatch could be solved by linking industry to the TVET training. This study may draw an interest of the TVET school leaders for taking effective measures to maintain quality of graduates, keeping in mind the industry needs. Similarly, future researchers may take reference when they want to explore the underlying causes of students’ satisfaction with physical facility and school environment, as well as training and skill mismatch in the labor market among the TVET school graduates.
{"title":"Effectiveness of Vocational Training on Light Vehicle Mechanics in Underprivileged Children’s Educational Programs, Nepal","authors":"Ishwor Rimal","doi":"10.3126/tvet.v17i1.52419","DOIUrl":"https://doi.org/10.3126/tvet.v17i1.52419","url":null,"abstract":"Training effectiveness is important for the employment of technical and vocational education and training (TVET) school graduates, such as light vehicle mechanics in the automobile industry. This study explored the training effectiveness of light vehicle mechanics in Nepal, with focus on students’ satisfaction with TVET school’s physical facilities and physical environment. The training effectiveness is explored among the sampled TVET graduates of CTEVT affiliated TVET schools, using quantitative method of research. The overall impression of the training was effective because the graduates responded positively about training. The schools did not fully achieve the objectives due to inadequate provision of modern technology. Thus, they pointed out the need for regular up-to-date tools and equipment as per need of the industry. Utilization of library facility and technology in the teaching- learning methods was equally needed. The skill mismatch could be solved by linking industry to the TVET training. This study may draw an interest of the TVET school leaders for taking effective measures to maintain quality of graduates, keeping in mind the industry needs. Similarly, future researchers may take reference when they want to explore the underlying causes of students’ satisfaction with physical facility and school environment, as well as training and skill mismatch in the labor market among the TVET school graduates.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130461137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.3126/tvet.v17i1.52423
Kushmakar Bhatta
Quality assurance in the technical and vocational education and training (TVET) is a concept that is concerned with high performance in entire academic process involving the activities, such as teaching, learning, infrastructure, and students’ behavior. Good quality education is imperative in the holistic development of the student, which ensures proper development, job prospects and the realization of academic goals and objectives. There are varied factors working against the realization of quality TVET. In a competitive labor market, the quality and relevancy of program offering must be of paramount interest to all technical and vocational institutions. Accredited institutions, qualified teachers and practical partnerships between public and private actors will have an increasingly important role to play in the delivery of TVET programs so that the fresh graduates from the institutions of TEVT must be world class and the education quality of global standards. Effective quality assurance policy helps to support the development and maintenance of a good TVET system. This paper attempts to clarify the concept of quality assurance in TVET by discussing various approaches employed in it. It presents examples of best practices in quality assurance based on the secondary data, observation, study, and experiences; outlines and discusses the relevancy, gap and need in Nepal’s TEVT system to meet the requirements of competent and competitive human resources for the world of work.
{"title":"Quality Assurance Agenda in Nepali TVET System","authors":"Kushmakar Bhatta","doi":"10.3126/tvet.v17i1.52423","DOIUrl":"https://doi.org/10.3126/tvet.v17i1.52423","url":null,"abstract":"Quality assurance in the technical and vocational education and training (TVET) is a concept that is concerned with high performance in entire academic process involving the activities, such as teaching, learning, infrastructure, and students’ behavior. Good quality education is imperative in the holistic development of the student, which ensures proper development, job prospects and the realization of academic goals and objectives. There are varied factors working against the realization of quality TVET. In a competitive labor market, the quality and relevancy of program offering must be of paramount interest to all technical and vocational institutions. Accredited institutions, qualified teachers and practical partnerships between public and private actors will have an increasingly important role to play in the delivery of TVET programs so that the fresh graduates from the institutions of TEVT must be world class and the education quality of global standards. Effective quality assurance policy helps to support the development and maintenance of a good TVET system. This paper attempts to clarify the concept of quality assurance in TVET by discussing various approaches employed in it. It presents examples of best practices in quality assurance based on the secondary data, observation, study, and experiences; outlines and discusses the relevancy, gap and need in Nepal’s TEVT system to meet the requirements of competent and competitive human resources for the world of work.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121869328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.3126/tvet.v17i1.52425
Usha Bhandari
The technical and vocational education and training (TVET) in Nepal is one of the much discussed agenda for its contribution to socio-economic development of the country. Historically, Nepal’s TVET system is striving for being innovative and compatible with the global trends. With the Nepal’s Constitution 2015, it has received a considerable attention, as the Constitution (in article 51, h, 1) highlights the notion of TVET along with the allocation of TVET responsibilities to all three tiers of government. However, due to differing understanding among the policy makers, including existing several issues and concerns, the development of TVET sector in Nepal has been slow off the mark. Yet, Nepal has many opportunities for reforming the TVET sector in the coming days. There is an urgent need of paradigm shift in action, thoughts and visions in line with the Constitution to harness the benefit of TVET sector - to achieve the goal of socio-economic prosperity of the country.
