German-Nepal Friendship
Association, Cologne
January,2011
Prepared by
Radha Paudel
Chairperson
Action Works Nepal (AWON),
Kathmandu, Nepal
Executive Summary
This small scale study
on Rapid
Scan of Current Status of Technical Education and Vocational Training (TEVT)
in Nepal has carried out by Action Works Nepal (AWON) for German-Nepal
Friendship Association (GNFA) in October 2010-January 2011. The main purpose of
the study is to survey the status of the technical education and vocational
training in Nepal as a alternative to traditional college and universities. The desk review, participatory
interview, discussion meetings, field visits with right holders, experts and
representatives of civil societies were followed during process.
S.N.
|
Institutions
|
Annual Target 2067 (2010)
|
1
|
Ministry of Labor and Transportation
|
20, 800
|
2
|
CTEVT-Skills Employment Project (SEP)
|
8, 437
|
3
|
FNCCI (2003/10)
|
4,100
|
4
|
CTEVT -Long term
|
12, 000
|
Total
|
35, 337
|
In Nepal, the TEVT, is crucial and
fundamental component for poverty alleviation through raising income of people
with or without school education. It has more significant role in peace
building process as well as sustainable development of the country. Thus, Nepal
government has taken TEVT very seriously in tenth five year plan (2002/07) by
targeting women, dalit[1]
and other excluded groups/comunities by socially, politically, economically,
geographically. As guided by this policy, five types of organizations are
providing trainings across Nepal. They are; i) Center for technical Education
and Vocational Training (CTEVT), ii) various private institutions, iii)
government agencies, iv) technical institutions of universities, v) secondary
schools and vi) NGO/INGOs (CTEVT, 2009). All
together, 86 types short terms (1-24 weeks) of vocational trainings are running
directly by CTEVT as well as in partnership with private, public and community
institutions in 41 districts across five development region. Likewise three
types of long term trainings is being provided by secondary schools under
supervision of CTEVT and over 160 private insitutions are in operation for
polytechnique TEVT (these are affiliated with CTEVT). In 2009/10, a total 45,337
people received various types vocational trainings (see box). Nepal government
also prepare a guidelines for providing more opportunities to women, dalit and
other excluded groups and communities. The awareness raising programs also
launched for increasing access disadvantaged and deprived groups and
communities. However, the women, dalit and other excluded groups are not really
enjoyed through such opportunities. In addition, lack of post employment fund, poor
quality training, lower quantity of trainings, discrepancy in demand and supply
of training, lack of networking and coordination, poor mindset of trainers and
trainees, donor driven culture, lack of job security are observed challenges in
the field of technical education and vocational training. It is more fueling
due to political unrest and lack of adequate and appropriate training providers/institutions
and diverse business community.
In such given scenario, vocational
training would be more productive and result oriented if the policy makers,
training providers, funders are pay more attention in following issues; consultation with stakeholders, ii) thorough
specific (local, national and international) market assessment, iii)
flexibility in implementation, iv) post training fund (enabling environment for
entrepreneurship), v) monitoring before, during and post training and ensure
dis-aggregated data in terms of gender, education, class, region, vi) awareness
raising as contextual manner, vii) continue researches, viii) incorporation human
rights issues in trainings , ix) separation from technical education, x) enable
environment for PPP (Private Public partnership) and enable environment for job
security for employer and employee
Chapter One Introduction:
1. Country's
Overview:
Nepal is one of the richest
country in natural resources, culture in the world. It lies between two big and
economically leading countries; India and China. Despite the diverse nature of
social, cultural, environmental and political context, Nepal is still falls
under least developed countries due to many reasons specially huge poverty gap
where as poverty incidence demonstrated 26.4%, conflict and political
instability (Commission, 2009). The
economy of the country is gradually more deteriorating due to other fueling
factors such as high school drop out rate, lack of employment opportunities,
rapid growth in technology especially in communication, globalization,
liberalization etc. Despite many changes in development activities since
restoration of democracy 1990, the national economy has not significantly
improved. It has been proved by the average per capita income -NRs 15, 000
(2003/04) and Human Development Index (HDI) 0.509 (2006- which is lower than
global human development report, 0.534)[2].
