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Desk Top Study: Challenges in Curriculum Development of Technical and Vocational

Education in Preparation for 21st Century to Nepal.i

- Nimananda Rijal (Ph.D.)

Visiting Faculty Member

Kathmandu University, School of Education

Abstract.

Nepal is a developing country. The Modern history of education for the ruling class

began since 1854 AD but for the mass it has opened when armed revolution overthrown the Rana

Regime in 1951. Proper shape of the curriculum had made by the first education commission of

Nepal in 2011 BS (1954 AD). This was the beginning of curriculum formation with proper

vision.

The study carried out with the study of the curriculum formation process, dissected the

published literatures related to the curriculum making TVET and the study of changing trends

since industrial revolutions. The study found highly centralized curriculum formation in TVET

sector of Nepal; which is a cause of market and education found not compatible one another

and the country itself has some challenges; such as implementation of the policies, regular

updating curriculum and conducting research on the effectiveness of the curriculum in order to

make it compatible with the market, financial constraints, small amount 1% of GDP separated to

the technical education, it lead to make highly theoretical for TVET, lack of workshops, short

term technical and vocational education not credited for higher education. The world is moving

on in 4th

Industrial Revolution (4IR) with the humanoid robotics, virtual world, 3D printing and

etc. It has created tremendous pressure to the TVET sector to adjust in curriculum and

infrastructure development and human resource development to handle the changes to Nepal and

for under developing and developing countries, they are far behind to understand the importance

of 4IR and preparing themselves.

The outcome of the study made some recommendations to policy makers, private sector,

implementers and curriculum developer; those recommendations suggested to prepare the human

capital to accept the 4IR, prepare infrastructure, research in curriculum as a continuous process,

TVET should be institute independent to adjust the incoming challenges, train people time and

again, developed a well-equipped institute to train trainer to cope with the changing pattern of

the TVET sector.

Key words: Curriculum, Challenges, Industrial revolution, 4IR

i This article maybe useful for all developing countries, which will support to frog leap in the education system, to some extent it will also help to shape the curriculum of TVET sector.

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1. Introduction.

Nepal has a long history of curriculum development if we delve into historical aspect; it

starts since the systematic study started from six sages (Rishis) Kapila, Kannada, Patanjali,

Gautama, Jyamini, and Vyas. These sages systematically developed their tradition of teaching,

even schools called Gurukul. If we look at the definition of curriculum in modern educators and

philosophers ‗the systematic planning of what is taught and learned in schools as reflected in

the course of study and school program‘ (Kattington, 2010). The sages also produced the system

of teaching and learning unfortunately their contribution in modern education is undermined.

Historical study of Nepal identified that Mall Kings were great lovers of education, arts, culture

and literature. ‗So they patronized scholars, artists, musicians not only from Nepal but also from

neighboring countries. King Pratap Malla was well versed with 14 languages (Aryal K. R., 1970)

The history of formal education of Nepal is not so long, it begins when the Jung Bahadur

Rana Visit to England on 1850 AD (Yadav P. l., 2050 BS), he observed the importance of

systematic study to acquire knowledge and he decided to open Durbar High school in 1854‘

Since then systematic curriculum was established to teach in the school. This event regarded as

the beginning of a new era in Education of Nepal. There was no proper curriculum but the level

of the classes was integrated in the form of syllabus and books. The Rana Regime was

overthrown by the people with the armed struggle on 7, Falgun 2007 BS (18, Feb .1951). (Yadav

P. L., 2050).

After the Rana Regime, the first National Education Planning Commission established

on 2010 BS to give its proper direction and development. (Education in Nepal 2011) (Sharma,

2071 BS). In Nepal there was no technical and vocational education, first person sent to Japan to

study Technical Education, he was Gehendra Shumsher, son of Bir Shumser Rana ) (Sharma,

2071 BS).

The 21st century is a challenging specially for the under developing and developing

countries since the economy is depending on the technological advancement and coming as

knowledge based economy. ‗The major issue facing countries, then, is how to implement fully a

21st century skills agenda that focuses on teaching, learning, and assessment that is aligned with

changing educational goals‘ (Helyn Kim, Esther Care, and Alvin Vista, 2019). Here, what are the

changing educational goals; there has been shift gradually in the educational goals from

acquiring core knowledge ‗to be able to think critically and creatively, solve complex problems,

make evidence-based decisions, and work collaboratively‘ (Helyn Kim, Esther Care, and Alvin

Vista, 2019)

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2. Objectives of the Study.

Nepal has been developing in its education system and the human resource production is being

the challenge to cope with the demand of the market, nationally and internationally. So the

objectives of the study mentioned below.

a). The study will identify the need to develop the TVET curriculum as required to the changing

market scenario nationally and internationally.

b). It will support to education policymakers and industrialists as well. Since the curriculum will

be formed as per their expectation of market need.

c). It will contribute on knowledge development, the curriculum reforming and developing is a

continuous process.

