Pub Date : 2022-05-19DOI: 10.3126/tvet.v1i16.45182
Ramila Subedi
Amid the truism that pandemics can cause devastating effects on individuals from different group and class, the outbreak of COVID-19 pandemic has exacerbated the situation. In the world that has been experiencing distancing and isolation, adolescents are no exception to the vulnerabilities. However, the risks and adversities they face even seem to have got overshadowed by their engagement with virtual platforms. At the same time, the expectations they have from their parents and the role parental involvement plays for helping them cope with the challenges have remained less discussed. The study, hence, aimed at unraveling how the adolescents experienced COVID- 19 induced adversities and how they coped with them through parental involvement. In this course, three adolescents who have been pursuing diploma Program from the Kathmandu Valley were selected purposively while narrative inquiry was adopted as the method of study. Out of the engagement with the adolescents’ narratives, it was discovered that adolescents experienced socio- economic adversities along with the risk induced by their indulgence in online platforms. At the same time, the adversities were related to the denial they had faced in relation to indigenous skills. Despite this, they were found to have built resilience, and bounced back to normalcy from the adversities with support and engagement of their parents. Hence, the study implies adolescents’ experiences of risks and adversities along with the role of familial and parental involvement in managing the adversities.
{"title":"Coping COVID- 19 Pandemic Induced Adversities through Parental Involvement: Experiences of Late Adolescents Pursuing Diploma Program from Kathmandu Valley","authors":"Ramila Subedi","doi":"10.3126/tvet.v1i16.45182","DOIUrl":"https://doi.org/10.3126/tvet.v1i16.45182","url":null,"abstract":"Amid the truism that pandemics can cause devastating effects on individuals from different group and class, the outbreak of COVID-19 pandemic has exacerbated the situation. In the world that has been experiencing distancing and isolation, adolescents are no exception to the vulnerabilities. However, the risks and adversities they face even seem to have got overshadowed by their engagement with virtual platforms. At the same time, the expectations they have from their parents and the role parental involvement plays for helping them cope with the challenges have remained less discussed. The study, hence, aimed at unraveling how the adolescents experienced COVID- 19 induced adversities and how they coped with them through parental involvement. In this course, three adolescents who have been pursuing diploma Program from the Kathmandu Valley were selected purposively while narrative inquiry was adopted as the method of study. Out of the engagement with the adolescents’ narratives, it was discovered that adolescents experienced socio- economic adversities along with the risk induced by their indulgence in online platforms. At the same time, the adversities were related to the denial they had faced in relation to indigenous skills. Despite this, they were found to have built resilience, and bounced back to normalcy from the adversities with support and engagement of their parents. Hence, the study implies adolescents’ experiences of risks and adversities along with the role of familial and parental involvement in managing the adversities.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133559582","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 : 2022-05-19DOI: 10.3126/tvet.v1i16.45187
R. Shrestha
Developing engagements with private sector at all levels of the training programs facilitates the development of workable solutions for school-to-work transitions. Employer engagement in Technical and Vocational Education and Training (TVET) system covers a spectrum of cooperation and involves small participation to build the trust required to develop more robust long-term engagement strategies. Engagement of employer is an essential component of overall training programs. It leads to developing responsive labour market skill needs, supporting priority economic sectors, training design and development, training delivery and post training support to develop ongoing dialogue with employer and employer associations. The employer has a crucial role to play in the overall training phases of the training programs. TVET programs as suppliers and the employers as customers are so interrelated that the development of both must go forward hand in hand having practical partnership. The need to increase and strengthen the engagement of employers in TVET programs has been felt for many years in the country. However, employer engagement in the TVET programs of the Council for Technical Education and Vocational Training (CTEVT) is under-explored in Nepal. This article addresses the existing situation, explores issues, and shares some innovative initiations to strengthen the employer engagement in CTEVT technical schools.
