Pub Date : 2021-04-01DOI: 10.3126/tvet.v1i15.45177
H. Thapa
School-based production unit is a part a school practice area where material and human inputs could be combined for the creation of goods or provision of services. It is one of the important categories of work-based learning among cooperative work, field trips, internship and youth apprenticeship. Production-based learning model is a set of procedures that need to be adopted by the instructor to facilitate students to learn actively, interactively and in a participatory way, so as to produce either goods or services needed by society. This model can facilitate students in preparing to enter the world of work and gain competence as well as the entrepreneurial spirit. School-based production unit promotes work-based learning, increases the relevance of the curriculum, promote academic achievement and employability skill. It enhances entrepreneur sprit of learners, helps in income boost, increases the cooperation/collaboration ability with society and market likewise improves learning motivation, creativity and attitudes. Management of seed capital, human resources, modalities of operation and benefit sharing among stakeholders from income of products or services are major issues of production units. These issues should address before the planning of production.
{"title":"School Production Unit: A Production-based Learning Model in the Context of TVET Polytechnic Institutions","authors":"H. Thapa","doi":"10.3126/tvet.v1i15.45177","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45177","url":null,"abstract":"School-based production unit is a part a school practice area where material and human inputs could be combined for the creation of goods or provision of services. It is one of the important categories of work-based learning among cooperative work, field trips, internship and youth apprenticeship. Production-based learning model is a set of procedures that need to be adopted by the instructor to facilitate students to learn actively, interactively and in a participatory way, so as to produce either goods or services needed by society. This model can facilitate students in preparing to enter the world of work and gain competence as well as the entrepreneurial spirit. School-based production unit promotes work-based learning, increases the relevance of the curriculum, promote academic achievement and employability skill. It enhances entrepreneur sprit of learners, helps in income boost, increases the cooperation/collaboration ability with society and market likewise improves learning motivation, creativity and attitudes. Management of seed capital, human resources, modalities of operation and benefit sharing among stakeholders from income of products or services are major issues of production units. These issues should address before the planning of production.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"55 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":"117028040","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.v1i15.45169
Anil Muni Bajracharya, P. Paudel
The engagement of employers in the education system is interpreted on the assumption that it enables a student to enhance the knowledge according to the market demand. This helps to furnish students with skills and knowledge directly relevant to generating employment, familiarize the workplace environment, and reduce the constraints in transitioning from learning to work. The partaking of employers in curriculum preparation not only supports to increase the involvement of employers but also helps to prepare the market-based curriculum. More so, stakeholder participation in TVET curriculum preparation is crucial. However, employer engagement in the curriculum making process, in general, has been a neglected agenda. Against this backdrop, we examined the level of employer engagement in TVET curriculum making process in Nepal. We interviewed 79 individual national employers asking their level of participation in curriculum making process. Among the participants, four were further interacted to understand the reason for minimum participation. The employers, on the one hand, shared that their participation is just for participation to fulfil the requirement provisioned by law. On the other hand, they also said their inputs rarely incorporated in the process even if they had involved in the curriculum design phase. In this sense, the participation of the employer in the curriculum-making process has become cosmetic in practice rather than desired and meaningful.
{"title":"Employer Engagement in Curriculum Making Process in Nepal: Meaningful or Cosmetic?","authors":"Anil Muni Bajracharya, P. Paudel","doi":"10.3126/tvet.v1i15.45169","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45169","url":null,"abstract":"The engagement of employers in the education system is interpreted on the assumption that it enables a student to enhance the knowledge according to the market demand. This helps to furnish students with skills and knowledge directly relevant to generating employment, familiarize the workplace environment, and reduce the constraints in transitioning from learning to work. The partaking of employers in curriculum preparation not only supports to increase the involvement of employers but also helps to prepare the market-based curriculum. More so, stakeholder participation in TVET curriculum preparation is crucial. However, employer engagement in the curriculum making process, in general, has been a neglected agenda. Against this backdrop, we examined the level of employer engagement in TVET curriculum making process in Nepal. We interviewed 79 individual national employers asking their level of participation in curriculum making process. Among the participants, four were further interacted to understand the reason for minimum participation. The employers, on the one hand, shared that their participation is just for participation to fulfil the requirement provisioned by law. On the other hand, they also said their inputs rarely incorporated in the process even if they had involved in the curriculum design phase. In this sense, the participation of the employer in the curriculum-making process has become cosmetic in practice rather than desired and meaningful.","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":"129247486","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.v1i15.45179
Abdul Ghani Rajput, M. Akhtar, M. Akram
Green technology concept is increasing in Pakistan. The objective of green technology is to make clean environment and sustain biodiversity. The increasing implication of sustainability is having a key impact on business industry and association, as well as society as a whole. Hence, readiness of the forthcoming workforce for the coming green economy is a challenging task for Technical Vocational Education and Training authorities in Pakistan. Hence, the objective of this research was to identify the perception of TVET professional in Pakistan. A sample of 30 TVET professional across Pakistan was randomly selected. The research identified that most of the TVET professional statement that their perception of green technology is relatively high, the use of green technology application is moderate. daily application of green technology in their lives is only moderate. Interestingly, in the open-ended section, TVET professionals were asked to state an example of a greening TVET, 35% of the respondents admitted that they do not know. Further, almost half of the respondents state that greening elements are included in different TVET programs curriculum.