3. Study Methods and Materials.

The study is the qualitative research based on secondary data and publications to meet its

objectives; Published Documents on education for preparation of curriculum for 21st centuries‘

youth of Nepal to be competent for filling the gap created by 4IR in global market. Academic

books published on curriculum, articles, reports, seminar papers will also be studied. History of

Nepalese Education system and its development will also be reviewed in the context of

curriculum development, and its challenges.

3.1. Review of Published Literatures on TVET Curriculum.

Nepal has very short history of the modern education system but the history of the

education of Nepal could be drawn from the Vedic age. The Vedas were created in Nepal from

Veda Vyas, Veda itself is a form of teaching books, it has been teaching Politics, Economics and

Medicine and other subject areas.

There are four Vedas: the Rig Veda, the Yajur Veda, the Sam Veda and the Atharva Veda

(Flood, An Introduction to Hinduism, 1996). Vedas are towards the technical works and the

sources of Upavedas are the four Vedas these are also explained as subsidiaries to the four

Vedas. These Technical oriented Vedas are a) Architecture (Stahapatya Veda), associated

with the Rig Veda, b) Music and sacred dance (Gandrva Veda), associated with the Sama

Veda , c) Medicine (Ayur Veda ) associated with the Atharvaveda, d) Archery (Dhanur Veda)

associated with the Yajur Veda. (Wekipedia, 2020).All these Vedas has created in sequence to

train in technical fields. This is the origin of curriculum and teaching in Nepal, since many of

these subjects were collected and systematized by the scholars. The History of the Vedic age is

estimated 1500 BCE to 500 BCE, the Vedic activities were in the periphery of Nepal and India

(Flood, An introducton to Hinduism, 1996). In Nepal Aryan civilization was flourished, Bhiringi

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Bihar, Kharjurika Bihar, Gum Bihar, Dev Kula, and Raj Kula system of educational institutes

were providing education (NNEPC, Higher Education, 2011 BS ( 1954/55)). The system of

education developed a curriculum to impart the knowledge to the students.

3.1.1. Evolving of Nepali Education and its TVET Curriculum.

With ups and downs in political situation, Nepal enters in modern age after overthrown

the Rana Regime in 1951, with this, to change education for mass was the first priority. During

this period, there were 98 percent people were illiterate (NNEPC, Historical Prospective of

Education, 2011). There were no proper record keeping system as well, ministry of education

established and budget allocated for the education on 2011 BS. This is an era of beginning of

systematic education for the people of Nepal. The first curriculum guideline was envisioned

those were as; (NNEPC, Higher Education, 2011 BS ( 1954/55)).

a).Curriculum for primary Education: In this curriculum, they have indicated after grade 2,

there should be Nepali language as medium of teaching, Nepal is an agricultural country, and

therefore the children should learn the agriculture to run their life. Primary Education should be

free and compulsory. The details of the subjects were lighted as 1. Social studies—how

mankind lives 2. Science—nature study, health, and physiology 3. Language—mother tongue,

leading to Nepali 4. Arithmetic—fundamental processes and skills 5. Crafts a) Feeding

ourselves—growing, preserving, and cooking food b) Housing ourselves—shelter and

accessories c) Clothing ourselves—growing, preparing cloth, and making garments 6. Aesthetic

arts a) Fine arts—painting, drawing, sculpturing, etc. b) Music and festivals. Here the

commission introduced crafts and arts in the primary education. Was it implemented properly

was a question?

This primary curriculum had mainly three main areas to make the children self-reliant in

life which is as follow; (NNEPC, Higher Education, 2011 BS ( 1954/55)) .

Grades Feeding Ourselves Housing Ourselves Clothing Ourselves

I Simple gardening, pets, food

cleanliness

Play house, our

responsibilities at

home, home making

accessories.

Making toy dolls and

animals, simple

weaving, sewing yarn

on cloth

II Flower and vegetable

gardening, poultry raising ,

tending small livestock

Decorating room,

making play house or

store, home

accessories, clay pots

Spinning, weaving,

simple sewing, home

accessories, yarn

braiding, stringing beads

III Grains, vegetables, raising

small livestock, storing food,

insects and pest

Making book covers,

albums, simple

furniture, toys

Sources and growing of

cloth fibers, all

processes, dyeing,

simple garments and

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Ref. Detail of the Board is in end note.i

These three aspects could be the beginning of education that leads to make a person self-reliant,

which is the beginning of technical and vocational education in Scholl system from the primary

level.

b). Curriculum for Secondary School: They have envisioned wipe out SLC Examination and

rely on the continuous evaluation for upgrading their education. The curriculum of secondary

school should include Handicrafts, Agriculture and Skill based Vocational education. The

employable education must be in secondary education. In other subjects Social Education,