In South Asia, Nepal's HDI position was higher than Bhutan in 1992 but now the
Bhutan has been gaining income by 5 fold where as Nepal has only 2.3 fold[3].
Likewise, the Human Poverty Index (HPI) of Nepal is estimated 35.4 2007/08. The
HDI, HPI are varies by regions, sub-regions, ethnicity, though the overall
scenario of Nepal is serious by many
factors; social, cultural, political, environmental and technological.
In given scenario, the country's economy is crucial and
depends on productive age population; 38.8% of total population who are at age
16-40 years[4].
Among them, only XXX has employed in formal and non-formal sectors and XXX
educated.
The labor market is
crucial while talking about employment. In Nepal, most work is in the
agriculture sector, where wages mostly unpaid or kind or low wages. Empirical
as well as researches showed that Nepal has surplus labor with poor quality. In
addition, the labor market also significantly shifting from agriculture to
industry and services specially after introduction of multiparty system 1990.
Thus, the TEVT is very
important to contentiously upgrade because it is indispensible instrument for
improving labor mobility, adaptability and productivity and also helps to
enhancing firms, competitiveness and redressing labor market imbalances
(Caillods 1994, 241). Its also enables machinery and plan to be used more
efficiently, raising the rate of return on investments( Ashton etal 1999,
8). Currently, public, private and
NGOs/INGOs have been launching various types of short terms and long terms
trainings for different target groups though there is still challenge to balance
the supply of skills with demands in labor market. if the demand is
unsatisfied, skills bottleneck impede growth and development. If the supply is
not absorbed, unemployment and waste of scarce resources ensue (Johanson and
Adams 2004, 17-18).
2.
Summary on
Technical Education and Vocational Training (TEVT) in Nepal:
There is no
single definition on TEVT, it evolves through time and development along with
human society. However, it is an educational activity in order to orient
necessary knowledge and skills for appropriate professional and labor
performance. It has both theoretical and practical components as demand by
market. In case of Nepal, the short terms trainings are taken as a vocational
trainings. Since 1989, under the Ministry of
Education, CTEVT has been playing a pioneer role in developing skills
human capital where as the eight five year (2002/07) plan introduced vocational
training shortly. The tenth-five year plan spelled very elaborative. It has
taken as complimentary input for poverty alleviation through enable disadvantaged
individuals, groups and communities. During interim plan (2007-2010),
government developed policy on skills development (TEVT). It's main purpose is
to expand the training programs and ensure excess and inclusion of women,
dalit, ethnic groups, Madeshi and deprived communities across Nepal[5]. Principally, the
government policy has focused on five components; expansion, inclusion and
access, integration, relevancy and funding. Under the CTEVT, the government has
National Skills Testing Board (NSTB) in order to qualify the TEVT. At this
moment, on behalf of Ministry of Education, CTEVT continue TEVT activities as a
pioneer organization through partnership with other private and public,
governmental and non-governmental institutions. The CTEVT has developed
curriculum for vocational trainings, accreditation of poly technique
(agriculture, medicine and nursing) institutes and certified for few trainings. In addition, it also conducts
direct trainings, will discuss succeeding paragraphs. As national plans and
policies, it also incorporated a very good guidelines for gender and social inclusion.
The Skills Employment Project (SEP) has launched from 2009-2011 in order to provide employment to
80, 000 youths through various trainings programs. Thus, it has also organize
awareness raising activities around TEVT through print, audio and video methods
as well.
Beside
CTEVT, Ministry of Labor and Transportation also provides vocational trainings
throughout the five developmental regions and FNCCI has been
starting TEVT since 2003 in nine districts as a Trading Centers.
Finally,
private institutions also has contribution organizing and facilitating
trainings centers. Primarily, they provided the trainings on the basis of
demand of the NGOs/INGOs.
