COMPARATIVE PERSPECTIVE IN
MANAGING TECHNICAL
EDUCATION AND VOCATIONAL
TRAINING IN NEPAL
By
Prof. Tanka Nath Sharma
INTRODUCTION
3/14/2016

Technical and Vocation Education and Training
(TVET) has gained attention these days because:
It is important to increase economic productivity,
 poverty reduction and social development,

The purpose of this paper is to discuss
comparative overview on how TEVT is organized
and how management arrangements are to be
made in a upcoming federal context.
 This paper will not focus on organizational
management , but elaborate on the system level
management practices to be adopted in Nepal
supplemented by the regional comparative
perspectives,

2
SOCIO-ECONOMIC CONTEXT
 Nepal
3/14/2016
has a population of 26.6 million, with
annual average growth rate of 1.40
 Nepal’s Human Development Index is 0.463 with
a rank of 157 out of 187 countries (UNDP, 2013)
 Despite significant progress made in health and
education, Nepal’s economic performance is not
encouraging.
 The Third Living Standard Survey 2010/11
indicated at 25.2 percent of the total population
below the poverty line.
3
CONTEXT
Increasing portion of Young population:

3/14/2016

40% of the population below 15 years of age; 30%
between 15 and 49 years of age; and 56% of people 20-40
years of age.
With 40 percent of the population currently under
the age of 15, (officially reported)
 Only 2 percent of the population in Nepal is
unemployed.
 More than 81 percent of workers continue to engage
in ‘vulnerable employment’, defined as unpaid
family workers

4
CONTD…

3/14/2016
Broad based economic growth and poverty reduction is the
development agenda of Nepal (ILO, 2013).
Slow economic growth - <4% for several years; Low
employment opportunities
 Increasing trend of labor mobility to the international job
market
 However, foreign employment has contributed to sustain
the national economy from the remittance of migrant
workers.
 Education and skill levels of labor force are essential
predictors
 Education and training relevance to the needs of the labor
market is also important to facilitate employment and
economic productivity (ADB, 2011).
5
 Often the educational programs are disconnected from the
demands of the labor market

CONTEXT


growing number of out of school children in the labor
market
Most of the children drop their schooling in early grades
The reasons for the growing number of out of school
children:
 poor economic condition of the family,
unfavorable school environment for the children,
cultural belief and tradition,
 parental ignorance about the importance of
education,
 engaging children in household chores, disability of
children, early marriages etc.
 Low level of education of the labor force NLSS(CBS,
3/14/2016


2011)
6
LEVEL OF EDUCATION AMONG
WORKING AGE POPULATION, 2008
3/14/2016
Source: Nepal Labor Force Survey, 2008
7
CONCEPT OF TECHNICAL EDUCATION
AND VOCATIONAL TRAINING (TEVT)
3/14/2016
(a) an integral part of general education,
 (b) a means of preparing for occupational fields
and for effective participation in the world of
work,
 (c) an aspect of lifelong learning and preparation
for responsible citizenship;
 (d) an instrument for promoting environmentally
sound sustainable development; and
 (e) a method for facilitating poverty alleviation.
 UNESCO/ILO (2001)
Education or Training for the preparation for
work

8
MANAGING EDUCATION
3/14/2016
ENVIRONMENT
INPUTS
OUTPUT
Structural System
Environmental
Constraints,
Resources
Mission
Cultural
Political
Policy
System
System
Materials
Methods
Equipment
Individual System
Instructors
Cognition, Motivation
Achievements
Job Satisfaction
Educational
success
Absenteeism
Dropout rate
Overall Quality
9
Actual vs expected
Philosophy
Context
School Reform
Contextual
Skilled HR
Sound Foundation for
Tertiary Education
3/14/2016
Social
Political
Economic
Cultural
Technological
Essentialism
Pragmatism
Reconstructionist stance
Curriculum
Public Expectation
Student Learning
Needs
EfW Conceptual Framework
Learner
Education
for Work
Practical
Applicable
Useful
Productive
Teacher
Educating Components
TEVT
Enterprise Ed.
Employability Skill
Foundation knowledge
Curriculum Outcome
Educational
Labour Market
Pshyco-social
Incusiveness
Mobility
10
TECHNICAL EDUCATION AND VOCATIONAL
TRAINING IN NEPAL
CTEVT is an Apex body established by the Act of
parliament in 1989 ,
formulating TEVT policies, coordinating TEVT
providers,
 Ensure quality of TEVT
 Implementing or facilitating to implement all types of
TEVT programs to produce skilled workforce,
 Other responsibilities: curriculum development,
Examination, testing and certification, teacher
training, accreditation of training institutions
required to bring changes in the existing socioeconomic conditions in the country.

