Council for Technical Education and Vocational Training (CTEVT) - Nepal

Source: Council for Technical Education and Vocational Training (CTEVT)

• Introduction
• Mission
• Objectives and Goals
  • Objectives
  • Goals
• Organisational Structure
  • Assembly
  • Council
  • Divisions of CTEVT
• CTEVT Institutions
  • Training Institute for Technical Instruction (TITI)
  • Vocational Training and Community Development (VTCD)
  • Rural Training Centre (RTC), Tanahun and RTC, Lamjung
  • Polytechnics
  • CTEVT Technical Schools
  • Private Institutions

Introduction

The Council for Technical Education and Vocational Training (CTEVT) is the policy formulation and coordinating body for Technical Education and Vocational Training (TEVT) programs in Nepal, which was constituted in 1989 (2045 BS). The CTEVT is a national autonomous body committed to the growth and development of basic and middle level workforce for the kingdom of Nepal. It has an assembly with 24 members and a governing board of seven members. The Assembly and the Council are both chaired by Minister of Education. The Council has a full time Vice-Chairman and a Member-Secretary appointed by government. Secretariat is located at Sanothimi, Bhaktapur.

Mission

CTEVT formulates policies, ensures quality control, coordinates all the technical education and vocational training (TEVT) related stakeholders, provides services to facilitate technical education and vocational training programs to prepare and facilitate in the preparation of basic and middle level skilled human resources for economic development throughout the kingdom.

Objectives and Goals

Objectives

The primary objective of CTEVT is to facilitate the growth and development of basic and middle level skilled workers who can then develop their own enterprises or find employment in either the private or public sector.

The programs and activities of CTEVT are designed to fulfill the following objectives:

• To develop policy, coordinate programs and to provide the necessary technical services and support to both public and private training institutions so that training is need-based, effective and as efficient as possible.
• To encourage the growth of training providers through services and support which will help them to be developed into a reputed institute for producing skilled work force.
• To increase the number of qualitative trainees, especially women and others representing underprivileged groups, from both government as well as private training programs. Such trained work force is expected to meet the demand of the nation and at the same time compete in the foreign labor market.
• To ensure the quality of middle and basic level TEVT training, so that it generates self-employment, wage employment, foreign employment and ultimately improves the quality of life.
• To design a nation- wide, labor market information system for providing career counseling and guidance so that problems of educated unemployment can be reduced.
• To implement a continuous nation wide needs assessment to ensure that all the training programs in the country are need-based and there is highly probability that the trained workforce is absorbed into the labor market.
• To make the graduates well aquatinted with the real work environment by ensuring the involvement of the business and industry in the TEVT sector, basically through the apprenticeship training.
• To make the graduates well accepted by the business and industry.

Goals

In order to achieve and attain the mission and vision, CTEVT has set the following goals:

1. Ensure organizational stability and continuity.
2. Develop policies for managing TEVT sectors.
3. Coordinate TEVT stakeholders for enhancing efficiency, Effectiveness and responsiveness.
4. Provide services to TEVT sector and maintains quantity of its programs and senesces.
5. Increase the reliance through income generating activities.
6. Prepare competent workforce for TEVT sector.
7. Promote training as the basis of employment
8. Brocade the access and equity in TEVT activities.
9. Encourage participation of business and industry in TEVT activities.

Organisational Structure

Assembly

CTEVT’s top policy -making body is the Technical Education and Vocational Training Assembly comprising 24 persons under the chairmanship of the Minister for Education. The Assembly members are representatives from various governmental ministries, National Planning Commission (NPC), business/trade and industrial organizations and institutions associated with technical education. The government among CTEVT employees in the Council nominates the Member-Secretary of the Assembly. It is the responsibility of the Assembly to carry out long-term planning and determine the general guidelines and policies under which technical education and vocational training programs are implemented. The composition of the Assembly and its duties and functions as mentioned in the Act are shown in Annex 1.

