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Way Paved by TfE

Way Paved by TfE

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The Way Paved by TfE

PublisherTraining For Employment (TfE) Project

Write-upBadri Paudyal

TranslationSagun Lawati

Advisor/MaterialsSrijana Karki Thapa, TfEDevi Prasad Dahal, TfE

DesignEffect Design HouseKathmandu, Tel: 98510-72260

PrintJagadamba PressHattiban, Lalitpur, Tel: 5547017

© CopyrightTfE, 2008

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Way Paved by TfE

Publisher’s Note 5

MessagePrivate sector should take lead 7- Ek Bahadur Gurung, SDC Nepal

Social role of professional organization 9- Dev Bir Basnyat, Alliance Nepal

Need of expansion 11- Devi Prasad Dahal, TfE

Training for Employment (TfE) projectTarget Group: Out –of - School Youths 16Status of technical education 17Vocational Pathways 18Program and working modalities 19Training package development and implementation 19Monitoring and evaluation 21Psychosocial Approach (PSA)2 24Individual Quality Project for Institutional Development 26Peer Exchange Group for Mutual Benefit 27Local human resource development fund 30Post-training activities 31

Content

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Vocational training and employment situation 32Information and network 34Transformation in partner training centers 36Main achievements and lessons 37

Box materialsTfE: Major concept of second phase 15Technical education and vocational training policy 16Vocational training cycle 18-1960 thousand income on training period 20Those conducting training in private resources 21Critics themselves praise achievement 24Training boosted confidence 25A successful farmer 26Changes in life 27Struggle of a ‘little’ doctor 28-29Earning with learning 30Gathering experience and capital 32Writing future course of action 34-35Beginning of sound record keeping 36New technology in Welding 37‘We have become professional’ 38Contribution of Placement Unit 39

Chart, Table and MapCurrent and Future Models of Technical Education and Vocational Training 17Participation in Piloted Training Programs 21Training Packages and Implementing Centers 22-23Technical Training Providers and Employment 33

AnnexTraining Packages Developed by TfE 40-41Participation in Pilot Trainings and Employment Status 42-43

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aunched in 2000, Training for Employment (TfE) project suc-cessfully completed its programs in March 2008. During this

period, the project has left behind important marks in Nepal’s educa-tion sector, particularly in technical education during this period. Thispublication contains the achievements of the project.

Technical and vocational education has yet to get due recognition inNepal’s education system. The available infrastructure, facilities andhuman resources are not adequate against the demand of such edu-cation in the country. There is a problem in uniformity, standard andlegal status of the available programs. In this backdrop, TfE startedits programs some eight years back and has been able to establishvarious bases for creation of skilled human resources, which is suitedfor national and international labor market. It has also made relevantstakeholders aware on present status of TEVT (Technical Educationand Vocational Training) sector and laid foundation for future to makeit quality oriented and well recognized.

In order to sustain the projects executed by TfE and to give continu-ity to these programs run over the years, this booklet has been pub-lished. The booklet is expected to provide basic guidelines for thoseworking in technical education and vocational training and be a refer-ence material for those interested. We believe that the booklet will bean important souvenir of TEVT sector.

The booklet contains introduction of TfE, present scenario of techni-cal education in Nepal and future course, programs of the project and

Publisher’s Note

LLLLL

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brief information on working system. This publication also coverstraining package development of TfE and its implementation, moni-toring and evaluation, psycho-social approach, institutional develop-ment of training centers, creation of peer exchange group as well ashuman resource development fund created in making the trainingssustainable, self-reliant and pro-poor. It also highlights post trainingactivities, employment situation of the trainees and changes in theTEVT institutions. The booklet is an overall picture of achievementsand future lessons learned by TfE over the years.

The booklet further contains various trainings organized by TfE inpartnership with different technical training centers, experiences oftraining providers, and success stories of the trainees. The bookletgives an overview of training programs executed as per TfE pro-grams in Nepal’s map. Various graphics and charts will show thepresent scenario of technical education in national education system,future model of vocational education, duration of such training, pre-requisite, partner training institutes, trainees and their classification,employment situation etc.