3/14/2016

11
TECHNICAL EDUCATION AND
VOCATIONAL TRAINING IN NEPAL
GON has approved TEVT Policy, 2069 with
following three main Goals:
facilitating expansion of effective, relevant and
inclusive skill development opportunity accessible to
all,
 Recognize traditional skills, competence and
qualifications through integration of formal, nonformal and informal modes of learning and offer
quality TEVT relevant to the demands of the national
and international labor market.
 Maximize utilization of resources, infrastructure and
services through coordination and collaborative
support networks.
 MOE, 2012
3/14/2016


12
CURRENT SITUATION: FORMAL TEVT
3/14/2016
 Integration
of TEVT soft skills in general schools
6-8 grade (Piloted in 100 secondary schools)
 A separate TEVT Stream Secondary Schools -100)
 Occupational subjects in grade 11 and 12
 Expansion of ANNEX Programs TECS (73)
 Government Supported TEVT Institutions
(Technical schools and polytechnic Institutions)


Constituent -21 (14 Technical Schools, 2 VTCDs, 2
Polytechnic, 2 Partnership programs)
Affiliated – 155 TSSC programs; 195 Technical Diploma
= 350
 Private
providers in TVT
13
Table 1: Enrollment capacity in TSLC and Diploma/PCL program in CTEVT institutions:
Source: Joshi (2014). Technical and vocational education and training development journal, No: 14, Volume: 1
Total
Dip.
1
TSL
C
Health/Medicine 268
212
TSL Dip. TSLC Dip. TSLC Diplo
C
ma
6360 9120 0
0
6628 9332
2
Engineering
558
864
2000 3644 1248
0
3806
4508
3
Agriculture
422
200
1400
0
3422
520
4
Forestry
0
0
0
40
0
0
0
40
5
Others (Hotel
30
mgmt., TSLC in
office mgmt.,
social mobilize;
entrepreneurship)
Total
1278
80
360
80
0
0
390
160
0
14246 14560
1356
320 1600
1012 1320 2848
0
4
3/14/2016
S.N. Sector
Enrollment capacity in Ashad 2069 BS
(July 2012)
Constituents’ Affil.
TECS
Capacity
Institutions Schools
’ Capacity
14
NON-FORMAL TEVT PROVIDERS

3/14/2016
CTEVT, Department of Cottage and Small Industries
(DCSI),
 Cottage and Small Industries Development Board
(CSIDB),

Vocational Training programs under
Department Labor
Nepal Academy of Tourism and Hotel Management
(NATHM),
 Vocational Skills Development Training Centers
(VSDTC)
 Skill training from other sectoral ministries, NGOs,
private providers

15
CURRENT PROJECTS FOR SKILL TRAINING
3/14/2016
Skills for Employment Project under CTEVT (2nd
phase in the progress)
 Poverty Alleviation Fund
 Youth Self-Employment Program
 Micro Enterprise Development Program
 Rural Employment Promotion Programs of
Ministry of Agriculture
 Employment Fund Nepal
 EVENT Program
 Community Learning Centers and Income
generation programs)
 Karnali Employment program

16
Table 2: Vocational training providers and number of people trained from 2008 -2010.
2008
Female
Total
2009
Female
2010
Total
Female
Total
Vocational
Training Centers
7521
30283
20653
53595
27112
68470
Government
Agencies
Projects
3992
12074
7105
17262
15424
32403
231
398
10209
8502
18922
Private
3298
17811
3339
3186
17145
Livelihood
Training
Grand
Total
7422
16830
12682
26668
12687
29329
14943 47113
33335
80263
39799
97709
17900
18433
3/14/2016
Supporting
Agencies and
Providers
17
Source: CTEVT, 2012)
ISSUES AND CHALLENGES OF MANAGING
TEVT IN NEPAL
Inadequate TEVT provisions:


