Education is regarded as the primary means of life. Education transforms individuals and society by managing methods, customs, and order, opening the door to social and economic development. Through quality education, sustainable, balanced, and equitable development is possible. Education must empower individuals to work.
In today’s era, rather than a purely theoretical academic qualification, technical and vocational education helps individuals secure employment and pave the way for a bright and prosperous future. Education must be transformed into “education that is consumed rather than merely talked about.”
It is essential today to equip the youth with skills and engage them in production and employment. There is an increasing need for technical and vocational education at present. Since 2004â¯BS, technical and vocational subjects have been incorporated into Nepal’s education system at the school level to produce skilled technical manpower for the country’s economic development and prosperity by teaching vocational knowledge and skills. Subsequently, various bodies and institutions were established, and technical and vocational education programs were initiated. To produce skilled technical manpower through technical and vocational education, the Council for Technical Education and Vocational Training (CTEVT) was established in 2045â¯BS.
The state envisaged a separate and autonomous institution to address the indispensability of technical and vocational education for the country’s economic prosperity and development. Have we achieved the targets envisioned by the state, which established CTEVT and other bodies to operate technical and vocational education through various legal and structural arrangements?
Through technical and vocational education, the youth can be equipped with technical skills and knowledge to be integrated into the production and employment sectors. Technical and vocational education is considered an essential means of generating self-employment. A youth who acquires even some skills can run a business independently. The state has recognized technical and vocational education as a significant education sector. Every political party’s manifesto has also prioritized skilled manpower and production. Furthermore, Nepal’s Constitution, education policy, periodic plans, and annual work plans emphasize technical education's development, expansion, quality, and relevance
. A target has even been set to achieve a ratio of 70:30 between technical education and general education by the end of the 16th Periodic Plan. This confirms that everyone focuses on developing and expanding technical education.
All responsible state bodies are taking strong initiatives to develop and expand technical and vocational education to ensure universal access. So far, institutional access to technical education has reached 675 municipalities. There is no situation where one should be deprived of technical education due to geographical remoteness. Currently, teaching institutions operating with affiliation and approval from CTEVT provide technical and vocational education at minimal fees. In some teaching institutions run in partnership with local governments, municipalities also offer many scholarships for the study of technical education.
Additionally, non-governmental organizations and communities at the local level have also been providing scholarships for technical education. In the teaching institutions operated under CTEVT, technical education programs of 18 months (post-SEE) and three years have been running. The enrollment capacity in such long-term technical education programs has reached 75,724. Of the allotted enrollment quota in these programs, 10 percent of the students have been provided with free scholarships. Through this arrangement, approximately 7,000 students annually have been able to study technical education free of charge.
The state established CTEVT and other bodies through various legal and structural arrangements to operate technical and vocational education. Have we achieved those targets? It is time for a serious review of this matter. Skill-based training has been conducted free of charge.
Establishing access to technical education alone does not seem sufficient for its development and expansion. What is crucial is whether, after completing their studies, the produced workforce has achieved the expected outcomes and has been able to meet market demand. For the qualitative development of technical education, affiliations, and approvals should be granted to teaching institutions based on established standards. For practical training, it is necessary to ensure—through on-site measures—adequate laboratories, competent technical instructors, and cooperation with industries for workplace learning.
Technical and vocational education requires more time for instruction in labs, workshops, and field settings rather than in the classroom. If proper arrangements for workplace learning are not made, students will not be able to acquire the expected skills. Without skills, technical education has no value. Consequently, the quality and credibility of technical education may come into question. Therefore, CTEVT has been setting standards and granting affiliations and approvals for institutions and programs.
In addition, instructors and staff receive regular capacity development training to advance human resources and institutional capability. New technologies are continually emerging in education, and instructors must update themselves on every new subject. For that purpose, efforts have also been made to enhance the professional skills of practitioners involved in technical and vocational education through technical training institutions. Such measures facilitate the achievement of the objectives set for technical and vocational education.
How is teaching conducted in educational institutions? The status of resources and human resources has been regularly monitored and evaluated. Each academic institution is monitored annually, and institutional initiatives have been taken to make necessary improvements. Schools have been providing suggestions on matters that need improvement, which has contributed to the overall capacity development of the institutions. CTEVT has been implementing its programs by developing a calendar.