The publication is with you now. We hope the path drawn by theTraining for Employment is certainly fruitful for you. We expect yourcomment, suggestion and critique for future improvement.

Training for Employment (TfE) projectTraining for Employment (TfE) projectTraining for Employment (TfE) projectTraining for Employment (TfE) projectTraining for Employment (TfE) projectAlliance for Social Mobilization (Alliance Nepal)Alliance for Social Mobilization (Alliance Nepal)Alliance for Social Mobilization (Alliance Nepal)Alliance for Social Mobilization (Alliance Nepal)Alliance for Social Mobilization (Alliance Nepal)

Swiss Agency for Development and cooperation/Nepal (SDC/N)Swiss Agency for Development and cooperation/Nepal (SDC/N)Swiss Agency for Development and cooperation/Nepal (SDC/N)Swiss Agency for Development and cooperation/Nepal (SDC/N)Swiss Agency for Development and cooperation/Nepal (SDC/N)

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raining for Employment (TfE) has given many valuable and prac-tical ideas, which will be helpful forever, even though the project

is over. TfE programs have directly affected mass of youth of whichmajority belong to the category of out of school youths. Every yearabout 500,000 students quit school and enter the labor market. Thisyouth mass has ample potential to contribute in the country’s economyif they are given the right opportunity; TfE here played the role of eye-opener for many.

Although the state should be responsible for such programs, how-ever, inefficiency and bureaucratic red tape has always been an im-pediment in this regard. The Council for Technical Education andVocational Training (CTEVT) has rather played a facilitative role to-wards more than 300 private technical training institutions in the coun-try. Therefore, the Training for Employment (TfE) Project came intoscenario with support from Swiss Agency for Development and Co-operation and to be executed by a private sector organization – Alli-ance Nepal, to test the abilities of private institutions.

TfE has certainly not been able to provide support to all trainingproviders, but some private and public institutions have benefitedfrom the project. Saleable technical human resource is in the markettoday. The private training providers have started to properly man-age, standardize, and bring in institutional reforms. There was nodatabase on requirement of technical human resource for domesticuse and what skills should Nepali youth learn for foreign employ-

Private sector should take lead

Ek Bahadur GurungSenior Programme OfficerSDC/N

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ment. But with the launch of TfE, it became clear that Nepal shouldencourage producing skilled and semi-skilled human resources.

The proper utilization of Human Resource Development Fund withthe District Development Committees (DDCs), which is targeted forpoor and disadvantaged groups, is among the incomplete tasks ofTfE. Multi-sectoral financial support from various NGOs and INGOsin the respective districts is required to make the fund more effectiveand sustainable. Monitoring for effective utilization in areas where itexists and expansion to other districts are the requirement.

TfE project has not only supported development of technical skills,but has also played a role in social reforms and changes. It is inclu-sive with overwhelming number of youth participation of excludedgroups such as poor, women, Dalits. It has also broken the age-oldtradition that elite shouldn’t involve in technical and manual works.

The project significantly provided inputs in policy measures of voca-tional education system, which is clearly mentioned in the Three YearInterim Plan (2007-10) and the Technical Education and VocationalTraining Policy. These two important policy documents have highlyemphasized employment-oriented technical education and vocationaltraining, open education system and social inclusion as tools for de-velopment. This is TfE’s important contribution towards reformingNepal’s technical education and vocational training field.

Alliance Nepal has gained specialization and experiences in many fieldsincluding development of training programs, need assessment, selec-tion of trainees, market survey, strengthening of training centers etc.during years of implementation of the project. Alliance Nepal todayhas become an umbrella organization in private sector for technicaleducation and vocational training. Many new donors have showninterest in this field. Alliance Nepal should now take initiative with its8 years long experience to continue the programs.

Setting of standard for technical and vocational education, increasingaccess of skill testing and certification system, expansion of trainingfor trainers, institutional development of traditional skills and manymore are yet to be done. Government’s role in these endeavors isalways there, but the private sector should also take a lead to realizeabove-mentioned challenges. And, Alliance Nepal is there to meetthe goals.