Council

Under the Assembly, the Council is given executive powers. The Council has nine members under the chairmanship of the Minister for Education. Under the Council, the CTEVT offices are presided over by a Vice-Chairman (appointed by the government ) and a Member-Secretary. The composition of the Council and its functions are shown in Annex 2.

Divisions of CTEVT

Under the direction of the Member-Secretary there are ten divisions through which CTEVT’s activities are carried out. A director is assigned to each division to oversee its specific responsibilities. Similarly, each division is supported by professional and administrative staff. The primary responsibilities of the ten divisions are summarized below:

• Research and Information Division conducts follow-up, tracer, feasibility and needs assessment studies, and other research activities related to technical education and vocational training. This division is involved in manpower needs assessment and in determining employment status. The process of developing database information is also a function of this division. It also helps others supplying information related to TEVT. Similarly TEVT development journal is published in an annual basis and CTEVT news bulletin is published in quarterly basis. Apart from these communication means, CTEVT often makes television programs to inform the public about its activities. It has utilized its study reports to make project proposals which also contributes during the new schools development phase. Further, this division plays an important role of assisting the chief executives in coordinating donor agencies.
• Planning and Administrative Division is responsible for all physical property, fiscal and personnel matters relating to CTEVT and its institutions. Although this division is responsible for taking official action and reporting matters on behalf of CTEVT, the division exercises its responsibility only after consultation with the other appropriate divisions.
• Technical Division is responsible for regular supervision of institutional programs. This division gives input regarding administrative matters and also assists in conducting examinations and evaluations of institutional programs. It gives input into program expansion and development.
• Curriculum Development Division has the responsibility of approving all curricula to be used within the TEVT system. The division will advise and assist other agencies and will be engaged in curriculum development activities for CTEVT institutions. This division is also responsible for maintaining the database of curricula and instructional materials for sharing with other agencies and organizations.
• Examination Division has the primary responsibility of ensuring quality control for TEVT. The division grants recognition and accreditation to the institutions meeting established minimum standards. The division also provides equivalency to other training programs and controls examinations of TEVT training programs. It is responsible for maintaining test item data banks and keeping complete records of individuals who have received training and certificates form CTEVT accredited programs.
• Skill Testing Division has the responsibility of certifying the skill level of individuals within the technical manpower sector regardless of whether they have been trained formally or not. The division does this by developing skill standards for the various occupational levels. The work of this division focuses primarily on pre-SLC (basic and lower level) manpower. However, the division is also developing appropriate higher level tests. Conducting National Skill Competitions in various occupational areas to encourage excellence is also an activity of the division.
• Accreditation division has responsibility of ensuring quality control of private technical Institutions. It also provides equivalency and temporary affiliation to the training programs. It is directly related with the examination division. From the beginning to now, nearly 180 private training institutions are given temporary affiliation to run the training programs to produce basic and middle level human resource according to the need of the country. Similarly this division determines the rules and regulation to the private training Institutions.
• Polytechnic Division is responsible for all polytechnics, which are established under CTEVT. The division will coordinate with similar type of polytechnic institutes run under universities. It assists in need assessment for short and long courses. The main function of this division is to visit and evaluate each CTEVT run polytechnics at least twice per year. It makes process for international recognition of polytechnic institutions. The division also coordinates with other division for the expansion of polytechnic programs. It has planned to establish five polytechnics in each of the five development regions. Besides, one urban polytechnic is going to be established in Bagmati zone. Hetauda Polytechnic (Hetauda Polytechnic Pilot Project), Tansen Nursing School and School of Health Science, Bharatpur are running under this Division.
• Vocational Training and Community Development Divisionis responsible for the activities of all VTCD institutions running under CTEVT and coordinates with similar type of private institutions. This division has planned to run 75 VTCDs in each of the 75 districts.
• Policy Formulation and Long Term Planning Division is responsible for formulating the overall policy of CTEVT, makes the long term, strategic and operational planning, monitors and evaluates the programs and activities running under CTEVT and provides the inputs about TEVT to HMG through the Vice Chairman of CTEVT.