Science, Agriculture, Commerce or knowledge on Industrial education, Mathematics with

Geometry.

c). Curriculum for Higher education: The highest educational institute is the University, at

that time, there was no University in Nepal, the education commission of 2011BS had envisioned

a University to be established in the country (NNEPC, Historical Prospective of Education,

2011) It has envisioned to establish a college to provide education in Engineering, Agriculture,

Mining, Cottage industry and Handicrafts by 2013-14. In different fields of study, it had

provided a guideline to the educational system of Nepal. This is the first guideline prepared on

education and its curriculum structure and guide line to establish a University in the country.

Secondary Education also have curriculum in Technical and vocational education,

industrial education is a part of technical and vocational education. Mining education was also

introduced in the curriculum of Higher education, particularly in colleges. These

recommendations were not implemented properly; some of these were neglected as well.

There was a coup to overthrow the elected Prime Minister after 18 months of rule

together with his cabinet members, party leaders and many ranks and file members were arrested

and imprisoned to facilitate the way for the king‘s direct rule on 31st December 1960 (Mahat,

2005). With this coup the expansion of education to the mass was slowed down.

The monarch appointed an All-round National Education Committee to look into the

educational system; it has produced a report on it (Committee, 2018 BS (July 1961)) . The

committee also looked into the curriculum with the duration 5 years of primary education from

starting age 6 years. Every class had different curriculum, from Class 1 to 5, the committee

home accessories

IV Land Preparation and care,

manure, grains, horticulture,

livestock, food preparation and

elementary cooking

Kinds of houses,

making simple

furniture, and home

accessories, home

decoration

Clothes of other people

of the world, processes,

sewing, quilt making

V All Kinds of farming, livestock

raising, food, nutrition, food

budgeting, farm accounting

Simple house

construction, simple

furniture and finishing,

making bricks, using

bricks, wood and

bamboo

Leather and other

clothing materials, cloth

qualities and uses,

patching, darning,

knitting, crocheting

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added Self-help education, in this education there were three sub branches such as House hold,

Clothing and Health education. In class 6-8 another subject added Music, Art, Dance,

Occupational knowledge and English language; these subjects were not compulsory but have to

study at least one of these subjects (Committee, 2018 BS (July 1961). The committee also

envisiond heigher secondary education 9-11, it had divided the subjects in classes, students have

to select on of these class to continue the education.

Class A- Geography, History, Civic education, Psuchology, Economics, Any one

language certified by the Nepal government or any one from the German, English, French,

Spanish, Chinese, Any one from Russia Language (Committee, 2018 BS (July 1961).

Here the technical and Vocational Schools have given some prioroties,multi purpose

High schools were established on 1960 and the first multipurpose Highschool was established in

Pokhara though it was not very well organized. (Aryal K. R., 1970)

Tribhuvan University started functioning in 1959 and by 1961 it started to offer Post

graduate Courses (Aryal K. R., 1970). The function of the university was providing affiliation to

the colleges and securing affiliation from other universities of the world and conducting post

graduate programs own its own. It has conducted different examinations on under graduate

courses in 1960 AD such as B.A., B.Sc., and B.Com. M.A. and B.L.

Technical training Institute was established in 1930 AD (19/11/1987 BS) in Kumari

Chowk, Kathmandu with the skill trade in textile. (Campus, 2020) And It started to offer a Sub

Overseer course in 1942 (17/10/1998) In 1959 Civil overseer started in the institute at

Pulchowk known as Nepal Engineering Institute. Likewise in Thapathali, Technical Training

institute was established in 1963 and offered technician courses in General Mechanics, Auto

Mechanics‘, Electrical Engineering and Mechanical Drafting (Campus, 2020). When New

Education System Plan Introduced in 1972 Nepal Engineering Institute and Technical Training

Institute were made a part of the Tribhuvan University, these two Institutes were renamed as

Pulchowk Campus and Thapathali Campus. The curriculum of these Institute were formulated

by incorporating some general courses such as English, Nepali and Mathematics etc. and started

full-fledged 3 years Diploma courses.

National Education System (2028.BS-2032 BS)

Technical and Vocational Education was given the priority. It has implemented

throughout the country in phase-wise. It has defined the curriculum as (a) At the primary level

the emphasis will be on teaching rudimentary skills in reading, writing and arithmetic along with

some instruction in an occupation connected with realities of life, specially an elementary

knowledge of agriculture. (b) The lower secondary level will emphasize character‐building and

developing dignity of labor. (c) The secondary level will emphasize development of vocational

knowledge. (d) The higher education level curriculum will be designed to meet manpower

requirements. (e) Hygiene and physical education will be given due place at all levels (NESP,

1971). In this curriculum Vocational education in secondary education is given priority and the

vocational subject was given 200 full marks.