{"title":"Technical and Vocational Education and Training in Federal Nepal: A Critical Analysis","authors":"Usha Bhandari","doi":"10.3126/tvet.v17i1.52425","DOIUrl":"https://doi.org/10.3126/tvet.v17i1.52425","url":null,"abstract":"The technical and vocational education and training (TVET) in Nepal is one of the much discussed agenda for its contribution to socio-economic development of the country. Historically, Nepal’s TVET system is striving for being innovative and compatible with the global trends. With the Nepal’s Constitution 2015, it has received a considerable attention, as the Constitution (in article 51, h, 1) highlights the notion of TVET along with the allocation of TVET responsibilities to all three tiers of government. However, due to differing understanding among the policy makers, including existing several issues and concerns, the development of TVET sector in Nepal has been slow off the mark. Yet, Nepal has many opportunities for reforming the TVET sector in the coming days. There is an urgent need of paradigm shift in action, thoughts and visions in line with the Constitution to harness the benefit of TVET sector - to achieve the goal of socio-economic prosperity of the country.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127062615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.3126/tvet.v17i1.52415
Sabitri Acharya
The paper explores the understanding of globalization, global political economy, and their relation with Technical and Vocational Education and Training (TVET) by utilizing the critical discourse analysis method as suggested by Fairclough. Several themes, such as globalization, global political economy, political ideology, national and international labor market, TVET policy, and curriculum for skill development are identified and tried to make connections among them. The findings indicate that globalization and global political economy influence the national economic policy and demand for and supply of labor-related policy. Nepal is a major labor-sending country for foreign employment. Supply of labor is directly related to TVET. TVET has been contributing to the preparation of basic- and mid-level human capital. It indicates the production of semi-skilled human resources for the low-paid international labor market. There are many other issues, including occupation risk, exploitation, working condition, and social and cultural relations in the context of the international labor market. Current TVET policy and curriculum are not sufficient to address these problems.
{"title":"Globalization, Global Political Economy and Technical and Vocational Education and Training: A Nexus","authors":"Sabitri Acharya","doi":"10.3126/tvet.v17i1.52415","DOIUrl":"https://doi.org/10.3126/tvet.v17i1.52415","url":null,"abstract":"The paper explores the understanding of globalization, global political economy, and their relation with Technical and Vocational Education and Training (TVET) by utilizing the critical discourse analysis method as suggested by Fairclough. Several themes, such as globalization, global political economy, political ideology, national and international labor market, TVET policy, and curriculum for skill development are identified and tried to make connections among them. The findings indicate that globalization and global political economy influence the national economic policy and demand for and supply of labor-related policy. Nepal is a major labor-sending country for foreign employment. Supply of labor is directly related to TVET. TVET has been contributing to the preparation of basic- and mid-level human capital. It indicates the production of semi-skilled human resources for the low-paid international labor market. There are many other issues, including occupation risk, exploitation, working condition, and social and cultural relations in the context of the international labor market. Current TVET policy and curriculum are not sufficient to address these problems.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"182 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121799833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.3126/tvet.v17i1.52430
Khagendra Adhikari
The Government of Nepal offers different scholarship schemes to promote nursing education through its agencies, including the Council for Technical Education and Vocational Training (CTEVT). Despite practice of scholarship in nursing education for many years, there are inadequate studies conducted to explore and inform about the effectiveness of scholarship in nursing education in association with the students learning performance. This study examines the status of academic performance of the scholarship and fee paying nursing students and also explores their perspectives on professional values they imbibe for nursing profession. The study reveals that the scholarship students perform better in learning than the fee-paying students. Their educational performances are measured in terms of the frequency of library visit, frequency of reading course-related articles, duration of time spent by students on self-study (independent variables) and the marks they obtained (dependent variable) in the first and the second year of nursing courses. The scholarship students have exceeded the fee-paying students in all of these educational performance indicators.
{"title":"Academic Performance of Fee Paying and Scholarship Students at CTEVT Affiliated Nursing Colleges in Nepal","authors":"Khagendra Adhikari","doi":"10.3126/tvet.v17i1.52430","DOIUrl":"https://doi.org/10.3126/tvet.v17i1.52430","url":null,"abstract":"The Government of Nepal offers different scholarship schemes to promote nursing education through its agencies, including the Council for Technical Education and Vocational Training (CTEVT). Despite practice of scholarship in nursing education for many years, there are inadequate studies conducted to explore and inform about the effectiveness of scholarship in nursing education in association with the students learning performance. This study examines the status of academic performance of the scholarship and fee paying nursing students and also explores their perspectives on professional values they imbibe for nursing profession. The study reveals that the scholarship students perform better in learning than the fee-paying students. Their educational performances are measured in terms of the frequency of library visit, frequency of reading course-related articles, duration of time spent by students on self-study (independent variables) and the marks they obtained (dependent variable) in the first and the second year of nursing courses. The scholarship students have exceeded the fee-paying students in all of these educational performance indicators.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122016223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.3126/tvet.v17i1.52427
Bal Mukunda Neupane
A Rapid Market Appraisal (RMA) was conducted with the aim of exploring market prospects or the specific occupational skills in demand in the local markets of Madhesh Province so as to reintegrate the returnee migrant workers into the Nepalese economic system. In order to collect data for RMA, major key informants that are also the key labor market players of Madhesh Province like returnee migrant workers (RMWs), employers of major three occupational sectors (Construction, Agriculture and Tourism), training providers, entrepreneurs, and rural municipal representatives were identified from different seventeen municipalities of seven districts of Madhesh Province. While interacting with 87 returnee migrant workers (RMWs- 64 as FGD and 23 as KII), it was found that around 70% of the 87 respondents did not have any specific skills learned in their respective destination countries, and the general skills acquired by them in such countries were not applicable in the context of Nepal. Based on the collected data from 204 key informants of labor market, 24 different occupations were identified as highly demanding occupations in three occupational sectors, nine were in the construction sector, eight in the agriculture sector, and six in the tourism sector. It was also found that the province, having the largest area of cultivated land in Nepal, is very potential for employing a bigger number of youths and returnees in the agriculture sector. However, it was felt necessary to make the agriculture sector truly attractive in terms of technology, financial access like floating subsidized loans and value addition. Regarding the access to the training and employment service providers (T&Es), there is sufficient access of training but maintaining the quality of training is a challenging issue, for which a mechanism has been suggested.