In addition to responsibilities carried out within the ten CTEVT divisions, there are other two units, which are related to the executive level though they may receive input from the divisional levels.

• Audit Unit: Internal audit (financial and physical) is a function that is kept separately for individuals who are regularly responsible for financial and stores record keeping within CTEVT. This separate unit will prevent conflict of interest by fulfilling audit functions and reporting directly to the Member-Secretary.
• Legal Unit: As CTEVT expands in size and complexity, it has become necessary to seek legal advice. The internal need for legal advice justifies the establishment of a Legal Unit, responsible to the Member-Secretary. The major activities of this unit is to provide legal advice related to the drafting of legislation, rules and regulations as well as all contractual and other matters which have legal implications related to CTEVT.

CTEVT Institutions

Presently, CTEVT is responsible for the operation of 4 different kinds of training programs. These are the programs in technical schools, programs in technical instructor training institutes, programs in Polytechnics and programs in vocational training and community development institutions. In addition, CTEVT is responsible for certifying other training programs.

Training Institute for Technical Instruction (TITI)

The Training Institute for Technical Instruction (TITI) was established as Nepali national institute in 1991 at Sanohtimi in Bhaktapur District under an agreement signed in 1991 between HMG/N and SDC with the mission to 'improve the quality of technical education and vocational training of Nepal' under the act of CTEVT. A career ladder of training, both pre- service and in -service is being developed to meet the needs of the TEVT sector. The ultimate aim of TITI is to cover the nation wide training needs of technical school management and administrative staff at various levels in technical schools and other vocational training programs.

TITI provides training for technical instructors and managers, and occupational curriculum development specialists through regular programs and modules or through customized trainings. The high quality and unique instructional materials used in our modules have been adopted by numerous countries in Asia and world-wide. We hope you enjoy our site and will provide us feedback on how we can make the site even more useful to you.

Vocational Training and Community Development (VTCD)

Two VTCD programs have been established in Gandaki Zone of western Nepal. The VTCD programs are located at Khudi in Lamjung District and at Bhimad in Tanahun District of Gandaki Zone, Western Development Region, Nepal. These programs are designed to provide training especially for rural people and these programs are known as Rural Training Centers (RTCs).

Rural Training Centre (RTC), Tanahun and RTC, Lamjung

In accordance with an agreement signed on 25th Feb, 1991 between HMG/N and Danish International Development Agency (DANIDA), VTCDs are established at Bhimad in Tanahun district, and at Khudi in Lamjung district of Gandaki Zone, Western development Region of Nepal. The overall objective of the program is to contribute towards socio-economic development of the grassroots people.

The two centers are equipped with training facilities, which include hostel facilities for at least ten female trainees and housing facilities for core staff. The rural training centers were conceived to function as institutional focal points responsible for conducting various training programs and community development related activities. The VTCD programs include the following activities:

• Long and short term courses training in various training fields for both men and women. Training areas are determined by baseline surveys and regular needs assessments.
• Mobile training that reaches out to targeted groups who may have no other chances for training because of limited resources or who have little exposure to development possibilities.
• Follow-up to determine effectiveness and appropriate utilization of training and
• Extension services and community development activities closely linked to the training programs.

A program management group supports and guides the programs to function in accordance with the plan of operation.

VTCDs offer training on saving & credit mobilization, community leadership mobilization, village animal health workers, village public health workers, orchard layout, nursery bed preparation and vegetables seedling production etc, for the poor under- privileged lower caste people.