Every year 450000 young people join the national
workforce without any systematic preparation for
work, while in contrast only about 99,000 (as of 2012)
were given a chance. Opportunity only for <3%
3/14/2016

Exclusion and inequitable distribution of the
TEVT Opportunity and resources:

The majority of this “early-out-of-school” youth
consist of women, disabled, Dalits, marginalized
groups and poor and disadvantaged youths from
remote and isolated rural areas and of conflict
victims are deprived from the access to TEVT
18
ISSUES AND CHALLENGES OF MANAGING
TEVT IN NEPAL
Uncoordinated and Fragmented Vocational Skill
Development programs:


Skill development initiatives in Nepal are fragmented and
uncoordinated leading to duplication of efforts and
inefficient use of resources.
Poor Quality and relevance in TEVT:


3/14/2016

Quality of TEVT programs and measure of improving
relevancy and connectivity with the world of work
remained unaddressed to the extent it was needed
Poor Collaboration and support services from the
community:

The employers’ community, is not yet sufficiently oriented
enough to support development and financing the TEVT
system.
19
ISSUES AND CHALLENGES OF MANAGING
TEVT IN NEPAL
Inadequate financing:


TEVT financing has not been adequate and
appropriate, which is characterized by inability to
connect policy implementation with financing (ADB,
2014), lack of prioritization of training programs
resulting in too much funding for some and limited
funding for others.
3/14/2016

Centralized management of CTEVT

CTEVT has centralized its management and has
strong control over resources including human
resources, curriculum, programs and operational
decisions leaving very little management space to
public TEVT institutions
20
REVIEW OF INTERNATIONAL TRENDS IN
MANAGING TEVT
South and South East Asian countries share
similar issues and constraints in managing
TEVT system. Main Issues are:
(a) improving the quality of TEVT system and
establishment of national and regional
vocational qualification framework,
 (b) ensuring evidence-based TEVT planning
and sufficient financing provisions,
 (c) ensuring relevance of TEVT curriculum to
industry needs through education industry
collaboration and
 (d) encouraging national governments to put
greater focus on quality of TEVT teachers
preparation.
 Jeradechakul (2013)
3/14/2016


21
CASE STUDY: AFGHANISTAN




The Committee on Education and Skills Policy (CESP), under the
Office of the First Vice President, is in the process of developing
legal, regulatory, and operational frameworks for the ANQA and
TVET Board
(http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Kabul/pdf/NationalTVetStrategyEnglish.pdf;
3/14/2016

TVET system is characterized by fragmentation, lack of
coordination between different delivery partners, and lack
of standard qualifications,
Ministry of Education (MoE) is responsible for mid-level
technical graduates at the grade 12 level and skilled
technicians at the grade 14 level
Non-formal TVET public institutions run under The
Ministry of Labour, Social Affairs, Martyrs and Disabled
(MoLSAMD),
The National Skills Development Program (NSDP) that
falls under Ministry of Labor introduced competency based
training in the country and have developed National
Occupational Skills Standards (NOSS)
22
CASE STUDY: BANGLADESH




More than nineteen Ministries operate TEVT institutes
including Ministry of Labor and Employment& Ministry of
Education,
One of the most popular is the basic trade course of 360
hours over six months with some 18,000 + students
registered.
Government TVET institutions 200, & private sector
institutions number more than 3000
The Bureau for Manpower Employment (BMET) operates
38 technical training centers which have a focus on
training workers for overseas including apprenticeship
training,
Besides, many private training organizations, NGOs and
donors also deliver skills training, both formal and informal
 ADB, 2014
3/14/2016

