COUNCIL FOR TECHNICAL EDUCATION VOCATIONAL TRAINING(CTEVT)
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.
CTEVT Sudurpaschim Province Office is working under the vision of Skilling Nepal for People's Prosperity.
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
In order to achieve and attain the mission and vision, the province office will have the following goals:
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.
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.
|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|
|10||Off season vegetable producer||6||10||2||4||2||3||5||1||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|
|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|
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.
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.