1. TECHNICAL EDUCATION AND
VOCATIONAL TRAINING
POLICY OF NEPAL
Kul B. Basnet, Tae-Uk Eun, Jinsoo Kim

2. Outline of Presentation
I. Introduction
1. Policy
2. Technical Education and Vocational Training (TEVT)
3. Purpose
II. Evolution of TEVT in Nepal
1. Before 1951
2. After 1951
3. Council for Technical Education and Vocational Training (CTEVT)
III. Current Activities of TEVT
1. Skill for Employment Project
2. Ilam Prasikshana Kendra (Trade School)
3. Technical Education and Vocational Training Skill Development Policy, 2007
IV. Challenges and Constraints of TEVT
1. Coordination of TEVT Program
2. Labor Market Information
3. Access and Geographical Balance
4. TEVT for School Dropout and Migrant Workers
5. Maintaining Gender Balance
6. Standardization of Quality Control
7. Integration of the VTCD Model in the TEVT System
8. Community and Industry in TEVT Program Management
9. TEVT Graduate Support Services
10. Professional Growth of Teacher
V. Conclusion
VI. References

3. 1.Policy
- Resources of government
(money and authority)
- Political objectives
(services)
- Behavior of institutions
(organization and individuals)

4. 2.Technical Education and
Vocational Training (TEVT)
Orientation towards the world of work
Providing skills for all
Apprenticeship Training
Vocational Education
Technical Education
Occupational Education
Career and Technical Education
Workforce Education
Workplace Education
Technical-Vocational Education
Vocational Education and Training

5. 3. Purpose
Describe the current issues
and future policy strategies
associated with the role of
technical education and
vocational training policy of
Nepal.

6. II. History of TEVT
1. Before 1951
Education system based on Hindu and Buddhist
Philosophy
Metal, leather and tailoring work considered the work of
low caste
Hindu – Sanskrit, literature, astronomy
Buddhist – rituals, meditation, mathematics
Jayasthiti Malla (1382-1395) - divide people in 67
occupational group
High school – 6, College – 1, Primary Schools – 100
1930 – establish engineering school for skill manpower
1947 – introduce basic education system (philosophy of
Mahatma Gandhi)

7. 2. After 1951
1951 – Established Ministry of Education
Basic School Converted into Primary School
1954 – National Education Planning Commission (46)
a. Surveyed existing trends of education and
b. Mapped out master plan for education in Nepal
c. Accommodate vocational education in secondary and multi-purpose
secondary school
d. Purpose –preparation of youth for life in the local community
 1962 – Established Butwal Technical Institute – produce craftsman
 1971 – New Education System Plan –
a. Introduce vocational education in every secondary school
b. Without considering labor market, parental expectation, cultural
beliefs, resources of government, administrative and professional
capacity of management
c. Teaching places more emphasis on textbooks than on skill development
d. Centralize school management

8. Contd…
1980 – Introduce Technical School Work Plan
a. Practice-oriented training separate from general schools and
university
b. Targeted to school dropouts, school-leavers, non-college
bound, economically poor
c. Technical and Vocational Education Committee
d. Directorate of Technical and Vocational Education
e. Problem – coordination of TEVT program, employment of TEVT
graduates
 1988 – Establish CTEVT by act – apex body of TEVT in Nepal
a. Develop TEVT policy, ensure TEVT quality, Coordinate TEVT program
b. Produce basic, middle and high level manpower for economic
development
c. Develop skill standard and test the people who have informally
acquired skills

9. 3. Council for Technical Education and
Vocational Training (CTEVT)
Assembly - 24 members
Council – 9 members, chair by Minister of
Education
Institutions (Technical School,
Polytechnic, Rural Training Centre) – 18
Instructor Training Institute – 1 (long term
– 20, short -1000 person week/yr)
Affiliated Institutions (Private) – more than
200