{"title":"Strengthening Employer Engagement in CTEVT Technical Schools: Some Practices and Initiatives","authors":"R. Shrestha","doi":"10.3126/tvet.v1i16.45187","DOIUrl":"https://doi.org/10.3126/tvet.v1i16.45187","url":null,"abstract":"Developing engagements with private sector at all levels of the training programs facilitates the development of workable solutions for school-to-work transitions. Employer engagement in Technical and Vocational Education and Training (TVET) system covers a spectrum of cooperation and involves small participation to build the trust required to develop more robust long-term engagement strategies. Engagement of employer is an essential component of overall training programs. It leads to developing responsive labour market skill needs, supporting priority economic sectors, training design and development, training delivery and post training support to develop ongoing dialogue with employer and employer associations. The employer has a crucial role to play in the overall training phases of the training programs. TVET programs as suppliers and the employers as customers are so interrelated that the development of both must go forward hand in hand having practical partnership. The need to increase and strengthen the engagement of employers in TVET programs has been felt for many years in the country. However, employer engagement in the TVET programs of the Council for Technical Education and Vocational Training (CTEVT) is under-explored in Nepal. This article addresses the existing situation, explores issues, and shares some innovative initiations to strengthen the employer engagement in CTEVT technical schools.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121644246","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 : 2021-04-01DOI: 10.3126/tvet.v1i15.45175
Shesha Kanta Pangeni, Gehendra Karki
Information and communication technology (ICT) has brought innovative approaches to teaching and learning introducing pedagogical innovation that leads to paradigm shift in education. However, Technical and Vocational Education and Training (TVET) sector in Nepal has little exposure to ICT integrated pedagogical practices. In this context, this paper presents lessons from e-learning initiatives at CTEVT based on a study on e-learning pilot projects from three leading technical schools. It uses both qualitative and quantitative data received from 152 survey responses, two focused group discussions and 10 individual interviews. The study reports that e-learning is promising for TVET sector as an innovative ICT integrated alternative pedagogy. However, instructors and schools want additional support for training and ICT infrastructures to design, develop and implement courses for e-learning locally. The study also draws implications to scale up the initiations and interventions of e-learning at institutional level that are meaningful for expansion of similar pilot projects, ICT integration across TVET programs offered by CTEVT, pedagogical innovation, workplace learning opportunity for students, increase access and quality in TVET programs and institutional reform.
{"title":"E-Learning Initiatives at CTEVT: An Attempt at Innovation and Paradigm Shift in TVET Pedagogy","authors":"Shesha Kanta Pangeni, Gehendra Karki","doi":"10.3126/tvet.v1i15.45175","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45175","url":null,"abstract":"Information and communication technology (ICT) has brought innovative approaches to teaching and learning introducing pedagogical innovation that leads to paradigm shift in education. However, Technical and Vocational Education and Training (TVET) sector in Nepal has little exposure to ICT integrated pedagogical practices. In this context, this paper presents lessons from e-learning initiatives at CTEVT based on a study on e-learning pilot projects from three leading technical schools. It uses both qualitative and quantitative data received from 152 survey responses, two focused group discussions and 10 individual interviews. The study reports that e-learning is promising for TVET sector as an innovative ICT integrated alternative pedagogy. However, instructors and schools want additional support for training and ICT infrastructures to design, develop and implement courses for e-learning locally. The study also draws implications to scale up the initiations and interventions of e-learning at institutional level that are meaningful for expansion of similar pilot projects, ICT integration across TVET programs offered by CTEVT, pedagogical innovation, workplace learning opportunity for students, increase access and quality in TVET programs and institutional reform.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128309867","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 : 2021-04-01DOI: 10.3126/tvet.v1i15.45176
B. Thapa
The 21st-century social science calls for trans-disciplinary perspectives. In an attempt to address this call, this paper offers a trans-disciplinary take on the concept of skill. The author delves into understanding the concept skill and explores its conceptualization across disciplines economics, sociology, and psychology. In so doing, literature review over this concept suggested that there currently exists disciplinary differentials over the concerned idea. Further, the author offers the capability approach as an alternative to understand and define skill. While skill gets explained from the economic, sociological, and psychological fields, the persistent disciplinary differentials make the conception of skill fuzzy. The author argues that the capability approach potentially bridges the disciplinary segmentation over the concept skill.
