TEVT Skill Development Policy

As per the findings of various studies and researches, the majority of Nepal's youth of school age group leave school without completing the study of class ten. Children of this age group, outgoing from the school, could not have been competent to conduct economic activities. Relevant short term training courses, which would provide vocational skills to the literate manpower, are not easily available. Moreover, there are also notable number of youths who have either not been to school or not have an opportunity to obtain technical education or vocational trainings.

The situation seems more serious and complex while adding those people who have been suffered from conflict and deprived of passing normal productive livelihood. It is necessary to make involvement of the youth and adult manpower who were taken out or not admitted to the school , illiterate and not obtained any kind of skills either technical education or vocational training of income generating activities for their livelihood. In this context, due to the lack of productivity of the manpower involved in domestic or overseas employment, various problems are appeared in employment sector. As a result of low productivity, there is negative effect on employment opportunity and income generation; hence, no expected improvement has been realized in respect of the people falling below the poverty line. In this out look, it seems necessary to expand nation wide

an opportunities of technical education and vocational training. It is required to provide skills oriented education and training to the productive men power of the country so as to make them adequately competent in vocational and professional areas as per the needs. It is expedient, in present contest that to create conducive environment for providing an opportunities of education and training to those persons, who are deprived to get minimum opportunity of productive employment, self employment and subsistence.

Major target of this policy is to expand the training programs and to ensure the excess and inclusion of women, Dalits, ethnic groups, Madhesi and deprived communities of all areas in training programs. Both the objectives, as mentioned above, may increase the participation of targeted groups in income generating activities or profession as such programs would equally be conducted in all groups or level of Nepali society.

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About TITI

TITI 

 
Vision:
TITI is a "Center of Excellence" for TEVT trainers and managers training in developing countries in Asia.

Mission:
Training is our business. The mission of TITI is to improve the quality of technical education and vocational training in Nepal.

Why you should come to TITI?
Effective and efficient training schemes require trained instructors, managers, curriculum developers. Training is an investment leading to a quality life. Thus, if you are interested in becoming a competent trainer manager, curriculum developer, instructor, teacher or if you are already in the profession and wish to improve your skills, TITI is the place to come.

Who are TITI's customers?
Training and managerial staff working in:

• Technical schools, training centres and polytechnics operating under CTEVT, universities, government departments, agencies and private technical and vocational training institutes
• NGOs and INGOs with a TEVT focus;

Individuals who meet the entrance requirements.

What facilities are available?
Located at Sanothimi of Bhaktapur district, TITI is housed in a modern complex. Its training facilities are well equipped. The premises consist of:

• Classrooms with modern teaching aids and facilities
• Learning resource centre, library and A/V lab
• Technology lab-cum-demonstration workshop
• Multipurpose hall
• Office and Administrative facilities
• Science lab
• Meeting rooms
• Hostels for participants
• Canteen
• Play ground and sports facilities

TITI's achievements so far:
Being in the business for the last twenty years, TITI has trained over 10,000 instructional, managerial and curriculum developers from various countries such as Afghanistan, Albania, Bangladesh, Bhutan, Burkina, Faso, India, Indonesia, Kosovo, Mali, Moldova, Nepal, Pakistan, Sri-Lanka, Switzerland, Uganda, Vietnam and Zimbabwe. TITI has provided Technical Education and Vocational Training consultancies and other services to Technical Cooperation- Federal Republic of Germany(GTZ), Department for International Development(DFID), Netherlands Development Organization (SNV), ILO/UNDP, UNICEF, SDC, ADRA, SOS, NCED, Agakhan Foundation, UNFPA, ADB and other national and international organizations in Nepal and abroad.

History of Vocational Training in Nepal

In the 1950s, vocational training was introduced in the lower secondary classes, and it was described as prevocational education. At the secondary level, almost 25 percent of the curriculum consisted of vocational training. In addition, a vocational branch was also introduced to facilitate secondary school graduates to directly enter into the job market after SLC. The vocational subjects included agriculture, agronomy, horticulture, poultry, animal husbandry, dairy science, fishery, industrial electrical installation, furniture and metal work, building construction, and bamboo work. In the early 1980s, vocational education in secondary schools began to be curtailed and secondary schools were no longer viewed as terminal institutions for vocational training. In 2000, vocational instruction through secondary schools was treated as one subject with a weight of about 14 percent and minimal emphasis on skill acquisition.