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he Training for Employment (TfE) is the first pilot project inNepal, executed by private professional organization in the field

of technical education and vocational training, which is targeted forpoor and socially excluded groups.

Alliance Nepal is a private professional organization working in thefield of human resource development. Even though, we are a profes-sional organization working in the field of human resource develop-ment, we have been successful in executing technical education andvocational training with high rates of success. With this, we are to-day known among the public, private, national and international sec-tors as well as concerned stakeholders in the field of technical educa-tion and vocational training. Their confidence has increased towardsus.

TfE experience has widened the working area of Alliance Nepal. Al-liance Nepal and its directors and colleagues are experts in naturalsciences, human resource and institutional development as well asindustrial engineering. However, the TfE project has added valuesand expertise in the field of technical education and vocational train-ing. Some of Alliance Nepal’s directors and partners have now de-voted themselves into this field, which will ultimately benefit the or-ganization.

The successful implementation of TfE has opened doors for otherdonors to work together with Alliance Nepal in the field of technicaleducation and vocational training. A US development agency USAID-

Social role of professionalorganization

Dev Bir BasnyatManaging DirectorAlliance Nepal

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funded project to develop curriculum, trainers training and programmonitoring for agricultural technical education is being executed byAlliance Nepal. It has already carried out short-term training pro-grams for the International Labor Organization. Some other projectsare underway for contract agreement, while Alliance Nepal has par-ticipated in open competition for some others. New responsibilitiesand opportunities are being awarded to Alliance Nepal in the field oftechnical education and vocational training are mainly due to success-ful implementation of TfE.

There are plenty of vocational training programs and providers butthey are not uniform. Alliance Nepal focuses on vocational trainingsthat are standard, highly qualitative and institutional. We will con-tinue to strive at providing such trainings in the future.

We are ready to forge partnership with all public, private, donorsand training providers. For this, Alliance Nepal has expanded its physi-cal infrastructure and presence. Alliance Nepal has decided to open afield office each in eastern and western Nepal.

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he Training for Employment project period has been completed.But its achievements over the period of its implementation is

rather important than its phase out. Four-five major achievements ofTfE in the last years can be clearly observed and seen. The firstachievement is that the project provided technical and vocationaltrainings to about 90 percent out of school youths and opened doorsfor employment for them. Altogether 854 youths, who failed to passclass 10, benefited from the trainings in the last three years.

The success of technical education and vocational training dependupon the utilization of technical, social and other creative skills gainedby the trainees, as well as the number of employed trainees. Of thetrainees of TfE supported programs, 95 to 99 percent have beenfound to be ready for employment, while in some cases 100 percenthave got jobs. Otherwise average 75 percent trainees are jobholdersnow.

The project has been able to cast away a belief that donors would notsupport long-term training programs and short-term trainings will notbe helpful in creating employment opportunities. The project receivedsupport from 18 different donor agencies in 14 test training programs,while some showed interest to continue their support. Alliance Nepaland TfE had conducted a three-and-half-month program with supportof the ILO, of which one month involved on the job training. Afterwhich 90 percent trainees acquired job opportunities.

This project has not only revealed the need of vocational training course

Need of expansion

Devi Prasad DahalProject ManagerTfE

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but has also helped to create a basic concept and infrastructure for thetechnical education and vocational training. The concept has been ap-proved by the recently promulgated National Vocational EducationPolicy.

The peer exchange group (PEG) established with the help of TfEhave expressed their commitment to continue many programs evenafter the termination of the project. These groups have set up stan-dard for technical skills, established PCMU (placement, counselingand marketing unit) in training centers, publication of bulletin andnepalworkforce.com website. The women instructor’s PEG has cre-ated database of women technical instructors and now in the processfor formal registration of their group.

The institutional development of the training centers is yet anothermajor achievement of the project. Various training centers includingNepal Polytechnic Institute, Nirdhan Polytechnic Institute, MahakabiDevkota Higher Secondary School, Baijanath Engineering College,Madan Bhandari Memorial Academy etc. have now changed a lot inrespect to physical facilities, training program expansion, managerialcapacity and long-term plan development. Among these, MadanBhandari Memorial Academy is preparing to develop as a technicaluniversity.