In particular, to conduct examinations on time and publish results promptly, CTEVT has recently been adhering to the calendar. Additionally, it has been working to connect students with industries for workplace learning. Various studies and research have been continuously pursued to enhance educational quality, and based on the findings of these studies, plans have been formulated and implemented.
Although various efforts have been made for inclusive and equitable access, quality, and relevance in technical and vocational education, statistics indicate that the number of students in this sector has not been encouraging in recent years. The enrollment rate for trainees in the 18âmonth pre-diploma program after SEE is unsatisfactory. In the pre-diploma level, the enrollment number was 24,519 in the academic session 2077/78, whereas in the academic session 2081/82, the number of students enrolled at that level was 4,893. Similarly, there does not appear to be any improvement in the enrollment of students in the three-year diploma and certificate-level programs after SEE.
In the academic session 2077/78, 26,124 students were enrolled, whereas in 2081/82, 24,678 students appeared to be enrolled and studying. The statistics above indicate that despite the investment and efforts made in technical education, the number of students has not increased.
Even though technical and vocational education is considered a robust form of education, the lack of student interest remains a fundamental issue. Various studies have been conducted on this matter. The reasons behind the decline in student numbers need to be analyzed in detail, and accordingly, programs must be planned and implemented.
To increase student interest in technical and vocational education, it is necessary to establish technical schools and expand programs based on population, geography, and demand; provide minimum physical and educational infrastructure in teaching institutions; ensure sufficient teaching-learning materials; secure the availability of competent instructors; guarantee workplace learning; implement student support systems; execute work-study programs; and ensure coordination and collaboration with stakeholders, as well as the full implementation of the academic calendar.
Special attention must also be given to student participation in extracurricular activities, the use of the latest technology in teaching and learning, the implementation of entrepreneurship development programs, the facilitation of financial access, the involvement of the target communities (marginalized groups) in programs such as scholarships, and the conduct of programs through cost-sharing partnerships with industries and businesses.
In the future, when implementing technical education programs, efforts must be made to make the youth entrepreneurial. It is necessary to forecast the manpower required in the labor market and, based on that, develop and modify curricula, use technology in teaching and learning, provide workplace-based training, market the produced goods and services, ensure financial access, and facilitate the involvement of the produced workforce in production and employment. To make this sustainable, technical and vocational education must be operated as an ecosystem. A harmonious relationship among the government, training institutions, industries/businesses, and communities is indispensable.
By implementing an integrated plan and program prepared with the meaningful participation of all these stakeholders, the country will be able to produce the skilled technical workforce as expected, leading to increased production and employment. Therefore, if the achievements of implementing such activities are communicated to the general students and parents and quality training is provided, the appeal of technical and vocational education among students will undoubtedly increase.
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Education transforms individuals and society by opening doors to social and economic progress.
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Quality education is essential for achieving sustainable, balanced, and equitable growth.
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Today, there is a noticeable shift from purely theoretical learning to technical and vocational training.
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Technical and vocational education empowers young people by equipping them with practical skills for employment and entrepreneurship.
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Since 2004â¯BS, Nepal’s education system has integrated technical and vocational subjects into school curricula to build a skilled workforce.
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Specialized institutions like the Technical Education and Vocational Training Council, established in 2045â¯BS, play a key role in this educational approach.
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The government has implemented legal and structural measures to promote and support technical and vocational education.
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Collaborations with local governments, NGOs, and communities have expanded access through scholarships and affordable fee programs.
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Many programs are available, including 18-month pre-diploma courses and three-year diploma courses.
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Recent statistics reveal a concerning decline in student enrollment in technical education programs.
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Enhancing quality requires well-equipped laboratories, competent instructors, and adequate practical training facilities.
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Strong partnerships with industries are crucial to offer valuable workplace learning experiences.
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Regular monitoring and evaluation ensure that institutions meet set standards and follow academic schedules.
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A thorough analysis of the reasons behind declining student interest is necessary to develop targeted improvement strategies.
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Future efforts must focus on updating curricula, integrating modern technology, and creating an ecosystem that fosters entrepreneurship and sustainable growth.
(Written by - Pramodbhakta Acharya - CTEVT Director)
(This article is published for educational purposes).