{"title":"Capability Approach to Skill: Bridging the Disciplinary Differentials over Conceptualizing Skill","authors":"B. Thapa","doi":"10.3126/tvet.v1i15.45176","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45176","url":null,"abstract":"The 21st-century social science calls for trans-disciplinary perspectives. In an attempt to address this call, this paper offers a trans-disciplinary take on the concept of skill. The author delves into understanding the concept skill and explores its conceptualization across disciplines economics, sociology, and psychology. In so doing, literature review over this concept suggested that there currently exists disciplinary differentials over the concerned idea. Further, the author offers the capability approach as an alternative to understand and define skill. While skill gets explained from the economic, sociological, and psychological fields, the persistent disciplinary differentials make the conception of skill fuzzy. The author argues that the capability approach potentially bridges the disciplinary segmentation over the concept skill.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126247033","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 : 2021-04-01DOI: 10.3126/tvet.v1i15.45170
Kushmakar Bhatta
Recent digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. Major forces driving changes in the world of work include globalization, rapid advances in information and communications technology, changes in financial markets, new business strategies, new management practices and new forms of work. The uncertainty emerging from the fast changing environment, technological development has increased ethical and social responsibility. TVET was often a second choice of the students and was disregarded as a significant player in academic orientation in some years back. Now, that statement has been slowly discarded since awareness increased and through quality in education it is proved that TVET are the best providers of knowledgeable and skilled workers in the 21st century. Quality assurance in TVET is a concept that is concerned with high performance in entire academic process involving activities such as teaching, learning, infrastructure, students’ behavior and so on. The TEVT sector and its policy makers respond rapidly to the changing scenario. Good quality education is very necessary in the total 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. 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 TVET graduates have to be world class and the education quality has to maintain of global standards. This paper outlines and discusses the relevancy and quality assurance need in TEVT to meet the requirements in the coming future.
{"title":"Ensuring Quality Assurance in Technical and Vocational Education and Training","authors":"Kushmakar Bhatta","doi":"10.3126/tvet.v1i15.45170","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45170","url":null,"abstract":"Recent digital revolution is rapidly transforming the world of work and the skills profiles of many occupations. Major forces driving changes in the world of work include globalization, rapid advances in information and communications technology, changes in financial markets, new business strategies, new management practices and new forms of work. The uncertainty emerging from the fast changing environment, technological development has increased ethical and social responsibility. TVET was often a second choice of the students and was disregarded as a significant player in academic orientation in some years back. Now, that statement has been slowly discarded since awareness increased and through quality in education it is proved that TVET are the best providers of knowledgeable and skilled workers in the 21st century. Quality assurance in TVET is a concept that is concerned with high performance in entire academic process involving activities such as teaching, learning, infrastructure, students’ behavior and so on. The TEVT sector and its policy makers respond rapidly to the changing scenario. Good quality education is very necessary in the total 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. 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 TVET graduates have to be world class and the education quality has to maintain of global standards. This paper outlines and discusses the relevancy and quality assurance need in TEVT to meet the requirements in the coming future.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122753684","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 : 2021-04-01DOI: 10.3126/tvet.v1i15.45165
T. N. Sharma
A quality assurance system in TVET provides the framework and processes for the consistent delivery of graduates with valid skills and competencies needed in the labor market. It also includes constant review and improvement cycles so the institutions become more efficient and effective in meeting the changing demand of the labour market. Setting and monitoring improvement targets within the system, and then evaluating the quality benefits of those improvements, are key elements of the overall management of the TVET system and as such need to include a variety of relevant measures that are polled consistently according to defined schedules. In this way, quality assuarance system in TVET ensures the effectiveness of system inputs (policy, management systems and processes, infrastructure, human resources, financial resources) to produce the desired outcomes that can be monitored and evaluated to examine if TVET institutions under evaluation responds to labor market, societal and individual needs; leads to nationally, or even internationally, recognized qualifications or credentials; provides access to decent jobs and sustainable employment; is attractive, inclusive and accessible, i.e. all citizens have access to TVET; and fosters capabilities that enable progression to further learning. In this paper, an integrated system of quality assurance is proposed to streamline Nepal's TVET and assure the quality of all institutions delivering TVET in Nepal.