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Multipurpose High schools also could not function well as desired to produce human

capital required to the market. There were also problems in the implementing of NESP; therefore

it became one of the failure Vocational Education Systems of Nepal even though it left an impact

on the need of Vocational Education to the school graduates. Where it was lacked behind was

done some preliminary study.

There were eight Commissions formed since 1954 to 2019 AD. All these commissions

have some sectors on Technical and Vocational Education and their curriculum. The Quality of

education depends on the quality of implementation, it was realized during the study period by

the Royal Higher Education Commission (2040 BS); therefore they have recommended with

emphasis on teacher training. ‗The commission also suggested that an in-depth study be done on;

(a) level-wise objectives of education; (b) curriculum, textbooks, and teaching materials; (c)

standards of teaching; (d) teaching methodology and evaluation system; (e) service condition of

teachers; (f) equitable expansion of education; (g) emphasis on vocational education; (i) trade

schools and self-terminating skill training programs; and (j) educational management, finance

and peoples‘ participation (Kafle, 2007)

The Royal Higher Education Commission.

It was formed on the commission explained on higher education particularly Technical

and Vocational Education established since 1975 onwards, 1989 BS established Technical

School, and ‗Adharii Education was for vocational training. On the basis of the report; in 2003/4

BS started veterinary educational training for 6 months and 2004 BS Forestry training center.

These programs were aimed to produce basic skilled human resource required to work on

(Commission R. H., 2040 BS). After Establishment of TU curriculum development takes place

in higher education, it has developed curriculum for Intermediate, Bachelor and Master‘s degree

program by 2018 and the Science curriculum developed and program began since 2022 BS

(Commission R. H., 2040 BS). In Medical education, Health Assistant training program started

since 2018 for the SLC pass students, it was 2 years training course and staff nurse program

started with the duration of 3 years after SLC pass, the first batch was in 1970-73. In technical

Education, by 2022 Overseer course started, this was also for SLC pass with 3 years of duration

(Commission R. H., 2040 BS) .

They have emphasized to train the teachers but there is no proper technical teacher

trainng institute in Nepal. Tribhuvan University had established one in Santhimi, this was

scrapped and genral education promoted as if they do not need any.

Another National Education Commission formed on 2049 BS, the commision formed a

sub committee to study on technical education in higher level (commission, 1992 AD ( 2049

BS)). The commision identified the five areas of specialization subjects those were five areas of

specialization: General, Technical, Polytechnic professional, and Sanskrit and under the policy,

the commission emphasizes on technical education as: c) To erect a technical school at each

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regional development center and to set up other technical institutions under it as required

(commission, 1992 AD ( 2049 BS)).

3.1.2. Curriculum of Secondary Education.

During NESP, vocationalization of the education was highly prioritized but when the

curriculums revised in 1981 AD, vocational subjects were considerably scaled down to bear the

full mark of 100 only and its importance was reduced almost to nothing. Once again, in the past

decade the more pertinent vocational subjects were replaced by less important subjects for

making living of the graduates.

A slight change in politics made changes in curriculum, without proper evaluation and

research on the good aspects and reforms. Vocationalization of education should have proper

infrastructure, teacher training, incorporating with production and market.

In Higher education, the commission had highlighted on curriculum with dissatisfaction.

The improvement of curriculum on the basis of scientific approach has not been evolved which

should be an institutionalized and continuous process, such attempts are sporadic till the date.

The activities of the Curriculum Development Centre are limited to Nepali, introduction to

Nepal, English and population education - the four compulsory subjects‘ (commission, 1992 AD

( 2049 BS)).

The policy of emphasizing on production of skilled and knowledgeable human capital

required for the planned development of the country, appreciable investment has been made in

developing the physical infra-structures of the four Technical Institutes and their campuses, with

more of the same on the pipe-line. (commission, 1992 AD ( 2049 BS)). ‗Institute of Engineering

has opened classes at the graduate level engineering subjects since 1976; they were suspended

for 4 years, and have been resumed since 1982. Similarly, the Institute of Forestry has been

conducting graduate programs since 1981. As for the Institute of Science and Technology, not

only has it continued the post-graduate courses, it has also attempted to carry out Ph.D. level

programs on a regular basis (commission, 1992 AD ( 2049 BS))

3.1.3. Higher Level Education Commission.

it was formed in 2055 and it had recommended to improve the structure as 1-5, primary

education, 6-8 Middle Class, 9-10 High School and 11-12, which aligned to the international

level, School level 12 years, excluding pre-primary level. When the students are graduated from

School level 50% go to technical education another 50 % preferred other subjects but in Nepal

only 6% have preferred for Technical and Vocational subjects. ‘It indicates that our educational

system has not been aligned with the requirement of the development. It has created

unemployment to the large number of youth. (Comission H. L., 2055 BS ( 1998 AD)) .