{"title":"Perception of Green Technology Among TVET Professional in Pakistan","authors":"Abdul Ghani Rajput, M. Akhtar, M. Akram","doi":"10.3126/tvet.v1i15.45179","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45179","url":null,"abstract":"Green technology concept is increasing in Pakistan. The objective of green technology is to make clean environment and sustain biodiversity. The increasing implication of sustainability is having a key impact on business industry and association, as well as society as a whole. Hence, readiness of the forthcoming workforce for the coming green economy is a challenging task for Technical Vocational Education and Training authorities in Pakistan. Hence, the objective of this research was to identify the perception of TVET professional in Pakistan. A sample of 30 TVET professional across Pakistan was randomly selected. The research identified that most of the TVET professional statement that their perception of green technology is relatively high, the use of green technology application is moderate. daily application of green technology in their lives is only moderate. Interestingly, in the open-ended section, TVET professionals were asked to state an example of a greening TVET, 35% of the respondents admitted that they do not know. Further, almost half of the respondents state that greening elements are included in different TVET programs curriculum.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"25 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":"114660854","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.v1i15.45172
Diwat Kumar Shrestha
The Technical Vocational Education and Training (TVET) is key to overall development of a nation. Unemployment to TVET graduates in any country means either the country is on the wrong track of development or the TVET education not salable. Tracer study helps to move TVET in right track. Many TVET scholars emphasize conducting tracer study frequently to save TVET from quality erosion. Selection of a method and instrument, preparation for a survey, case study and focus group discussions are the major activities to be performed to conduct tracer studies. Here, an elaborate description is made on the entire process of Tracer Study conducted in the TVET. The views of graduates as well as their employers are the main data to pull out findings and refinement has to be done accordingly. Data collection should be more accurate and tools used should be appropriate for giving right direction to TVET. CTEVT and the central and administered Technical Institutions are conducting tracer studies from time to time to reflect reality. But, the application of the findings of tracer studies is a big question in CTEVT such as the revision of curriculum does not happen for a long time. As a result, the unemployment rate of graduates is on rise. Real tracer studies with commitment for change as per market need are the demand of modern TVET.
{"title":"Graduate Tracer Study for Refining TVET Programs","authors":"Diwat Kumar Shrestha","doi":"10.3126/tvet.v1i15.45172","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45172","url":null,"abstract":"The Technical Vocational Education and Training (TVET) is key to overall development of a nation. Unemployment to TVET graduates in any country means either the country is on the wrong track of development or the TVET education not salable. Tracer study helps to move TVET in right track. Many TVET scholars emphasize conducting tracer study frequently to save TVET from quality erosion. Selection of a method and instrument, preparation for a survey, case study and focus group discussions are the major activities to be performed to conduct tracer studies. Here, an elaborate description is made on the entire process of Tracer Study conducted in the TVET. The views of graduates as well as their employers are the main data to pull out findings and refinement has to be done accordingly. Data collection should be more accurate and tools used should be appropriate for giving right direction to TVET. CTEVT and the central and administered Technical Institutions are conducting tracer studies from time to time to reflect reality. But, the application of the findings of tracer studies is a big question in CTEVT such as the revision of curriculum does not happen for a long time. As a result, the unemployment rate of graduates is on rise. Real tracer studies with commitment for change as per market need are the demand of modern TVET.","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":"129539402","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.v1i15.45174
H. Pradhan, Aashish Pradhan
Reduction in enrolment is a growing concern in Nepal TVET which could have been caused by, inter alia, lack of career path for the graduates and therefore, has been the focus of this paper. Nepal’s long term TVET programs - under general secondary education that starts from Grade 9 and runs through Grade 12 and those under CTEVT - end at Diploma level unless some get exceptional enrolment opportunity at tertiary level. Therefore, structural reform is envisaged to help mitigate the problem in context by introducing TVET from Grade six as ‘elementary TVET’ followed by Level 3 (Grades 9 and 10) and as next step, Level 4 (Diploma) with three years learning followed by Level 5 (Advance Diploma). These reforms are envisaged to be based on NVQS operationalization. This paper, leaving some questions for readers, also suggests redefining TVET definition to widen sector coverage and changing the term ‘TVET’ itself.