Considering
country's pattern on demand and supply on TEVT, this study has has put forward
following objectives.
Objectives:
The general objectives
of this study is to rapid analysis of the TEVT in Nepal including general
trends, opportunities and challenges.
The specific objectives
are;
1.
To
identify the current scenario of the technical education and vocational
trainings in Nepal
2.
To
explore the strengths and weaknesses of technical education and vocational
trainings in Nepal
3.
To
come up with recommendation for future programming
Methodology:
The secondary data and
information gathered through review of publications and electronic means. The
primary data and information gathered through participatory discussions, in-depth
interview with right holders, experts of CTEVT, SEP, FNCCI and representatives
of civil societies of Kathmandu, Kaski and Jumla.
Limitation of the Study:
This study is a rapid
scan and primarily based on secondary data, expert opinions and limited field
experiences
Chapter
Two Discussions
1. National
Policy on Technical Education and Vocational Training:
Since 1971, vocational
training has been getting space in policy along with technical education. The
tenth five year plan has concretely mentioned five abovementioned areas for
vocational training. But it has not significant changes against its objectives
or national economy. Because of limited access over the modern communication
devices as well as ignorance about scope of the vocational training, neither
disadvantaged group knew about the TEVT nor have willingness to get education
and training and continuity of these acquired skills and knowledge for life long
as an income generating opportunity. In other hand, the prescribed trainings
are also not relevant as need, interest and aspirations of the targeted
communities. In the market neither critical mass for vocational training nor
suppliers ready to invest more systematic manner due to high tendency to foreign
employment as well as no job security for employee. Because the social,
cultural, technological context is differs place to place. Meanwhile, the
training doesn't have plan or support for post training activities in order to
continue their skills throughout their life such as credit, marketing support and business
support. In such situation the stereotyped trainings or supply driven trainings
seemed as a formality for spending allowable budget from the supply side where
as getting scholarships and certificates from demand side.. Somewhere, one
participants took two-three trainings but no use at all. Likewise, the funding
also limited. As a result, the number of the training, quality of training (squeeze
the duration, curriculum and higher the eligibility criteria)[6].
Finally, these trainings are unable to reach poor and excluded groups as it
intends.
2. Supply
of Technical Education and Vocational Trainings
Regarding TEVT,
there is a close relationship among Ministry of Labor and Transportation,
Ministry of Industry and Ministry of Education. Till today, on behalf of
ministry of education, CTEVT has been leading the TEVT by preparing curriculum, accredited
the institutions for trainings and providing certificates by skills testing. It
is also providing 65 types short term trainings directly through 53 training
institutions in 12 districts across five development regions and granted
affiliation to over 160 private institutions to run TEVT programs where the
enrollment capacity is about 12000 (CTEVT website)[7]. CTEVT conduct a
monitoring visit once a year only. It has been partnership with many public and
private organizations. Under supervision and guidance of CTEVT, SEP has been
providing series of trainings in 2009 and 2010. It is funded by Asian
Development Bank (ADB) since 2005 and will work up to 2011 in order to poverty
alleviation through generating self-employment for 80, 000, ten grade (SLC
failed youth age between 16-48 years)[8]. It also provides training
to institutions of training providers. Till today, SEP has already provided
various trainings to 13, 926 through partnering with private, public and
communities in 2009 through SEP[9].
Likewise, on
behalf of Ministry of Labor and Transportation 20,800 participants benefitted through
12 training centers across development regions. As plan of SEP, the various
training are ongoing through several private, public and community training
providers where 8, 437 people are getting benefit.
Likewise, SEP has
agreed with eight approved training institutions for 42, 000 trainees for
training opportunities for 2010.
Likewise,
FNCCI has been organizing vocational trainings in nine districts called trading
schools. FNCCI is also using curriculum which is prepared by CTEVT. The FNCCI
has no distinct guidelines on gender and inclusion. It is basically need based
training approach and has to have demand of local FNNCI chapter. FNCCI believes
that free things difficult to sustain. On the basis of this philosophy, FNCCI,
has been providing training to 4100 participants since 2003.