3.1.4. CTEVT Establishment.

In 1989, the Council for Technical Education and Vocational Training (CTEVT)

established with the objectives to produce basic level and middle level human resource (CTEVT,

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2012 AD). With the establishment of CTEVT, Technical and Vocational education created a

road map on producing middle-level human capital. Since its‘ inception has been conducting

long term and short term courses. The commision pin pointed to the quality of its graduates

which are found with directionless and uncertainity. It is an indicaton of lack of coordination

and unable to provide training as per the need of the country (Comission H. L., 2055 BS (1998

AD)). The comission suggested to the curriculum as per the need of changing the situation of

the market and the avaiable teaching-leraning amterials should be made easily available to the

stake holders (Comission H. L., 2055 BS (1998 AD)).

3.1.5.Higher Level Technical Education. The commisions envisioned to produce Higher level technical manpower by providing

different types of technical education such as Civil Enginering, Mechanical, Agriculture and

Forestry, Medicine, Food Technology, Science . Mainly these are the separated area of study

by the students (Comission H. L., 2055 BS (1998 AD)) . The comission has not come up with the

proper curriculum even in higher education in Technology. It will have made the country

independent financially. The quality of education even in higher level also found not par the

required standard to compete in global arena. The quality aspects shold not be compromised , it

begins wit the curriculum foramtion and its delivery.

Basicallt when there is some political changes in the country, there has been intervention

by the government in the education sector , since the quality of the education was highly

undermined by the Rana and Panchyat regimes. The quality of education begins with its

curriculum formation ad implementation, if thre is no properly trained human resource , the

implementaiton would be a great problem.

3.1.5.High Level Education Comission (2075 BS).

This is an another comission that was fomed by The Ministry of Education, Science and

Technology in 2075 BS (2019 AD).Their Main focus was the education should be according to

the vision of the Constitution and They viewed ‗ education as scientific, technical, vocational,

skill based and employment-oriented and people-friendly. In Nepal the education and the

curriculum have not been implemented after the projection of the employement of the

graduates‘ (Commission H. L., 2075).The stake-holders‘ involvement in making curriculum has

been undermining through out, therefore it has discovered the skill required and the skill gap has

been increaing drastically.

The envisioned policy on curriculum has not been aware of what is going on in the

Technical and Vocationa sector of education. In which arena are we in for educational

development of the country has to be identfied with how to prepare the youth for combating with

incoming challenges in their life was ignired.

In Nepal, if there are political changes that takes place some sort of education

commissions are formed to reform the educational system but they have not come up to solutions

of the challenges posed by the education in the development of the country.

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3.1.6.Technical and vocatinal Curriculum in International Arena.

Here in this study few countries and their effort in developing Technical and Vicational

education have evloved being described. In Asian countries, Sigapore and Sount Korea are the

examples of development with the support of Technical and Vocational Education. The

development has been taking place rapidly in techology since second Industrial revolution,

its‘major fruits was ripped by th Government of United Kingdom. The first systematically

Technical and Vocational education was introduced by Victor Karlovich Della-Vos, a Russian

Educationist, he appointed director of Moscow Imperial Technical academy, ‗During the first

year, the sequence of courses for each subject was decided upon and then implemented;

additionally, lists were made of the apparatus, models, machines, and other devices which were

absolutely necessary for the academy's operation. (John, 1984 - Note 29 P.) His contributed in

the curriculum formation to prepare human capital required for the development of the country,

only this human capital will lead the industrial revolutions.

Curriculum development system could be viewed as demand and supply side? What

could be the demand in 21st century, which will enter in full force to the 4IR?

On the demand side, it should reflect the need of industries in relation to workforce

preparation.‘ Emerging trends in the private sector should inform the regularly, pro-active for

updating of curricula and training regularly that include these changes.

On the supply side, it is necessary to explore how new qualifications and competencies

are phased into curricula and training regulations at the systemic level, in accordance with the

structural requirements of the respective TVET systems. Secondly, systemic innovations must

translate into both the implementation level, and those at the teacher-learner interface level, so

that teachers are trained and learners benefit accordingly‘ (Swars, Nov,2019) . Developed

countries are concentrated in preparing their workforce as per the market need; the market need

is going towards the automations, humanoid robotic operational mechanical sector.

Skills that are required for 21st Century for entering the job market and making decisions

are highly important; these skills can only be developed by preparing a useful framework and its

rationale in TVET curriculum without leaving behind three strategies on TVET sector of

UNESCO; these strategies are: a).Fostering youth employment and entrepreneur,

b).Promoting equity and gender equality and c).facilitating the transition to green

economies and sustainable societiesiii

(Pavlova, 2018). How the green economies could be

created? Everyone interested in education and development need to be studied, discussed and

make decisions.