{"title":"Conceptualizing Structural Reform for Nepal’s TVET Sector","authors":"H. Pradhan, Aashish Pradhan","doi":"10.3126/tvet.v1i15.45174","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45174","url":null,"abstract":"Reduction in enrolment is a growing concern in Nepal TVET which could have been caused by, inter alia, lack of career path for the graduates and therefore, has been the focus of this paper. Nepal’s long term TVET programs - under general secondary education that starts from Grade 9 and runs through Grade 12 and those under CTEVT - end at Diploma level unless some get exceptional enrolment opportunity at tertiary level. Therefore, structural reform is envisaged to help mitigate the problem in context by introducing TVET from Grade six as ‘elementary TVET’ followed by Level 3 (Grades 9 and 10) and as next step, Level 4 (Diploma) with three years learning followed by Level 5 (Advance Diploma). These reforms are envisaged to be based on NVQS operationalization. This paper, leaving some questions for readers, also suggests redefining TVET definition to widen sector coverage and changing the term ‘TVET’ itself.","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":"130704102","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.v1i15.45168
R. Lamichhane
A country needs to ensure proper human resource management for its socio-economic development, where the role of TVET is significant. Enhancing quality of TVET should therefore be one of the priorities. In line with other education programs, TVET programs need a paradigm shift to make our youth fit for global market with adequate competencies for global competitiveness. The institute with quality managed center of excellence only can offer competencies for the global competitiveness. Center of excellence (CoE) institute is known as having quality management system (QMS) in place, accredited by national and international body, high ratings perception of stakeholders and reputed image in the society. There are ample of practices by many countries on CoE. The criteria varies from one another; however, the major thrust areas are the same or similar. Institute, industries, students, parents and country can get direct benefits from the establishment of CoEs in the TVET system. There should be policy intervention, implementation system and commitment from leadership to establish a well functioned CoE.
{"title":"How Can We Make TVET Institute Center of Excellence?","authors":"R. Lamichhane","doi":"10.3126/tvet.v1i15.45168","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45168","url":null,"abstract":"A country needs to ensure proper human resource management for its socio-economic development, where the role of TVET is significant. Enhancing quality of TVET should therefore be one of the priorities. In line with other education programs, TVET programs need a paradigm shift to make our youth fit for global market with adequate competencies for global competitiveness. The institute with quality managed center of excellence only can offer competencies for the global competitiveness. Center of excellence (CoE) institute is known as having quality management system (QMS) in place, accredited by national and international body, high ratings perception of stakeholders and reputed image in the society. There are ample of practices by many countries on CoE. The criteria varies from one another; however, the major thrust areas are the same or similar. Institute, industries, students, parents and country can get direct benefits from the establishment of CoEs in the TVET system. There should be policy intervention, implementation system and commitment from leadership to establish a well functioned CoE.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"12 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":"116070854","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.v1i15.45178
H. Lamsal
The Technical and Vocational Education and Training (TVET) includes two components - education and training that offers both academic and skill development. However, there is no uniform understanding among the countries on what these aspects should entail and variations can also be observed in governance and management. The Constitution of Nepal 2015 has demanded a complete restructuring of the country’s governance, including the reform of the education and TVET sector. This paper aims to shed light on the status of TVET in Nepal in the federal context and explores the management structures for the country to move forward in the changed context. Reviewing international practice, proposals are made with regard to the restructuring of the TVET. It suggests Nepali education system adopted a two-pronged strategy to facilitate the required reform in TVET sector and setup: a) reforms in existing programs and, b) structural changes.
{"title":"TVET Reform in Federal Republic Nepal","authors":"H. Lamsal","doi":"10.3126/tvet.v1i15.45178","DOIUrl":"https://doi.org/10.3126/tvet.v1i15.45178","url":null,"abstract":"The Technical and Vocational Education and Training (TVET) includes two components - education and training that offers both academic and skill development. However, there is no uniform understanding among the countries on what these aspects should entail and variations can also be observed in governance and management. The Constitution of Nepal 2015 has demanded a complete restructuring of the country’s governance, including the reform of the education and TVET sector. \u0000This paper aims to shed light on the status of TVET in Nepal in the federal context and explores the management structures for the country to move forward in the changed context. Reviewing international practice, proposals are made with regard to the restructuring of the TVET. It suggests Nepali education system adopted a two-pronged strategy to facilitate the required reform in TVET sector and setup: a) reforms in existing programs and, b) structural changes.","PeriodicalId":298944,"journal":{"name":"Journal of Technical and Vocational Education and Training","volume":"84 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":"132542696","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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