{"title":"An Integrated Quality Assurance System in Technical, Vocational Education and Training in Nepal","authors":"T. N. Sharma","doi":"10.3126/tvet.v1i15.45165","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45165","url":null,"abstract":"A quality assurance system in TVET provides the framework and processes for the consistent delivery of graduates with valid skills and competencies needed in the labor market. It also includes constant review and improvement cycles so the institutions become more efficient and effective in meeting the changing demand of the labour market. Setting and monitoring improvement targets within the system, and then evaluating the quality benefits of those improvements, are key elements of the overall management of the TVET system and as such need to include a variety of relevant measures that are polled consistently according to defined schedules. In this way, quality assuarance system in TVET ensures the effectiveness of system inputs (policy, management systems and processes, infrastructure, human resources, financial resources) to produce the desired outcomes that can be monitored and evaluated to examine if TVET institutions under evaluation responds to labor market, societal and individual needs; leads to nationally, or even internationally, recognized qualifications or credentials; provides access to decent jobs and sustainable employment; is attractive, inclusive and accessible, i.e. all citizens have access to TVET; and fosters capabilities that enable progression to further learning. In this paper, an integrated system of quality assurance is proposed to streamline Nepal's TVET and assure the quality of all institutions delivering TVET in Nepal.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133975564","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 : 2021-04-01DOI: 10.3126/tvet.v1i15.45173
Ishwor Rimal
Job satisfaction is crucial for occupations such as instructors and admin staff of the Technical and Vocational Education and Training (TVET) schools. In this context, this study explored the level of TVET school employees' job satisfaction and differences by educational qualification among the sampled employees of Council for Technical Education and Vocational Training (CTEVT) constituted TVET Schools in Kathmandu, using quantitative research method. The SPSS was used for the data analysis of the study. The results of overall job satisfaction of the TVET employees showed moderate level, which also means that the level of job satisfaction yet not at satisfactory level. This demands a specific strategy to motivate them and increase the level of job satisfaction. The higher the academic qualification of the TVET employees was lower level job satisfaction. It indicates that other attributing factors are also necessary to consider for job satisfaction of the TVET employees. The social capital theory was used to analyze and discuss the results.
{"title":"Differences on Job Satisfaction among Technical and Vocational Education and Training Schools Employees in Kathmandu","authors":"Ishwor Rimal","doi":"10.3126/tvet.v1i15.45173","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45173","url":null,"abstract":"Job satisfaction is crucial for occupations such as instructors and admin staff of the Technical and Vocational Education and Training (TVET) schools. In this context, this study explored the level of TVET school employees' job satisfaction and differences by educational qualification among the sampled employees of Council for Technical Education and Vocational Training (CTEVT) constituted TVET Schools in Kathmandu, using quantitative research method. The SPSS was used for the data analysis of the study. The results of overall job satisfaction of the TVET employees showed moderate level, which also means that the level of job satisfaction yet not at satisfactory level. This demands a specific strategy to motivate them and increase the level of job satisfaction. The higher the academic qualification of the TVET employees was lower level job satisfaction. It indicates that other attributing factors are also necessary to consider for job satisfaction of the TVET employees. The social capital theory was used to analyze and discuss the results.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122558847","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 : 2021-04-01DOI: 10.3126/tvet.v1i15.45160
Anil Muni Bajracharya, Binod Badal
No abstract available.