The human resource development fund is yet another initiative ofTfE, which is aimed at providing technical education and vocationaltraining for socially excluded groups. So far such funds have beencreated in seven DDCs and some of them have already started fund-ing people from poor and disadvantaged groups to attend trainings.

CTEVT should give continuity to programs developed by TfE for thesustenance of the achievements of the project. The national skill testingsystem should be restructured and new national standard should bedeveloped. All the concerned stakeholders and future projects will helpprovide support to continue TfE developed programs and initiativessuch as PEG, PCMU and Human Resource Development Fund.

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Training for Employment(TfE)

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ith the motive of closing in thecleavage between employmentopportunities and project pro-

grams, Training for Employment (TfE)project was launched in January 2000. Theproject ended on March 2008.

Supported by Swiss Agency for Develop-ment and Cooperation Nepal (SDC/N), theproject was implemented by private sectorinstitution, Nepal Alliance for Social Mobili-zation (Alliance Nepal), working in humanresource and institutional development. Themain objective of TfE was to produce gradu-ates through employment-centric vocationaleducation and training system. To achievethis goal, the project supported institutionaldevelopment of technical training providersalong with quality enhancement of trainingprograms to enable trainees to obtain em-ployment.

During the introductory phase (2000-02),TfE disseminated information on the projectand ensured that much of the graduates en-joyed access to employment opportunities.It extended support towards enhancing thequality of training and services, and main-taining good relations amongst the trainingcenters, graduates, business and industry.During this time frame, about 2,600 youthswere trained with two to six months train-ing. Sixty-five percent of them got employ-ment opportunity.

In the second phase (2003-07), the projectconcentrated more on the development ofthe training package, implementation, moni-toring and institutional development oftraining centers. During this phase, theproject educated political parties, parliamen-tarians and professionals on the shortcom-ing pertaining to Nepal’s General Educa-tion and Technical Education and VocationalTraining (TEVT) system. As a result, analternative provision is being introduced toyouths with below class 10 education.Technical Education and Vocational Train-ing Policy endorsed by Nepal governmentof late is also a contribution of such activi-ties.

A total of 854 youths were trained on 14test models developed by TfE project.

Project’s assistance was mobilized to estab-lish an orderly system in technical trainingcenters and promote mutual relations amongall stakeholders.

As a consequence, Madan Bhandari Memo-rial Academy Nepal, Nepal Polytechnic In-stitute, Nirdhan Technical Institute, ShreeMahakabi Devkota Higher Secondary School— Annex Program, Baijanath EngineeringCollege, Dolakha Multisectoral Training In-stitute, Far western IT Academy, whichearlier implemented tests in TfE’s support,continued the initiative in their own re-sources. By conducting regular vocationaltrainings, training centers opened up hostof opportunities for hundreds of schooldropout youths.

Assist institutional development initiatives to establish goodcontact between training centers and the labor market. Tak-ing this into consideration, the project will take up role ofservice provider or network training centers with other ser-vice deliverers such as technical training centers (TrainingInstitute for Technical Instruction — TITI), professional in-stitution, financial institution, exchange lessons learnt and sup-port dissemination of good practices and correct working pro-cedures.

Conduct quality projects to enhance infrastructural and mana-gerial capacity of training centers for institutional development.

Support and promote appropriate training programs for spe-cial target groups. For example, 30 percent of trainees, whoquit school before class 10, have to be women (out – of –school).

Develop mechanism to record expenses, distribution and mo-bilization of finances.

Promote common learning, exchange experiences of good prac-tices in maintaining training center’s contact with employersand process taken up to train out of school youth and women.

Develop communication network to run programs to advocateand lobby in favor of policy formulation and professionaleducation consistent with technical education and vocationaltraining.