3.2. Industrial revolution and Technical and Vocational Curriculum.

Since the industrial revolution, the importance of human capital production increased

drastically, it has been pressurized to review and renew the Technical and Vocational education

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curriculum and the improvement in the infrastructure, workshops facilities, trainers production,

alignment with the market. With this one education become lively.

New Innovatons.

Industrial revolutions have tremendous effect in the life of people, first, the industrial

revolution was the cause of industrial growth on coal, iron, railroads and textiles and second

industrial revolution 1870-1914 labelled as second industrial revolution, the revolution

expanded of electricity, petroleum and steel (Chapel, 2020) . The industrial revolution was the

main coause to bring changes in human life and its sophestications, improved production,

railroad constructed, new materials formed such as iron to steel, it has being utilized for

construction projects,industrial machines, ships and many other items (Chapel, 2020).

Revolution on transportaton by the invention of steam engine and locomotive

development baiscally the railroad construction. The machines and railway engine was powerd

by the coal generated steams, it was more cumdbersome to operate.

Many activities were done only in day time since there was no electricity, candles,

gaslamps, oil lit lamps were used to light homes and factories . The first generator was used in

1870 for the public consumption and in 1881 Great Britain installed the first power station; in

1910 they have started to distribute elctricity to light households.

3.2.1.Revolutionization in Automobiles.

Eletricity used to power the transportaiton system, the first one established as railroad in

Berlin- Germany as early as 1880, it replaced hrse driven carriages. In 1901,gugelielmo Marconi

send radio waves across the Atlantic Ocean for the first time (Chapel, 2020).

The Mgrant from Europe set up cotton and other industries in America and the America

civil war (1861-65) known as indusrial war, it increased urbanization and rapidly industrialized

and by 1900 United States surpassed manufacturing and 24 percent worlds output (Academy,

2020)

3.2.2.Ist And II

nd Industrial Revolution And Human Resource Development.

The industries were growing rapidly, trained human capital was seriousl lacking in the

market, appreticship mode of technical human resource was lsow process, they could not cope

with the vast transforamtion in the industrial area, production of machines to urbanization

process. After the first Industrial Revolution, vision on education has paradigm shift and the new

ccurriculm emerged to select variety of electiv course.‗This type of education was described by

the Harvard President Charles W. Eliot as ―The New Education‖ and offered a dramatic shift

away from the dominant classical education eloquently outlined in the Yale Report of 1828iv

(Penprase, 2018).So, it became a catalyst to develop a sytem of producing huaman rsources

requred to cope with the production, it lead to design and develop curriculum for human resource

development.

Many jobs oppertunities brought in by the industrial revolution and the society slowly

drifted from agricultural production to the industrial production, it also pressurized to

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mechanized production in agriculture to fullfill the food demand of urbanized population. It

indicates that all areas of development need properly trained human capital.

The swift changes in the production area poses challenges in human resource

development.Many opportunities opened up by these Industrial revolution, basically in the

Technological sector,machines and wood to coal energy, internal combustion engine

development and others. These have lead to new level of education , shift the concept cognitive

level to combination of skill and knowledge for the greater efficiency in production.

3.2.3.Third Industrial Revolution And Its Impact On Curriculum.

The Out come of the third Industrial revoltion was the development of communication

technology and Computer technology, web based interconnectivity particularly since 1980 and

1990 own wards. Now it opened the immense challenges in the curriculum formation to cope

wit the changing concept and tackling accordingly.

The Third Industrial Revolution, contributed to the development of computerization and

web-based interconnectivity, this was the decade of 1980s and 1990 and now, it is having

rippling effects upon society, politics, economics and education throughout the world.

Without properly ripping off the benefit of third industrial revolution by the under developing

and developing countries, another revolution has popped up in the horizon.

Covid -19 has another challenges to the developing world, the education has to be

delivered by the use of webinar even for the lower grade students; it has made compulsion to use

the technology for the educational attainment, which was long ago taken place in the developed

countries.

One of the largest ripples from the Third Industrial Revolution was the move toward

online education, which culminated during 2012 as massive online open courses were expected

to completely displace traditional in-person higher education and expand access to university

education to millions of previously un served students across the world‘ (Penprase, 2018). This

has opened wider access to the education even from the best universities, how the learner harness

this opportunities depends on individual.