23
CASE STUDY: BANGLADESH
The TVET system in Bangladesh has three
levels:
(i) basic course <360 hours;
 (ii) secondary divided into two stages—secondary
school certificate (SSC [voc]) and higher secondary
certificate (HSC [voc]) of 2 years’ duration each; and
 (iii) 4-year diplomas at polytechnics and monotechnic institutions.
TEVT Types: (a) public (delivered to varying degrees by
numerous ministries); (b)private (commercial training
institutions including madrashas); (c) NGOs (not-for-profit
institutions); and (d)Industry based (institutions managed
by industry and training delivered in the workplace,
including apprenticeships).
3/14/2016



24
CASE STUDY: BANGLADESH




The four TEVT reform initiatives (ILO, 2011):
(1) development of national skill development policy with
wider stakeholders’ consultation process;
(2) development of National Technical and Vocational
Qualifications Framework, along with the development of
competency standards and connecting these standards with
curriculum development process;
(3) high quality training modules design, training materials
preparation, establishing four Industry Sector Councils,
and
(5) the creative models that are being successfully pursued
for social inclusion, including the mainstreaming of the
disabled; the high levels of outreach and links
3/14/2016

25
CASE STUDY: BHUTAN
3/14/2016
Bhutan has a well-organized apex ministry for
skills development, Ministry of Labour and
Human Resources (MoLHR)
 a comprehensive national policy, systematic
quality assurance procedures for registration and
accreditation of private providers,
 occupational standards in four fields and the
start of competency-based training,
 effective apprenticeship training, and a tested
model for training villagers for income
generation.

26
CASE STUDY: BHUTAN


3/14/2016
Under the Department of Human Resources:
 7 vocational training institutes (VTIs),

5 VTIs offer certificate courses in construction,
electrical engineering, automobile engineering,
driving having 2 years of course duration and driving
(light/heavy vehicle) course is of six months duration.
The total course enrolment in 5 VTIs is 750
students.

Likewise, 2 Zorig Chus um Institutes (traditional
arts and crafts) offer diploma and certificate course in
traditional arts and crafts trade like, painting, wood
curving, embroidery, sculpture etc
(Department of Occupational Standards: Ministry of Labor and
Human Resources, 2013)
27
CASE STUDY: BHUTAN

The Department of Occupational Standards (DOS), as mandated
to regulate and improve the quality of TEVT in the country,
has developed the Bhutan Vocational Qualifications Framework
(BVQF) through a consultative process with key stakeholders to
streamline and unify TVET system in the country & Intends to:
 (a) nationally recognized unified national
vocational qualification;
(b) TVET system responsive to industry needs;
flexible learning and career mobility;
 © the recognition of prior learning (RPL);
 (d) facilitate linkage between TVET and Tertiary
Education; and
 (e) the provision of credit for part of a qualification;
3/14/2016


28
PE= Primary Education; LSE= Lower Secondary Education; BCSE = Bhutan Certificate for Secondary Education;
BHSEC= Bhutan Higher Secondary Education Certificate; NC= National Certificate; ND= National Diploma
School
Education
Vocational
Education
University
Education
Monastic
Education
8
Doctoral
Khenpo
7
Masters
Geshey
6
Bachelor
Tencho
ND1 & ND2 Diploma
5
4
BHSE
NC2 & NC3
3
BCSC
NC1
2
LSE
1
PSE
Bhutan Qualifications Framework – DOS, 2013
3/14/2016
Levels
Madhamik
Sheyrim
29
CASE STUDY: SRI LANKA

The estimated number of training institutes in Sri Lanka is over
5,000, which include government, private and non-government
organizations.
TEVT in The public Sector:
 Department of Technical Education and Training (DTET)
under the Ministry of Vocational and Technical Training
(MVTT),
 National Apprenticeship and Industrial Training Authority
(NAITA),
 Vocational Training Authority (VTA), and National Youth
Services Council (NYSC)—
 Approximately 65,000 students are trained annually
throughout their training centers network located throughout
the country.
 Coverage of public TVET is widespread -200 institutions
located in rural areas
3/14/2016

30
CASE STUDY: SRI LANKA
3/14/2016
In 2005, the Sri Lankan National Vocational
Qualifications Framework (NVQF) was
established,
 The NVQ of Sri Lanka are based on national
competency standards identified by the industry
stakeholders.
 The competency standards include relevant
technical and employability competencies