Since the 1980s, the government has established technical schools in different regions of the country. Initially there were seven such technical schools, six in the public sector and one in the private sector. The courses offered at these schools were at the lower secondary (those who have completed grade one through five and are above 15 years of age) and secondary levels (those who have completed seventh grade and are over 15 years of age). The courses offered were for three years duration, followed by one year of on-the-job training. The six public sector schools were: a mechanical training center at Kathmandu that focused on general mechanics, electrician, and sanitary fitting; a technical school at Jumia that focused on building construction, health, and agriculture; and a uttarpani technical school at Dhankuta that focused on agriculture. There was also a technical school at Jiri that focused on agriculture, building construction, and health; a technical school at Lahan that focused on agriculture and building construction; and a technical school at Sano Thimi that focused on motor mechanics, general mechanics, general fitting, agriculture, cutting, and tailoring.
Since 1990s, the technical education at the secondary level became the responsibility of the Council for Technical Education and Vocational Training (CTEVT). International assistance further strengthened the infrastructure in nine technical schools and a tenth grade SLC diploma was required to enroll in these schools. In 1998, stipends were being paid at seven of these schools that ranged between NR 300 and 475 per month. In addition, the CTEVT also has trade schools and 118 private technical training institutes. The trade schools offer courses of as short as one year, and as long as two and a half years. The trade and affiliated technical schools also conduct skill-oriented short-term training courses and these last between two and eight weeks. Besides the Ministry of Education and NGOs, other ministries such as labor, women and social welfare, industries, tourism, communications, and water resources also provide vocational training in related sectors.

Growth of education system in Nepal

The second official level of education is the lower secondary level that typically begins at age 10 in the sixth grade and lasts through the eighth grade. Earlier, between 1951 and 1971, this was known as the middle level and consisted of sixth and seventh grades. The National Education Commission in 1992 defined the objective of the lower secondary level as "preparing morally and ethically upright citizens possessed of an appropriate level of knowledge in subject matters such as Nepali language, mathematics, and science." In 1996, the total number of lower secondary schools in Nepal was 5,041 with 726,300 students and 16,821 teachers. In 1996, only 26 percent of all children aged 11-13 were enrolled at the lower secondary level with the enrollment of girls being a little less than 19 percent. In 1996, the promotion rates at this level were fairly good with over three-fourths being promoted to next level each year. Repetition rates were below 20 percent at all the three grade levels and dropout rates were below 12 percent.
Until 1992, the secondary level, comprised of the grades 9 and 10, was the final level of schooling in Nepal. The secondary school enrollment in 1996 was 290,143 with 2,654 schools and 14,585 teachers. At the end of grade 10, a national level SLC examination is conducted by the Higher Secondary Education Board (HSEB) based at Sano Thimi. The net enrollment rate in secondary school in 1996 was a little over 17 percent. This implied that among all 14- and 15-year-old children only about one-sixth enjoyed the privilege of education.
Since 1992, Nepal has started the higher secondary school education system consisting of the grades eleventh and twelfth. The Higher Secondary Education Board (HSEB) conducts the national examinations. The higher secondary level is available in specialized areas such as science, management, humanities, and education. The system is based on the system prevalent in India and is popularly known as the ten-plus-two system. In 2000, there were 657 higher secondary education institutions, a large number of which were based in relatively affluent urban areas and were managed by the private sector. The National Education Commission (NEC) had recommended the opening of such institutions in remote and rural areas and focusing on five areas of general, professional, technical, polytechnic, and Sanskrit education. However, these recommendations remained largely elusive as late as 2001. In 2000, there were 42,000 students enrolled at the plus-two level.

Benefits of Vocational Skills

BENEFITS OF VOCATIONAL SKILLS

Skills development plays an integral part in the economic and social prosperity of individuals, employers, communities and nations worldwide:

FOR INDIVIDUALS
Individuals with higher levels of education earn significantly more over the course of their lifetimes than those with low skills:

• Training has a positive effect on mental health and physical health.
• Training can increase individuals’employability.
• Skills development gives people career progression and promotion opportunities.

FOR EMPLOYERS
Training can increase the likelihood of commercial survival. Firms which have a ‘high enterprise dynamic’,  including a high level of skill amongst employees and individuals who are able to exercise judgement and responsibility, tend to have higher levels of productivity. Certain types of training can lead to improved quality, organisational strength, customer service, reduced complaints, staff retention, cost reductions and increased profitability.