3.2.4. Fourth Industrial Revolution (4IR) and Its Impact in Education.

The Fourth Industrial Revolution (4IR) is sometimes described as an incoming

thunderstorm, a sweeping pattern of change visible in the distance, arriving at a pace that affords

little time to prepare. While some people are ready to face the challenge, equipped with the tools

to brave the change and take advantage of its effects, others do not even know a storm is

brewing. (Jamira Burley & Justin W Fleet ., 2018) ‗4IR is ―a fusion of technologies that is

blurring the lines between the physical, digital, and biological spheres‖ (Jamira Burley & Justin

W Fleet ., 2018)

The fourth Industrial revolution began in 2000 AD and will remain until 2030; it has

major characteristics such as Artificial Intelligence (AI), Big Data, Robotics, and Internet of

things, 3D printings and Quantum computing. (C Kayembe and D Nel, 2020)

13

If we take an general interview with the general public about the third and fourth

industrial revolution, most of them found uncomfortable, since the technology how fast been

changing to make the life more and more comfortable of the people, with the Artificial

intelligence (AI), biotechnologies and nanomaterial One example of the emerging reality within

the 4IR is the development of synthetic organisms (life from DNA created within computers and

bio-printed) manufactured using robotic assembly lines, where nanomaterial provide immense

improvements in the efficiency of production and with virtual world, the Industrial revolution

enters in the fourth stage.

The Fourth Industrial Revolution and Higher Education

A survey of 800 high-tech experts and executives determined a series of dates by which

tipping points would be reached. Examples include implantable cell phones by 2025, 80% of

people with a digital presence by 2023, 10% of reading glasses connected to the internet by

2023, 10% of people wearing internet-connected clothes and by 2022, 90% of the world

population with access to the internet by 2024, 90% of the population using smartphones by

2023, 1 trillion sensors connected to the internet by 2022, over 50% of internet traffic directed to

homes and appliances by 2024, and driverless cars comprising 10% of all cars in the United

States by 2026v (A.Peter, 2017) These some changes will take place like wise other changes will

also be taken place in construction Industries, food production, automobile and transportation

industries and others. Most of these will be automation and large chunk of present human

resource should have been upgraded to adjust the incoming technological intervention in the

market.

Wheel and Motion: The wheel technology on transportation occupied almost ¼ of the fertile

land, how to overcome with the wheel technology for creating speed and motion that are plying

on the road would be another incoming opportunity in technological world to research and

develop the technology, all these aspects have to be catered by the curricula which would be a

part of the 4IR.

4. Study Outcomes on the TVET Curriculum of Nepal.

a).Nepal is a developing country, where Technical education has been a talk since 2011

BS, when it comes to implement, the budget, human resources and cut off from the market, till

the date the budget part is almost 1% of its GDP.

b).Some other challenges are lack of understanding of Technical and vocational

education and its implication in poverty reduction and development, the action in curriculum

formation and infrastructure development are also discovered during the time of study.

c).Where, what and how the industrial revolution is taking place are not known by the

stake holders, so the industrial revolution do not have even small portion of its trickledown

effect.

We are in the fourth industrial revolution.

14

d). Curriculum implementation found poor and the recommendations were not translated

in the program.

e). TVET teacher/ Instructors training was not taken care seriously, so the delivery of the

curriculum found not being effective.

f). heavily centralized curriculum that do not reflect and cater to the need of the society.

The modern age has entered in the Virtual world and used in learning and training areas

effectively. Virtual method of training in TVET subjects found more effective than the

traditional approach.

g). Local government is responsible for conducting school level of education and the

education policy allowed to prepare curriculum on local culture, history and tradition.

5. Challenges to Develop the TVET Curriculum of Nepal.

a). The technology has been changing rapidly and with the changing pace TVET sector

should be updated regularly. What does it mean? It means continuous research, evaluation and

monitor of development pace locally, regionally and internationally.

b).With the changing perspective unwanted course removing and adding up in the course

contents and training of the instructors regularly, which seems a bit costly to the under

developing and developing countries. If the pace of the development not been caught by the

TEVT sector unemployment will be crippled in unexpectedly since the industries, service sectors

technology, working conditions and expertise found drastically changed.

c).Centralized curriculum: It does not represent the local aspirations and requirements of

the people and the market since Nepal will be facing sporadic development, particularly in

industrial development. Use of automation technology in industries which is already

demonstrated in the market would be great impact in curriculum making.

d). Research on curriculum is nonexistent, CDC is established but it is lacking to carry

out proper guidance and research in curriculum making. Research is almost none on curriculum

transformation, drawing attention of the stakeholders such as CTEVT, UGC, Ministry of

Education and Local Government is also a challenge.

e). Stakeholders industrialist inviolvement in curriculum making of TVET is

nonexistence. If asked also for just namesake. How to involve the stake holders meaning fully in

curriculum reform as per the need of the market? This is also a challenge in present setup of the

curriculum formation practice.

f).Financial constraints for research and renew curriculum time and again, concept

research is very little among the policy maker; it also a challenge in developing proper

curriculum.