{"title":"Need of Market-based Skills Training to Create Employment Opportunities for Returnee Migrants in Madhesh Province","authors":"Bal Mukunda Neupane","doi":"10.3126/tvet.v17i1.52427","DOIUrl":"https://doi.org/10.3126/tvet.v17i1.52427","url":null,"abstract":"A Rapid Market Appraisal (RMA) was conducted with the aim of exploring market prospects or the specific occupational skills in demand in the local markets of Madhesh Province so as to reintegrate the returnee migrant workers into the Nepalese economic system. In order to collect data for RMA, major key informants that are also the key labor market players of Madhesh Province like returnee migrant workers (RMWs), employers of major three occupational sectors (Construction, Agriculture and Tourism), training providers, entrepreneurs, and rural municipal representatives were identified from different seventeen municipalities of seven districts of Madhesh Province. While interacting with 87 returnee migrant workers (RMWs- 64 as FGD and 23 as KII), it was found that around 70% of the 87 respondents did not have any specific skills learned in their respective destination countries, and the general skills acquired by them in such countries were not applicable in the context of Nepal.\u0000Based on the collected data from 204 key informants of labor market, 24 different occupations were identified as highly demanding occupations in three occupational sectors, nine were in the construction sector, eight in the agriculture sector, and six in the tourism sector. It was also found that the province, having the largest area of cultivated land in Nepal, is very potential for employing a bigger number of youths and returnees in the agriculture sector. However, it was felt necessary to make the agriculture sector truly attractive in terms of technology, financial access like floating subsidized loans and value addition. Regarding the access to the training and employment service providers (T&Es), there is sufficient access of training but maintaining the quality of training is a challenging issue, for which a mechanism has been suggested.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128966392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-24DOI: 10.3126/tvet.v17i1.52409
Durga Prasad Baral
Informal skills learners are the workers who learn occupational skills during their work in an informal setting. Little research has been done on their learning environment and processes in a context similar to Nepal and many other developing countries. Such research deficit is more pronounced in informal skills learning research. In this paper, I address this gap. Based on two concepts - work interruptions and vulnerability of novice informal skills learners - I discuss methodological and ethical dilemmas while researching these people. Drawing from my PhD research carried out in four occupational sectors - pottery, metalcrafts, fast food and two-wheeler mechanics in Nepal (in Kathmandu valley), I first analyse the general features of informal skills learners’ vulnerability which might further increase while spending time with the researchers. The ethical dilemmas researchers might face while researching vulnerable skills learners are about minimizing work interruption and avoiding harm to them. At the end, I propose specific ways of dealing with informal skills learners while conducting fieldwork. The study expects to increase the researchers’ awareness while dealing with vulnerable workers and learners, and provides a track for further research in the area.
{"title":"Researching Informal Skills Learners: Considering Work Interruption and Vulnerabilities","authors":"Durga Prasad Baral","doi":"10.3126/tvet.v17i1.52409","DOIUrl":"https://doi.org/10.3126/tvet.v17i1.52409","url":null,"abstract":"Informal skills learners are the workers who learn occupational skills during their work in an informal setting. Little research has been done on their learning environment and processes in a context similar to Nepal and many other developing countries. Such research deficit is more pronounced in informal skills learning research. In this paper, I address this gap. Based on two concepts - work interruptions and vulnerability of novice informal skills learners - I discuss methodological and ethical dilemmas while researching these people. Drawing from my PhD research carried out in four occupational sectors - pottery, metalcrafts, fast food and two-wheeler mechanics in Nepal (in Kathmandu valley), I first analyse the general features of informal skills learners’ vulnerability which might further increase while spending time with the researchers. The ethical dilemmas researchers might face while researching vulnerable skills learners are about minimizing work interruption and avoiding harm to them. At the end, I propose specific ways of dealing with informal skills learners while conducting fieldwork. The study expects to increase the researchers’ awareness while dealing with vulnerable workers and learners, and provides a track for further research in the area.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134339757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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