没有摘要。
{"title":"Accelerating Technical and Vocational Education and Training in Nepal","authors":"Anil Muni Bajracharya, Binod Badal","doi":"10.3126/tvet.v1i15.45160","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45160","url":null,"abstract":"No abstract available.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"661 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133366724","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 : 2021-04-01DOI: 10.3126/tvet.v1i15.45171
Durga Prasad Baral
More than eighty percent of youth in Nepal are estimated to be learning their livelihood-skills through work. Generally, those informal skills learners either never visit a school or discontinue their school education and start a career without formal or non-formal skills training. Adopting the qualitative research approach, and underpinned by career development theories, I argue that those people have to confine their aspirations due to unfavorable TVET system. I also use poetic inquiry to analyze and present the information. I also discuss how the country's TVET system can support such a massive number of informal skills learners. The research is based on in-depth interviews conducted with six youth and adults working in three different trades— pottery, fast-food, and motorcycle service mechanics located in Kathmandu Valley. It is concluded that the struggle at school and the path of work faced by those adolescents and youths for getting a job are diverse. It is also found that informal skills learners have aspirations, mainly limited to either establishing or extending the existing enterprise with their competence acquired through workplace learning. The paper concludes that the state should facilitate fulfilling the aspirations of those informal skills learners.
{"title":"'Confined Dreams' of Informal Skills Learners: Can TVET Widen Their Aspirations?","authors":"Durga Prasad Baral","doi":"10.3126/tvet.v1i15.45171","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45171","url":null,"abstract":"More than eighty percent of youth in Nepal are estimated to be learning their livelihood-skills through work. Generally, those informal skills learners either never visit a school or discontinue their school education and start a career without formal or non-formal skills training. Adopting the qualitative research approach, and underpinned by career development theories, I argue that those people have to confine their aspirations due to unfavorable TVET system. I also use poetic inquiry to analyze and present the information. I also discuss how the country's TVET system can support such a massive number of informal skills learners. The research is based on in-depth interviews conducted with six youth and adults working in three different trades— pottery, fast-food, and motorcycle service mechanics located in Kathmandu Valley. It is concluded that the struggle at school and the path of work faced by those adolescents and youths for getting a job are diverse. It is also found that informal skills learners have aspirations, mainly limited to either establishing or extending the existing enterprise with their competence acquired through workplace learning. The paper concludes that the state should facilitate fulfilling the aspirations of those informal skills learners.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126549856","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 : 2021-04-01DOI: 10.3126/tvet.v1i15.45161
R. Shrestha
Technical Vocational Education and Training (TVET) systems all over the world have realized that there should be joint efforts between government and business and industry to provide and finance training programme. The key then is finding an appropriate and practical balance between government, private and non-government provision for training people in the field of skills development. Working together with the employers and training institutes is the major rising concern in many developing countries like Nepal. Engaging the employers and training providers in (TVET) provision is essential and, like many other South Asian countries, Nepal’s TVET policy 2012 emphasizes the private sector’s role and partnership in skills development. In practice however, joint efforts in the Nepali TVET system have been weak and not extended much beyond the private sector. Thus, adequate partnership among public TEVT training institutions and business/industries should be developed for economic development of the country.
{"title":"Practical Partnership in the Nepali TVET System: Some Innovative Initiations","authors":"R. Shrestha","doi":"10.3126/tvet.v1i15.45161","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45161","url":null,"abstract":"Technical Vocational Education and Training (TVET) systems all over the world have realized that there should be joint efforts between government and business and industry to provide and finance training programme. The key then is finding an appropriate and practical balance between government, private and non-government provision for training people in the field of skills development. Working together with the employers and training institutes is the major rising concern in many developing countries like Nepal. Engaging the employers and training providers in (TVET) provision is essential and, like many other South Asian countries, Nepal’s TVET policy 2012 emphasizes the private sector’s role and partnership in skills development. In practice however, joint efforts in the Nepali TVET system have been weak and not extended much beyond the private sector. Thus, adequate partnership among public TEVT training institutions and business/industries should be developed for economic development of the country.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125439970","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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