3.Type of Technical Education and Vocational
Trainings
Because of the availability
of training institutes, socio-cultural and technological factors, the nature of
training is vary place to place. Based on practice, broadly, training can be
categorized in to three types as below;
I.
Short
term trainings: All together 86 types trainings fall under this category which
provided by both public and private institutions. The sub-types of Trainings
mentioned in table no 4.
II.
Long
term trainings: Only four types of trainings fall under this category where the
duration of trainings is 15 months to 29 months. It is more or less
polytechnique trainings by nature. These trainings are providing by secondary
higher school under supervision of CTEVT.
III.
Long
Term Trainings: 18 months to 36 months trainings are fall under this category.
It is also polytehnicque in nature where CTEVT provides accreditation, managing
examination and overall quality of the TEVT. Primarily, it is medicine,
nursing.
Types
of Available Technical Education and Vocational Trainings
Short
Trainings 1 week to 4 weeks (Public and private Institutions)
|
|||||
SN
|
Trainings
|
S.N.
|
Trainings
|
S.N
|
Trainings
|
1
|
Shattering
|
2
|
Steel Fixture
|
3
|
Off Season Vegetable Producer
|
4
|
Carpenter
|
5
|
Flower Decorator
|
6
|
Masion
|
7
|
Motor Cycle Mechnics
|
8
|
Plumber
|
9
|
Wood Handi maker
|
10
|
Waiter/ress
|
11
|
Beautician
|
12
|
Thanka Painter
|
13
|
Hand Embroidary
|
14
|
Poultry Firm worker
|
15
|
Sweets/dairy product producer
|
16
|
Care Giver
|
17
|
Garden Designer
|
18
|
Indian Cusion Cook
|
19
|
Radio/TV repair
|
20
|
Tigming welding
|
21
|
Continental Cusion Cook
|
22
|
Light vehicle Driver
|
23
|
Community Livestock Asstant
|
24
|
Sarfolding
|
25
|
House Painter
|
26
|
Bee-keeping
|
27
|
Chinese Cook
|
28
|
Tailoring
|
29
|
Community Agricultural
|
30
|
Electrician
|
31
|
Furniture maker
|
32
|
Leth Satter Operator
|
33
|
General auto Mechanics
|
34
|
Allo processor
|
35
|
Cardao processor
|
36
|
Welding
|
37
|
Fruit Product processor
|
38
|
Nepali paper producer
|
39
|
Industrial Electrician
|
40
|
Shoe maker
|
41
|
Security Guard
|
42
|
Mobile Repaire
|
43
|
Tyle/marbal Fitter
|
44
|
Tea/Cofee processor
|
45
|
Computer Hardware technician
|
46
|
Post Harvestated technican
|
47
|
House Keeping
|
48
|
Electrical Appliance Repaire
|
49
|
Marbal/Chips Policer
|
50
|
Bamboo Artisan
|
51
|
Herbal Processor
|
52
|
Refrigerator, Air Conditionor
maintenance
|
53
|
Riksa Repair
|
54
|
Cement product
|
55
|
Bakery
|
56
|
Bar winder
|
57
|
Fashain Designer
|
58
|
Advance tailoring
|
59
|
Leather goods
|
60
|
Gas archWelder
|
61
|
Candle making
|
62
|
Stone carving
|
63
|
Noodles Making
|
64
|
Nursery
|
65
|
Hotel managemt
|
66
|
Literacy
|
67
|
Jewellery maker
|
68
|
Sauce making
|
69
|
Dhaka Weaving
|
70
|
Photography
|
71
|
Jam/Juice Making
|
72
|
Swine Rearing Training
|
73
|
Ladies Purse Training
|
74
|
Stone Block
|
75
|
Trout Fish Farming (special)
|
76
|
Tikuli Poti
|
77
|
AutoCAD
|
78
|
ChalkStone Industry
|
79
|
Gavin Wire (Box Making)
|
80
|
Sanitary Fitting
|
81
|
Constructor Supervisor
|
82
|
Handloom Training
|
83
|
Parwal farming
|
84
|
Offset Operator
|
85
|
Horticulture
|
86
|
Saw Mill Operator
|
||
Long
Term Trainings 15-29 months (Annex program under CTEVT)
|
|||||
1
|
Sub -Overseer -Civil
|
2
|
Sub Overseer -electrical
|
3
|
Junior Technican-Computer
|
4
|
JTA-Agriculture
|
||||
Long term 18 months to 36 months years )
|
|||||
1
|
Staff Nurse
|
2
|
Health Assitant
|
||
However, the nature of
trainings still seemed stereotyped and not relevant in many context due to lack
of job assessment as driven by market. These trainings neither gender sensitive
nor appropriate and adequate as their context.