Polytechnics

CTEVT has planned to establish five polytechnics in each of the five development regions but up to now, Hetauda Polytechnic (Hetauda Polytechnic Pilot Project), Tansen Nursing School and School of Health Science, Bharatpur are running as polytechnic institutes. A brief introduction of these institutes is given below:

School of Health Science, Bharatpur

School of Health science is located at Bharatpur, Chitwan District of Narayani Zone, Central Development Region, Nepal. Bharatpur is a beautiful town, about 150 KM away from Kathmandu. It is Well connected by the road and daily air service from Kathmandu. It is the first Technical school (Polytechnic) under CTEVT to produce technical manpower in general medicine

School of health science was established in 1998 AD as a bilateral project between CTEVT and Korean NGO KOICA (Korean International Agency). CTEVT and KOICA have jointly developed this school to produce the middle level skilled health workforce for the country. The School has 10 buildings for administration, library, principal/ project manager quarter, duplex building, hostel warden house, boys hostel etc.

This School specially offers training on Health Assistant and minimum requirement for the training is SLC passed candidates with Science, Math and English subjects. It has annual enrollment capacity of 60. Beside the regular teaching programs, the school also has training program on Jeevan Jal preparation, family planning, mini medical camp etc.

Tansen Nursing School, Tansen, Palpa

Tansen Nursing School was established in October 1999 A.D. with the joint effort of CTEVT and United Mission to Nepal (UMN) at Tansen in Palpa District of Lumbini Zone, Western Development Region of Nepal with the aim of producing nursing manpower in Nepal and to improve health services and health status in the western region of Nepal . Though it has the production capacity of 75, it has aimed to produce 30 Staff Nurse in each year. The mission statement is : commitment to holistic ( Physical, Psychological, Social and Spiritual) ministry to the people of Nepal by providing quality teaching and professional training to the certificate level nurses so that they can empower as well as serve individuals and communities.

This school has the new approach of management responsibility. Though there will be representation from CTEVT in management committee as well as coordination committee, overall management responsibility will be taken by the local management committee itself.

Tansen Nursing School will offer three years' training on Staff Nurse selecting from the girls who have passed SLC in 2nd division or have secured higher marks in Mathematics, Science and English who apply for the course and pass the entrance exam. The catchment area of the school is all over Nepal.

Hetauda Polytechnic ( Pilot Project) Hetauda

Hetauda Polytechnic has been planned to establish at Chitrepani, ( near to Hetauda Industrial Estate ) Hetauda, in Makawanpur District of Narayani Zone, Central Development Region, Nepal. It has got 10 Bighas of land provided by HMG and fencing of land is on process. In order to maintain a good relationship with various industries, Hetauda Polytechnic has planned to run its programs in close contact with Hetauda Chamber of Commerce. It has got a small amount of financial support from UNESCO which has been used for preparation of Project Document, fencing of the land, Education Brief and development of detailed master plan for the project. CTEVT is seeking assistance for infrastructure and human resource development as well as equipment necessary for the Polytechnic.

Hetauda Polytechnic has been conducting short term training programs on Industrial Wiring and Welding in Fiscal year 2056/57

CTEVT Technical Schools

Over a period of 12 years, twelve technical schools and 3 polytechnics have been established by HMG/N in twelve of the 14 zones of the country. These technical schools provide training in various areas such as agriculture, construction, health, mechanical, electrical, tourism and sanitation. The major courses offer, duration of training and minimum required qualification for the courses are summarized in Annex-3.

Private Institutions

Privately run technical schools are operating under the authority of CTEVT in different districts. Provisional recognition has been granted to private health and construction institutions, the National Computer Training Center and one hairdressing institute. Full recognition will be granted after a period of satisfactory performance and the set criteria are met. Till now, there are more than 165 affiliated private training institutes which have covered 47 districts of Nepal. These institutes have been offering courses on CMA, JTA, JT, ANM, Electrical, Mechanical, Civil, Ayurbedic, laboratory, AMIN, Carpet Weaving, Wood Works, Dental, Auto- Mechanic, Nature Pyathic, Therapy in Acupacessure, Carpentry, Welding, General Mechanics, Auto Mechanics and Food Technical Assistant.

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