31
Generalized Description
Level 1
National
Certificate
Level 1 recognizes the acquisitions of entry
level competencies
Level 2
Level 3
Level 4
National
Certificate
Levels 2, 3, and 4 recognize increasing levels
of competencies. Level 4 qualification provides
for full craftsmanship/ workmanship.
Level 5
Level 6
National
Diploma
Levels 5 and 6 recognize the increasing levels
of competencies of technicians including
supervision and process management.
Level 7
Bachelors
Degree
Level 7 recognizes the vocational/technological
competencies at Bachelors Degree level
3/14/2016
Level No. Qualification
32
National Vocational Qualification Framework of Sri Lanka
– ADB, 2014
CASE STUDY: INDIA (MAJUMDAR, 2008)
Mainly two ministries are responsible for TEVT:
3/14/2016

The Ministry of Human Resource Development
(MHRD) and the Ministry of Labour and
Employment (MoLE) are the main central government
agencies involved in the funding and management of the
VET programs.
 At the national level, the Directorate General of
Employment and Training (DGET) under the Ministry of
Labor and Employment
 the day-to-day administration rests with the respective
state governments and union territory administrations
 Each governmental ministry/department at the central as
well as state levels is responsible for workforce
development in its own sector. – some offer formal or non- 33
formal courses, some use trained by MHRD and MoLE

CASE STUDY: INDIA (MAJUMDAR, 2008)

TEVT under Ministry of Human Resources




(a) Centrally Sponsored Scheme on Vocationalization of
Education: Vocational Education programs for students who
has completed ten years of school education
(b) Career Oriented Program at First Degree Level:
students are given certificate, diploma or advanced diploma
in addition to conventional degrees with support of UGC
(c) Scheme of Jan Shikshan Sansthans: multifaceted
adult education program aimed at improving vocational
skills and quality of life of working population.
(d) Community Polytechnics Scheme: polytechnics are
expected to served as the centre for technology transfer
and training youths and disadvantaged groups in
employable skills
(e) Community College Program: The community colleges 34
offer diploma courses (Majumdar, 2008).
3/14/2016

CASE STUDY: INDIA (MAJUMDAR, 2008)

Ministry of Labor and Employment




Craftsmen Training Scheme (CTS): skilled workers for the industry.
CTS have been offering skill training to school leavers and youth in
Industrial Training Institutes (ITI)- has grown from 54 in 1953 to
5000 in 2004 with annual training capacity of 750,000 offering
training in 92 trades,
Apprenticeship Training Scheme was introduced in industrial
establishments under Appr enticeship Act, 91961. DGET,
responsible for implementing the scheme in government
undertakings acts through six Regional Directorates of
Apprenticeship Training.
Crafts Instructor Training is organized for potential and existing
instructors of training institutes, with annual intake of 1099 in 27
trade areas at five advanced training institutes
Training for Women is organized through 11 exclusive training
institutes for women
Training Schemes for Persons with Disabilities: The Ministry of
Labor and Employment has established 17 Vocational Training
centers to train disabled persons in various trades
3/14/2016

35
CASE STUDY: INDIA





The national government is advised by two tripartite bodies, the
National Council for Vocational Training (NCVT) and Central
Apprenticeship Council, for the purpose of laying down the
policies and skill training standards, trade testing and
certification,
The introduction of new trades and deletion of obsolete trades
are also done with the recommendation of these councils,
State Councils for Vocational Training (SCVTs) have been
constituted at the state levels by the respective governments
the All India Trade Test is arranged by the National Council of
Vocational Training (NCVT) twice a year
National Apprenticeship Certificate is awarded to the
successful candidates – recognized by private organizations
In addition to MHRD and MoLE, various VET programs and
36
schemes are carried out under several other central ministries
3/14/2016

COMPARATIVE PERSPECTIVES IN TEVT MANAGEMENT
Several training providers both in government and
private sector difficult to coordinate them,
 South Asian Countries reviewed are characterized by:

3/14/2016
large disparities in income, high unemployment and
low wages; all of which human capital investment helps
defeat.
 Increasing an individual’s skill level is expected to
produce results in higher employability and increases
in wages.
 Although increased wages and decreased unemployment
rates can be viewed as economic benefits, they are
critical to the social wellbeing of developing countries.
 TEVT in these countries have not been that successful to
produce these expected outcomes because of the poor
37
management of the system.