4. Availability
of Technical Educational and Vocational Trainings (Geographical)
In general, trainings
institutes are locally available because these are available in five
development regions and training are delivering through 41districts.. However,
these are out of access for women, poor and excluded groups due to lack of
information, geographically far, lack of required documents e.g. citizenship,
lack of trust towards training, problem in residential program for women, no
market after completion training and to some extent not accepted by community
towards their quality, status and entrepreneurship.
To some extent,
information, education and communication program also launched in order to
raising awareness on vocational trainings and its scope. However, these are not
much effective nor address the level of the targeted group. Thus, the targeted
people are still lagged behind about info regarding availability of vocational
trainings and scope of vocational training.
In terms of long terms
of trainings, it is also poor access to for poor and excluded groups due to
lack of information, many steps for formalities (process) and expensive payment (Nursing, medicine- around US
$10,000) and no job guarantee for powerless people.
5. Duration
There
is huge variation in duration and difficult categorically due to lack of
appropriate data. As mentioned under types of trainings, this report broadly
categorize the trainings in to three. They are
I.
Short
term trainings: 1-4 weeks
II.
Long
term trainings: 15-29 months
III.
Long
Term Trainings: 18-36 months
6.
Cost (Lodging, Fooding, Tuition
fee)
Indeed, trainings
provided by government, Ministry of Labor and Transportation, SEP funded and
CTEVT directly, all trainings are free. For deprived and disadvantaged group,
there is especial provision like monthly scholarship ranges from 1000-3000/
month (defined as guideline for 25 % participants). Even such freely provided
trainings, participants should have to arrange at least USD 70 for month for
their transportation and other daily expenses. During this study period, AWON
try to arrange a training for Jumli participants as waiter/waitress, participants are not
interested due to fear of additional expenses. In case of private institutions,
fee is mandatory and the arte also vary.
Despite the high rate in
private institutions, people are taking trainings from their due to marketing,
physically accessible and lack of information about real scenario. In case of FNCCI,
participants must have to pay because they believe that fee is an essential
factor for taking ownership and sustainability.
7. Eligibility
By principle, the vocational
training has provisioned for ten grade youths (SLC failed) and aged 16-48 years
old. In most cases, the given educational requirement also not much significant
(allow to those who can do simple drawings and calculations) and anyone can
join. It is also determined by nature of training.
Long term trainings (category II)
can be joined by ten class pass or SLC failed. The SLC passed with 45% marks
can join in 18-36 months long course but must have passed entrance examination
as well as well as select in merit basis.
8. Gender
and Social Inclusion
Indeed, the government
has developed guidelines for gender and social inclusion. However, the excluded
group and women are unable to get trainings as targeted due to many reasons;
ignorance about scope of trainings, no access to information, stereotyped
thinking towards occupation (patriarchal society and culture). In case of
FNCCI, there is no specific guidelines but it provides some benefits to the
local people, discourage child labor, occupational health safety, labor rights
as a part of corporate social responsibility. To some extent, it is lack of
monitoring and documentation on sex, caste, education disaggregated data.