15

g).Decentralization of TVET curriculum: The proper human resource on preparing

curriculum as per the requirement is lacking in Nepal; without proper human resource

development in curriculum making of TVET sector, decentralization of curriculum will not take

off.

h).Curriculum preparation to align with 4IR. Is the educational system of Nepal ready

for the frog leap to advance its education to cater for 4IR? Preparing the curriculum and training

of teachers/ instructors for implementing a challenge to the situation of Nepal.

i) Educations policy makers on the challenges for curriculum formation and its‘ stake

holders for the nature of curriculum development reform and continuous process and improving

the infrastructure accordingly.

6. Recommendations.

On the basis of the study, the following recommendations are drawn;

a). The curriculum making should be decentralized; philosophically it has accepted in the

education policy of 2075. It should be extended to the school and class room-based as well in

order to bring innovations in technology and pedagogy.

b).Developing proper human resource on TVET curriculum formation, the government/

Universities need to produce human resources with the mandate of piloting-reviewing and

handing over for implementation. After this, there should be continuous research and review on

the curriculum.

c).Education Policy makers have to be made aware on the transforming situation of the

labor market, technology, incoming trend in the market, so that they will be able to cope with

the changing pattern of economy and need of the required human resource for coping with the

emerging challenges in the trichology and knowledge.

d).Enough resources for the TVET sector should be allocated, in order to produce

competent human capital will be competent. There should be at least 6 % of the GDP only for

the TVET sector and allocate funds for the research on the market and introducing new

technology in the workshops.

e).Polytechnics should be made independent, with the quality assurance body in

Provincial level or National Level and the body should also be made responsible to certify prior

learning after testing their learning competencies. It means in the context of Nepal NSTB

should also be decentralized and the competency based technical training should be intensified.

NVQS should be implemented to make sure the upward linkage in competency and knowledge.

f).TVET in General school would not work since they have different pedagogy in

learning and demands the competency in the market. Heavy burden on the student should be

16

avoided to make more enjoyable learning in the TVET sector; this should be taken care by the

policy maker and curriculum designer.

g).The curriculum should be made to encourage innovations, the curriculum designer

should be more aware on the delivery approach of the curriculum to energies students and

instructors to motivate in innovations. If the Instructors, lecturer are well trained they will come

up different approach to make their students competent in their areas. These Instructors will also

complement with additional requirements to enrich the curriculum.

Conclusion:

The study identified that the trapezoidal relation with Industries, Academic Institutes,

Educational authorities (Particularly responsible for TVET) and Institutions that are providing

Technical and Vocational Education. Implementation part has been lacking in Nepal, most of the

time TVET has served the political interest not the interest of the people, therefore the

investment was lacking heavily to the sector and private sector was also towards profit making

out of the institutes that are allowed by the government. This is a right time frog leap with proper

investment to prepare human capital for 21st century; still it is not being late but lagging behind.

All in all the objective of the study is met with the drawn recommendation and identified the

changing trained in TVET sector.

The end.

17

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End notes:

i Education In Nepal Report Of The Nepal National Education Planning Commission Prepared By

Members Of The Commission Edited By Sardar Rudra Raj Pandey—Chairman Of The Commission

(Chairman Of The Board Of Education Of Nepal) Kaisher Bahadur K.C.—Critic Member Of The

Commission (Secretary Of Education, Government Of Nepal) Dr. Hugh B. Wood—Educational Advisor

To The Commission (Professor Of Education, University Of Oregon, USA) Published By The Bureau Of

Publications College Of Education Kathmandu, Nepal. ii Adhar Education was a part of skill based learning.

iii Education 2030 and the Significance of 21st Century Skills: Implications for TVET, Margarita Pavlova

Director UNESCO-UNEVOC Centre (Hong Kong) 17 April 2018. iv Originally, this report was published in Yale University, Reports on the Course of Instruction in Yale

College: by a Committee of the Corporation and the Academically Faculty (New Haven: Hezekiah Howe,

1828). I have taken it form the research article authored by B. E. Penprase (*) Soka University of

America, Aliso Viejo, CA, USA e-mail: bpenprase@soka.ed N. W. Gleason (ed.), Higher Education in

the Era of the Fourth Industrial Revolution, https://doi.org/10.1007/978-981-13-0194-0_9

v Michael A. Peters, ―Technological Unemployment: Educating for the Fourth Industrial Revolution,‖

Journal of Self-Governance and Management Economics 5, no. 1 (2017): 25–33. 32Ray Kurzweil, The

Singularity is Near (New York: Penguin, 2005).

Note on BS.

This Is Bikram Sambat. It is also known as Bikram calendar, Historical Hindu calendar and Official

calendar of Nepal. It is 57 years ahead then Gregorian calendar, now it is 2077 BS.