10. Goals
•Ensure organizational stability and continuity.
•Develop policies for managing TEVT sub-sector.
•Coordinate TEVT stakeholders for enhancing efficiency, effectiveness and
responsiveness.
•Provide services to TEVT sub-sector and maintain quality of its programs
and services.
•Increase self-reliance through income generating activities.
•Prepare competent workforce for TEVT sub-sector.
•Promote training and basis of employment.
•Broaden the access and equity in TEVT activities.
•Encourage participation of business and industry in TEVT activities.
Guiding Objectives
•Improve the quality and cost efficiency of the TEVT sub-sector.
•Fulfill its social obligations towards broad access and
poverty alleviation.
•Use "rate of employment" as its primary measure for training program
success.
•Become a more customer focused and service-oriented organization.
•Shift its focus from implementing to guiding, facilitating and regulating.
•Contribute to the protection of the national job market.
Source: www.ctevt.org.np

11. III. Current Activities
 Skill for Employment Project
Target to train 80 thousands people
 Ilam Prashikshana Kendra (Trade School)
 TEVT Skills Development Policy 2007
Expansion, Inclusion and access, Integration, Relevancy, Funding

12. TEVT Skill Development Policy 2007
Achievements Key policy Areas Strategies
To citizens :- Massive expansion of *To be followed the system of flexibility,
Desirous Nepali citizen shall have training opportunities deregulation, autonomy and decentralization.
an opportunity of free of charge * To provide free start up support to organized
training of at least three months and reliable training providers.
for employment; in addition life- *To provide assurance of quality outcome (in
long learning opportunities will be line with national vocational quality standard).
available on fee-paying basis. * To make arrangement of objective
performance, transparency and standard marks
as elements of consumers protection.
To training providers :- Inclusion of and access * Assurance of tuition fees and subsistence
Various training providing for all citizens who need allowance for the citizens of those groups who
institutions will be encouraged to training are deprived from minimum facilities.
support the children outside the * Recognition of prior learning for open
school in skills development and assessment.
development of national * Set out occupational standards for entry level.
workforce. *To conduct preparatory courses for
mainstreaming and to produce teaching
supportive materials.

13. IV. Challenges and Constraints of
TEVT
Coordination of TEVT Program
Labor Market Information
Access and Geographical Balance
TEVT for School Dropout and Migrant Workers
Maintaining Gender Balance
Standardization of Quality Control Introduction
Integration of the VTCD Model in the TEVT
System
Community and Industry in TEVT Program
Management
TEVT Graduate Support Services
Professional Growth of Teacher

14. V. Conclusion
TEVT policy developed by CTEVT, although recognized by
government institutions was not widely accepted by the major
training providers and stakeholders due to lack of their
participation in the policy development process and awareness
related with importance and usefulness of the policy. This
situation created a gap between the policy and its
implementations.
Government policies aimed at economic and social
development, including national education and training policies
and programs, should target those work in informal sector.
The policy constituency of Nepal is looking at different
education and training perspective for supporting communities
and individuals in self-employment and micro-enterprises.

15. References:
Adhikary, P.K. (2005). Educational Reform for Linking Skills Development with
Employment in Nepal. Meeting Basic Learning Needs in the Informal
Sector. UNEVOC, UNESCO.
Basnet, K. B., Eun,T. and Kim, J. (2009). Issues and Challenges of Technical
Education and Vocational Training (TEVT) in Nepal. Journal of the
Korean Institute of Industrial Educators, Vol. 34, No. 2. Korean Institute of
Industrial Educators.
Ramse, D. A. 1993. A follow-up evaluation model for technical education in Nepal,
A Field Study Submitted to the Faculty of the Graduate School of the
University of Minnesota in Partial Fulfillment of the Requirements for the
Degree of Doctor of Education.
Torjman, S. (2005). What is Policy? Caledon Institute of Social Policy.
Vir, D . (1988). Education and politics in Nepal: An Asian experiment. New Delhi:
Northern Book.
Van Tilburg, E. and Moore. (1989). A.B. Education for Rural Adults. In S.B.
Merriam and P.M.Cunningham (eds.), Handbook of Adult Education. San
Francisco: Jossey-Bass, 1989.
Wood, H.B. 1959. Development of Education in Nepal. Educational Leadership.
P429-433.

16. THANK YOU