9. Utilization/Continuity
of Skills from Vocational Trainings
As SEP report, minimum
74 % participants are continuing their skills at their individual, in local and
national and international level. The
level of income also raising an average NRs 5000/month[10].
FNCCI has 83% employment rate. However, there is still lack of systematic
assessment of use of trainees and its impact of their individual and family livelihood,
other factors of improved livelihood; social, environmental, technological,
political, cultural. Likewise, there is no fund for continuing their skills
because poor and excluded group do not have financial capacity to initiate the entrepreneurship.
It is empirically observed
that category II and category III are more absorbed in aboard but they have to
pass through other exams such as English test and special course because our
education are not recognized yet. Thus, staff nurses have to do at least six
month trainings once they arrive at destination country. They will eligible
once they get lisence. Nurses and Health
Assistant who are working in Nepal, they neither do get respectable job nor
salary across Nepal. In this matter, none of the stakeholders such as nursing
or paramedics council, CTEVT are serious yet.
10.
Overall Strengths on Technical
Education and Vocational Training
1.
Most
of the trainings are belong with indigenous skills and knowledge
2.
The
target group is poor and excluded groups with or without education (for short
terms trainings) special provision for women, dalit and other excluded groups
(except FNCCI)
3.
Prescribed
short term trainings are provided as free of cost (except FNCCI)
4.
Organize
some activities for awareness raising about trainings and its scope
5.
Trainings
are locally available, across development regions and 41 districts
6.
There
are choices for short terms trainings -a total 86 types trainings available
7.
Skill
Testing Board is operational -a total 7, 020 participants are passed through
this process in 2009
11.
Overall Challenges on Technical
Education and Vocational Training
1.
No
data and information available in organize manner e.g. disaggregated data of
participants, location etc
2.
Technical
education and vocational trainings deal in a single basket so the essence also
diffuse
3.
There
is high discrepancy between demand and supply funding driven trainings e.g. Jumla is under
construction and urbanization so need to organize auto mechanic instead of sewing
and knitting (Relevance)
4.
The
target group do not have access over the information of TEVT including where,
how, when, how long, why etc
5.
The
completed and prescribed trainings are limited with basic knowledge rather
advanced skills and knowledge including entrepreneurship skills
6.
The
ongoing trainings are not reached up to the women, dalit and excluded group as
equitable distribution
7.
The
given training is also not adequate in numbers as well
8.
The
quality and professionalism is so poor among trainees and trainers so absorption
of them is also issue and participants discourages to join trainings
9.
Usually,
no use after completion of training. The selection of participants is poor
(counting heads, no results, no commitments)
10.
There
is merely no follow up and monitoring after training
11.
The
trainings are conducted without thorough job assessment and studies as driven by local, national and
international market
12.
There
is no mechanism for continuity of the skills and knowledge (post training
support) acquired from training such as fund or loan and insurance
13.
In
the market, there is limited institutions which are fully meet the trainer's
criteria such as number and quality of
trainers, physical facilities etc
14.
Lack
of coordination and consultation with stakeholder so lack of ownership and sustainability of the
training outcome
Chapter Three Conclusion
This study explored some gap in
TEVT practice in Nepal. The foremost issue is insignificant relevancy of the trainings
types, quality and availability as expected to increase capital. Thus, there is
discrepancy in between demand and supply by type, availability, post training
support etc. TEVT programs also seemed rigid. Regardless the types, cost ,
duration, eligibility of the TEVT programs, the overall quality is so poor. The
existing trainings institutes are not enough as well with poor human, physical
capital for quality, effectiveness off the program. The sole CTEVT has already
overburden and monitoring and evaluation part is highly minimized. Thus, the absorption
and market of TEVT also largely decreased. In conclusion, the ongoing
globalization, increasing migrant labor also affected due to poor quality of
the TEVT. Therefore, it is crucial to think broadly in the field of TEVT in
order to increase national income and development at large.
