COUNCIL FOR TECHNICAL EDUCATION VOCATIONAL TRAINING(CTEVT)






Introduction

Education, skills development and technical training are central to agricultural and rural employment. They prepare mostly young people for work in the formal and informal sector in rural areas and thus play an important role in poverty reduction. The better the training and the more refined the skills are in terms of human capital, the higher the income and returns and the better the rural livelihoods.

The TVET is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, and the acquisition of Knowledge, Practical Skills, and Attitudes relating to occupations in various sectors of economic and social life.






NOTICE

Nov 11, 2019

DIPLOMA LEVEL CLASSIFIED SCHOLARSHIP RESULT -2076/07/25 Read more

Nov 10, 2019

प्राबिधिक एस.एल.सी. तहको पुनःप्रवेश परीक्षाको परीक्षाफल प्रक... Read more

Nov 10, 2019

डिप्लोमा।प्रमाण-पत्र तहको पुनः परीक्षाको परीक्षाफल प्रकाशित... Read more

Nov 1, 2019

निशुल्क बर्गिकृत छात्रबृति तर्फको आबेदन फारम भर्ने म्याद थप... Read more

Oct 25, 2019

Imp. Notice for TECS program Read more

Oct 22, 2019

CTEVT को आंगिक शिक्षालयमा डिप्लोमा मेकानिकल र सिभिलमा भर्ना... Read more

Vission

CTEVT Sudurpaschim Province Office is working under the vision of Skilling Nepal for People's Prosperity.

Mission


CTEVT is a vibrant organization promoting TVET system to develop a competent workforce for national and international market needs. The Sudurpaschim Province office will serve through providing an effective and efficient technical education and training services in the province in coordination with all the stakeholders

Goals


In order to achieve and attain the mission and vision, the province office will have the following goals:

  • 1. Support to the provincial government in planning and implementing the TVET programs and projects in the province.
  • 2. Expand programs in the province ensuring access and equity in TVET.
  • 3. Ensure quality, relevant and efficient TVET system in the province.
  • 4. Enhance effectiveness and efficiency of the TVET providers in the Sudurpaschim Province.
  • 5. Extend technical input to provincial ministries in implementing technical and vocational skilled human resource development.
  • 6. Conduct monitoring and supervision of the TVET programs.
  • 7. Implement Vocational skill development programs through TVET providers in the region.
  • 8. Establish effective coordination with and among TVET Stakeholders.

Major Activities completed in this Period (Magh 25, 2075 to Falgun 25, 2075)


After the establishment of the provincial office in Magh 20, 2075 with a very small team of three staff members, the Sudurpaschim provincial office completed the following major activities.

  • 1. Released budget allocated for CTEVT province and its line offices of the FY 2075/076 and disbursed it as per the program.
  • 2. Office establishment in Dhangadhi Sub-Metropolitan City-5, Kailali.
  • 3. Collect and updated data and information of the Technical and Vocational Education and Training (TVET) providers in the province.
  • 4. Communicate with all the TVET providers for providing them information about the establishment of the province office and about the programs immediately conducted from the office.
  • 5. Conducted social marketing for whole TVET sector particularly on short term vocational training programs to be conducted in Sudurpaschim Province in presence of the provincial ministers, all 88 Palika Chief and Deputy Chief, President of District Coordination Committee and other stakeholders.
  • 6. Organized 4 major orientation programs in Dhangadhi, Dipayal, Patan and Safebagar for the principals, TVET program Coordinators, local level.
  • 7. Received Rapid Market Assessment (RMA) Proposal from around 100 public schools in the province.
  • 8. Made MOU agreement with around 100 public schools (CTEVT Constituent, TECS and schools with technical stream) of the province to implement vocational programs for 6000 unemployed disadvantaged youth beneficiaries in all 9 districts of the province.
  • 9. Organized semester examination programs in different 11 centers in the province and monitoring of the exams in all centers.
  • 10. Conducted and monitoring of the skill testing events in Kailali and Kanchanppur.
  • 11. Attended various programs of the education and technical education development and conducted social marketing.

Short Term Training allotment Progress till date


As per the approved program, budget and guidelines we allocate the short term training programs in all (105) public TVET provider public schools of the province as per their proposal in recommendation of the local level government ensuring their capacity to implement the training programs utilizing best of their existing physical and human resources. Before to sign MOU agreement we organized four orientation and interaction workshops in different places of the province (Dhangadhi for Kanchanpur and Kailali, Dipayal for Doti and Dadeldhura, Patan for Baitadi, Darchula and Bajhang and Safebagar for Achham and Bajura districts). There was the participation of Province ministers, Member of Parliament, CTEVT Member Secretary, Provincial Secretaries of different ministries, District Coordination Commettee Chairperson, Chief District Officers, Mayor/Deputy Mayor and Ward Chairperson, Principals and coordinators of the schools where TVET programs are implemented.