COMPARATIVE
MANAGEMENT



TEVT
The cases presented above and recent reviews of TEVT in
Asian Countries (ADB, 2014) revealed that planning,
financing and regulating responsibility should be
given to the government where as the private sector
takes gradually increasing responsibility for the provision
and delivery of skill training services.
Korian experience of building public private partnership
for promoting skill development for economic productivity
is a lesson for other developing nations to adopt.
Even though policies of the countries reviewed appears
supportive for operation autonomy, there appears no
documented evidence that to claim for its implementation.
Introduction of National Vocational Qualifications (NVQ)
framework in Sri Lanka, Bhutan and Bangladesh have brought
several positive changes in the management of TEVT.
3/14/2016

PERSPECTIVES IN
38
COMPARATIVE
MANAGEMENT
PERSPECTIVES IN
TEVT
3/14/2016
A central government’s capacity to manage the
decentralization process is crucial for its
own success.
 This role is particularly important for service
delivery outcomes as it relates to setting
national priorities, ensuring minimum or core
standards, and guiding local governments in
their new functions,
 The review of the country cases and recent
review by ADB (2014) has observed several good
practices from which other countries could
benefit:

39
BEST PRACTICES

There is an increasing cooperation between TEVT
authorities and those in industry (for example, India,
Bangladesh).
In cooperation with the labor market partners the
training providers:
 (a) designing courses competency –based training;
(b) growing trend in many countries to provide
contextual learning and also integrate traditional
discipline into a single course such as “mechatronics”
Japan;
 (c) emphasis on training of multi-skilled workforce
especially in New Zealand and Australia;
 (d) training contents are selected for its relevance to
a specific job Korea and Singapore;
3/14/2016


40
BEST PRACTICES





3/14/2016

enterprise training (in Bhutan, Bangladesh and India),
effective skill training for the disadvantaged from
NGOs(Nepal, Bangladesh, India),
creation of legally strong Apex body (Nepal, Bhutan, Sri Lank),
development of National Qualification framework for
streamlining and harmonizing the skill development programs
offered by various institutions and agencies (Bhutan, Sri Lanka,
Bangladesh), and
employers led skill training (Brazil). Growing willingness of
employers to participate in skill development (India, Sri Lanka, and
Bangladesh),
growing willingness of organizing TEVT within the
framework of national qualifications (Nepal, Afghanistan ),
and
41
BEST PRACTICES




Sharing the TEVT responsibility by Ministry of
education and Ministry of Labor and Employment
(India, Bhutan, and Bangladesh)
Development of national competency standards and
national qualification framework in countries such as
Australia, New Zealand, Sri Lanka, Bhutan and
Bangladesh;
Development of dual system in India, Bangladesh,
Indonesia, integration of work-based learning in
institution-based training as well as
Operation of TEVT school managed enterprises in
conjunction with education programs in China and
Encouragement of the private sector to take major role in
providing education and training in Thailand (UNESCOUNEVOC, 2013).
3/14/2016

42
COMMON MANAGEMENT PROBLEMS
3/14/2016
(a) inadequate public finance for physical
infrastructure and equipment;
 (b) inadequate supply of adequately trained
instructors; Managers; Professionals
 (c) problems of labor market information is not
available to connect TEVT with labor market;
 (d) inadequate technological inputs in the training
process;
 (d) inadequate system capacity in terms of central
planning agencies, research and development
capabilities, standard setting bodies, etc.; and
 (e) poor system management capacity of the
agencies responsible for leading National TEVT.