Recommendations
1. A thorough study has to
be done for deeper and focused understanding on TEVT
2. Technical Education and
vocational trainings has to separate and manage accordingly
3. During the design of the
any TEVT program, funding institutions, target groups and proprietors' should
discuss for uniform and result oriented program
4.
The
thorough job assessment should be carried out periodically because the external
environment or market is so complex and keep on changing e.g. labor market
shifting from agriculture to industry then services
5.
The
vocational TEVT has to be relevant with
national and international demand in terms of number, types and quality
6.
The
promotion strategy should adopt in order to create critical/mass demand for
trainings by adopting innovative approach which helps to access up to
marginalized groups and areas
7.
The
development approach and issues such as international and national policies,
legal acts, human rights declarations associated with labor and migration have
to incorporate in to TEVT curriculum (right based approach)
8.
The
TEVT should provide equal opportunity for women through adopting various
innovative approaches e.g. incentives or promotion programs for raising
awareness
9.
The
mechanism should adopt in order to continuity of acquired skills and knowledge such
as seed money or loan, insurance,
occupational health safety and so on (post training support)
10.
The
monitoring system has to be regular and systematic for ensuring quality and
disaggregated information in terms of gender, caste, class and region
11.
In
order to address specific needs of the participants, there should be provision
for flexibility in implementation
12.
The
coordination with network (industrial, professional, local, national,
international), private agencies should be institutionalized in order to
promote PPP (private public partnership)
References:
1.
Human Development Report, UNDP-2009
2.
Government Policy on Vocational Training,
2064
- Improving Technical Education
and Vocational Training: Strategies for Asia
4.
5.
SEP, Bulletin 3, Aswin, 2067
7.
HDI
Report 2009
- Improving
Technical Education and Vocational Training: Strategies for Asia, ADB,
2004
9.
Reorienting
TVET Policy towards Education for Sustainable Development, CTEVT, country presentation 2009
10.
Gunter
Kohlheyer,Technical Education and Vocational Training in Nepal, capitalization
on supported projects
and future scenario of SDC’s position in the
emerging TEVT market, August/September
2006
- TEVT Skill Development Policy, 2064 (Approved with the
decision of Council of Ministers/Cabinet on 3 Ashwin 2064 BS)
Annex
Participants who are involved in
the study
S.N.
|
Name
|
Designation/Organization
(Address)
|
1
|
Roni
Shrestha
|
NRCS,
Jumla
|
2
|
Manju
Shrestha
|
Chandanath,
Jumla
|
3
|
Maya
Thapa
|
Chandanath,
Jumla
|
4
|
Lokdarsan
Shrestha
|
President,
NRCS, Jumla
|
5
|
Chandanath
Bhandari
|
Lamra,
Jumla
|
6
|
Sarpananda
Hamal
|
FNCC,
Jumla
|
7
|
Harikala
Rawat
|
Lamra,
Jumla
|
8
|
Devesh
Chandra Devkota
|
Assistant
Director, Accredation, CTEVT
|
9
|
Nirmal
Neupane
|
Project
Manager,Skill Employment Project, Kathmandu
|
10
|
Skill
Employment Project
|
|
11
|
Hemat
Dabadi
|
Director
General, FNCCI
|
12
|
Ajit
Gupta
|
Vocational
Training Officer, FNCCI
|
13
|
Laxman
Chaulagain
|
District
Cordinator, Action Works Nepal
|
14
|
Binita
Guragain
|
Research
Cordinator, Action Works Nepal (AWON)
|
[1] so called untouchable and lower caste, constitution has already
abolished such practice
[2] Human Development Report, UNDP-2009
[3] Human Development Report, UNDP-2009
[4] AYON, http://www.ayon.org/newsDetails.php?id=55
[5] Government Policy on Vocaional Training, 2064
[6] D. Devkota, Assistant Director, Accredition, CTEVT
[7] http://www.ctevt.org.np/ctevt_institutes.asp
[8] http://www.sepctevt.org.np/
[9]SEP, Bulletin 3, Aswin, 2067
[10] SEP, Bulletin, Asoj 3, 2067