The presentation include all the information related to implementation of the skill training programs; coordination with local government and industries, advertisement, participant selection, training delivery mechanism, financial description, skill testing and post training support services including to address the quarries raised during the program.

Detail of occupation District wise


S.N. Occupation Kailali Kanchanpur Doti Accham Bajura Dadeldhura Baitadi Darchula Bajhang Total
1 Mason 1 1 0 3 0 0 3 0 0 8
2 Furniture Maker 1 0 1 2 1 0 4 1 0 10
3 Plumber 0 1 1 1 1 1 0 2 0 7
4 Brick Layer Mason 0 0 1 0 1 1 0 0 0 3
5 Poultry Farm Worker 2 0 1 2 1 0 1 0 0 7
6 VAHW 1 0 0 0 1 0 0 0 2
7 CLA 2 3 0 2 1 0 4 5 02 19
8 CAA 4 10 1 3 2 0 7 9 3 39
9 building electrician 2 4 2 1 1 0 5 7 0 22
10 Off season vegetable producer 6 10 2 4 2 3 5 1 0 33
11 tailoring 0 3 0 0 1 0 0 0 0 33
12 computer H/W technician 1 2 0 1 0 0 3 0 0 7
13 mobile phone repairer 0 1 0 0 0 0 0 1 0 2
14 marbel tile fitter 1 0 0 0 0 0 0 0 0 1
15 shoe maker 0 0 0 0 0 0 1 0 0 1
16 mushroom grower 0 2 1 0 0 0 1 0 0 3
17 post harvest veg technician 0 1 0 0 0 0 1 0 0 1
18 junior dairy technicianr 0 1 0 0 0 0 1 0 0 1
Total 29 39 10 19 12 5 33 26 5 170

Initial Finding and Issues


The social and economic trends predicate the need for a new development pattern which holds a culture of economically, environmentally and socially sustainable development as its central features. Accordingly the values, attitudes, policies and practices of TVE in the Developing Countries must have their foundations in this pattern. Approaches and practices should be always sought for and presented to illustrate the contribution that TVET can make towards a more sustainable development. Challenges and priorities considering the myriad problems facing Developing Countries, TVET is not only important, it is a prerequisite. We start by critically reviewing some of the problems and challenges facing the TVET and how TVET could be used to set priorities and alleviate these problems before embarking on suggestions on the way forward.

This is first time we have been implementing the skill development programs through TECS and the schools with technical stream. This has covered range of the schools which have been expanded throughout the province. The school principals, school management committee local level government and community people have provided positive feedback to the province office. It has successfully created a wide range of awareness creation and a positive message through conducting such programs involving 105 schools in the province. The public schools because of its coverage and contribution in the catchment community have good fame and easily able to implement the programs coordinating with the local level and industries in the area. However, there are certain challenges on it.

Orientation and awareness to implement TVET programs to the principals and coordinators of the TECS/schools with technical stream seems essential. Limited experience of the schools in short term training: Majority of the Instructors working in the TECS and schools with technical stream do not have TOT have limited understanding about the importance of the skill development initiatives.

Programs are found affiliated/conducted without mapping, without assessing the needs and relevancy which will definitely hinder in quality and output level. It is further required to revisit such programs both geographical and program expansion.

Future Initiatives


We observe some of the existing facts related to the TVET programs in the province and based on our observation study and feedback from the stakeholders we need to take some actions for improving, revising and upgrading programs in the province for quality TVET including access, expansion relevancy, quality and sustainability.

  • 1. Formation of a team of the stakeholders for scientific mapping of the TECS programs in the province to determine scope and standards of TEVT programs in the province.
  • 2. Revisit the allocation, allotment and expansion of the programs based on the local needs.
  • 3. Liaison and maintain coordination with national and international TEVT agencies for quality education and training. Provide all existing TVET services from the province office.
  • 4. Arrange for and conduct TEVT Programs from basic level to higher education.
  • 5. Coordinate and maintain the standard of training by providing curriculum and learning materials.
  • 6. Conduct robust monitoring and supervision of TEVT programs and activities of government and non-government institutions.
  • 7. Make necessary arrangements for the operation of polytechnics, short-term vocational training, apprenticeship trainings and mobile training programs.
  • 8. Establish and operate all kinds and level of skilled development training programs to produce skilled human resources through technical schools, mobile training and other methods of technical and vocational training programs as recommended by the council.
  • 9. Carry out research activities in the field of TEVT including training needs assessments/ job market analysis and follow up studies.
  • 10. Conduct technical instructors and management training programs to improve quality of TEVT programs of institutions.
  • 11. Classify the skills/occupations, develop skill standards, administer skill tests and provide certificates.
  • 12. Explore, obtain and mobilize national and international assistance needed for the development of TEVT sector.
  • 13. Establish institutional linkage with national and international agencies/universities for recognition of the TEVT programs.
  • 14. Enter into agreements or contract with national and international organizations and agencies regarding TEVT Programs.