FOR ECONOMY & SOCIETY
Increases in human capital have a positive and significant effect on economic growth. Skills development can play an important role in reducing poverty.  Training can lead to reduce crice and repeat offending rates. Various aspects of education, such as curriculum design and communication, can have a positive impact on social capital and community cohesion.  Lifelong learning can help redress by supporting women to progress in their careers into higher paid jobs.

Skills development can have important benefits for local communities.  DfID’s Educating out of Poverty? report, for example, stated: ‘If individuals learn skills beyond the level of that of their family/immediate neighbours, they can confer benefits on their local community indirectly through starting enterprises that create employment, sending home remittances, introducing farming techniques that are imitated by neighbouring farmers, providing local services (e.g. teachers), providing positive female role models that challenge local perceptions, etc.’

Development of Vocational Education in Nepal

The Council for Technical Education and Vocational Training (CTEVT), constituted in 1989 A.D. (2045 BS), is the policy formulation and coordination body for Technical Education and Vocational Training (TEVT) programs in Nepal. It is a national autonomous body committed to the development of human resources for Nepal. In particular, CTEVT is concerned with basic and middle level technical education and vocational training. It has an assembly with 24 members and a governing board of nine members, which is known as Council. Minister of Education chairs the Assembly and the Council. The Council has a full time Vice-Chairman and a Member-Secretary and its headquarters is located at Sanothimi, Bhaktapur. The system has about 850 personnel to carry out its functions.

The Council for Technical Education and Vocational Training (CTEVT) sector can be traced back to 1930 when an engineering school was established to produce skilled workforce in the country. Similarly, the Butwal Technical Institute (1962) and the Balaju Technical Training Centre (Mechanical Training Centre, 1963) have been substantially contributing to produce trained and skilled workforce in the country.

On the recommendation of the National Education Commission (1954), secondary level curriculum and regulations were amended to accommodate vocational education in secondary and multi-purpose secondary schools. As a result, the National Vocational Training Centre (NVTC) as backbone for the National Education System Plan (NESP) was established, which introduced vocational education in the secondary education curriculum throughout the country.

The formal system of technical education evolved after 1980, when The Karnali Technical School, the first technical school in the country, was established. After the termination of New Education System Plan (NESP), a Technical and Vocational Education Committee was formed with the responsibility of managing technical schools following the establishment of the Directorate for Technical and Vocational Education (DTVE), which was a division of MOES.

The directorate’s functions were to coordinate the training activities of technical schools, design curricula, conduct final examination and certify successful candidates and approve the programs of each technical school and allocate resources.

The headquarter of CTEVT is stationed at Sanothimi, Bhaktapur. The council has now its own Training Institute for Technical Instruction (TITI), two Rural Training Centres, 1 polytechnic, and 12 Technical Schools. Together with these, 173 private training centres (to run TSLC programs) are affiliated with CTEVT, out of which only 114 are running. Similarly, 32 private training institutes (to run Diploma programs) are affiliated with CTEVT. In addition, CTEVT has 5 Diploma programs in its Technical Schools.

Role of Voc.Ed. for the private sector?

Is there a role for the private sector to be involved?
The private sector plays a very significant role as it provides and acts like the knowledge unit. This concept is just coming up in the UK too and is quite interesting because the private sector helps regulate the kind of students we put out there. Vocational education is demand-led and students are trained as per the needs of the employer and businesses. At Greenwich Community College there is no vocational education course that's doesn't guarantee a job on completion. There is no point teaching a course which is of no use to businesses, that would be just a waste of time and money. The relationship between private sector and vocational education is a mutually beneficial one. In Nepal, the FNCCI has a huge role to play. At the symposium here, the British Council started a dialogue which is going to help the industries as well as the economy in the future.

Can you give us an example of a model partnership?
There was a time when the leisure industry was doing very well but it was depressing because none of our students were getting jobs. The employers said our students had no skill that they wanted. So, we joined hands with the London Leisure College and GL Limited and designed the course as per the need of the industry. It was mutually beneficial because they were getting better workers and our students where getting better jobs. Similarly, in Thailand's Chang Mai region, the local Thai tour operators and hotel staff were not getting jobs beyond a certain level. So GCC collaborated with local tour operators and hotels to design a course that would help qualified Thai in high managerial post as well. As a result GCC has an objective that the teachers have to have had some relevant experience in the industry in the last 12 years.

Which are the most feasible professions for Nepal?
Construction, which doesn't necessarily mean learn from other countries but more importantly learn from how it functions here. Then it would have to be hospitality and health sector. Its culture and rich heritage makes it easy for Nepal to sustain tourism for a long time.