43
COMMON MANAGEMENT PROBLEMS

These shortcomings are observed in Nepal, Bhutan and
Bangladesh.
Barriers to access on the demand side may be equally
problematic in many of the poorer countries including:
3/14/2016

(a) low levels of literacy which impede participation
in TVET;
 (b) resources constraints to pay for TVET tuition and
materials;
 (c) inadequate information, awareness building and
counseling services with regard to what is available;
and
 (d) cultural barriers which constraints female access
to TEVT and employment. (UNESCO, 2006; ADB, 2014;

UNIVOC, 2013).
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COMMON MANAGEMENT PROBLEMS



Both external and internal efficiency are crucial in the
management of TEVT programs – e.g. simply writing a TEVT
policy and getting approval from the government, it took 3
years for Bangladesh and more than five years to Nepal (ADB
2014).
It was found that either plans are not in place to support
external and internal efficiency or are not connected with
available resources (both financial and human) were not
properly utilized,
Successful TEVT management is only possible only if there is
an adequate supply of adequately prepared human resources Expect for India, other countries reviewed had no strong
provision to supply adequately trained human resources to
manage TEVT
Major challenge remains in almost all countries in south Asia
is the area of financing – Training levy could be the solution.
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
45
PROPOSED MANAGEMENT OF TEVT
REFORMS UNDER THE FEDERAL STRUCTURE

Distribution of roles and responsibilities for the
implementation of TEVT reform measures envisioned by
the new TEVT policy (MOE, 2012) assuming that the
upcoming federal structure will be a three tire system.
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
Responsibilities of implementation should be
distributed among :



local level skill development committee,
Provincial Council for Technical and Vocational
Education and Training (PCTEVT), and
National Technical and Vocational Education and
Training (NCTEVT).
46
LOCAL GOVERNMENT LEVEL
Constitute a coordinated structure participated by
the representatives of Ministry of Industries,
Ministry of Labor, Ministry of Education, Ministry of
Agriculture, employers representative under the
leadership of Local government body,
 This committee will map out the training provisions,
 identify people who need skill training in the district,
 provide skill development support that need it and
monitor the progress of skill development activities in
the district.
 The committee will develop “District Skill Develop
Fund”
 Overall responsibility for non-formal vocational skill 47
training to address the skill development needs at the
district/ local level.

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PROVINCIAL LEVEL






Provincial government will take full responsibility of
implementation of formal TEVT programs in the
providence.
Arrangements for testing and examination services under
the guidance of the central body,
Generate resources to finance TEVT at the provincial level
Creation of “Provincial Council for Technical and
Vocational Education and Training” (PCTVET) will take
charge of (With the support of national Council) :
(a) Formal Technical Education Programs: Preparing
skilled Junior Technicians or occupational workers,
(b) Technician and Advance Technician Diploma/
professional Diploma Programs and
(c) Life-long learning and Continuing education in TEVT
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
48
CENTRAL LEVEL GOVERNMENT
The central level government will have overall
responsibility to streamline country’s technical
and vocational education and training (TVET)
through:







policy formulation, coordination and networking
with sectoral ministries,
ensuring quality and relevance of TVET programs,
designing national standards of qualification,
bring harmony in curricula standards,
ensure fair assessment system and ensure
sustainable financing.
Develop National Qualification System
Develop a national fund flow system in TEVT
Facilitation and support to provincial council
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49
REFERENCES
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






CTEVT (2012). A Profile of technical and Vocational Education Providers. Sanothimi:
Author.
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
Asian Development Bank (2014). Innovative Strategies in Technical and Vocational
Education and Training for Accelerated Human Resource Development in South
Asia. Manila: Author
DOS, (2013). Bhutan Qualification Framework. Thimpu: Department of Occupational
Standards: Ministry of Labor and Human Resources.
ILO (2013). DECENT WORK COUNTRY PROGRAMME 2013 – 2017. Kathmandu:
Author
Majumdar, Shyamal (2008). Workforce Development in India: Polices and Practices.
Tokyo: Asian Development Bank Institute, 2008
MOF (2013). Economic Survey 2012-2013. Kathmandu: Author.
National TVET Strategy. Available at:
http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Kabul/pdf/NationalTVe
tStrategyEnglish.pdf; Downloaded on 31st Dec. 2014.
Unesco Institute for Lifelong Learning. Available: at:
http://uil.unesco.org/fileadmin/keydocuments/LifelongLearning/en/SriLanka.pdf,
downloaded at Dec 30, 2014.
UNESCO-IBE (2011). World Data on Education VII ed. Brazil. Geneva: UNESCOIBE
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THANK
YOU!
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