TfE: Major concept ofsecond phase

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Target Group:Out –of - School YouthsTfE implemented its program with due fo-cus on out of school youths, particularlythose below class 10 education. The projectlaid utmost importance on social inclusion,with a priority on youths belonging to poorand backward groups.

Until recent times, 15 percent of those who

enrolled in class 1 passed SLC in Nepal.Despite some improvements, a majority ofchildren of poor and backward communityface similar situation in much of the govern-ment schools and villages. Much of the fivemillion youths who enter the labor industryevery year either never went to school ordropped school education midway.

Owing to the geography and socio-eco-

epal Government on September 20, 2007 en-dorsed Technical Education and Vocational

Training Skill Development Policy. The policy consid-ers issues such as extension of training services andopportunities, easy access and inclusion tototototo all citizensneedy of the training, integration of various trainingprocedures and training providers into a single sys-tem, streamlining content and production of trainingwith the demand of the economic sector, and sustain-able economic resource management to upkeep tech-nical education and vocational training industry.

Conceding the fact that a majority of youths in Nepalquit school before class 10 and a sizeable section neverattend school, this policy states that the graveness ofthe situation was heightened by the fact that such popu-lation are not included in technical education and voca-tional training, prepared for fruitful economic activitiesand not trained with useful vocational skill. Besides,conflict victims among others who have never been in-volved in the process of production add to the gravity.As a consequence, Nepal’s labor resources have notbeen productive in both domestic and external labormarket. This has negatively impacted employment andincome generating opportunities giving way to wide-spread poverty.

Taking these shortcomings into consideration and high-lighting the need to reach all levels of all professionswith competence training, the policy emphasizes the needto include those who are devoid of the opportunity topartake in simple livelihood and career development op-portunities such as gainful employment and self-employ-ment so as to overcome existing inequalities and struc-tural constraints. That is why this policy will focus onexpansion, access to and inclusion in employment ser-vices and opportunities so that the whole of the societycan enjoy respectable and equal access to work oppor-tunities.

Highlighting the need of concerted effort from trainingand employment market sectors, the policy has expressedfollowing commitment for the development of technicaland vocational training system:

Participation and commitment of all sectors of theeconomy and the society to provide plenty of qual-ity training to Nepali citizens to the extent possible.The state will encourage and support such trainingproviders by taking up liberal rule and law. Theopportunity for technical education and vocationaltraining is expected to grow four fold in the next tenyears.

Provide financial assistance to deserving citizens whoneed but don’t have the access and lack in monetarycapacity to pay for the training. Deserving candidateswill be conferred scholarship for at least one basictraining towards gainful employment.

Develop new training curriculum by restructuring ac-tivities of National Skill Assessment Committee asstandard professional capacity. As far as possible alltraining curriculum will include the provision of for-mal review and certificate.

All formal and informal learning, training center oremployment based, all methods can be recognized insuch system. One can advance to higher educationallevel and change course on the bases of such norms.

In a nutshell, this policy has addressed all needs anddemands pertaining to technical education and vocationaltraining sector in Nepal. Everybody including citizenswho wish to enhance productive capacity, training pro-vider who wish to be a part of human resource develop-ment and employees who wish to provide employmentand income generating opportunities to citizens of thecountry can reap benefits.

Technical education and vocational training policy

NNNNN

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nomic discrimination, a majority of the chil-dren in Nepal are deprived of good qualityschool education. It is in this milieu, tech-nical education and vocational training cen-ters across the country came short in meet-ing the demand, interest and capacity ofsuch youth population.

The crux of the problems lies with the edu-cation system in the country, which stipu-lates a minimum criteria of class 10 if notSLC education to participate in formal tech-nical education and vocational training sys-tem. That is why a chunk of productiveyouthful human resources seek employmentopportunities in the lack of adequate techni-cal skill and competence. In this scenario, theyeither don’t land a job or else are low paideven in case of employment. A large sectionof the youth, who joined the armed rebel-lion, as believed, belonged to this category.

To allow the deprived youth population toseek employment opportunity as competenthuman resources, TfE put together a train-ing program in partnership with public andprivate technical training centers, businessand industries. The project extended tech-nical and infrastructural assistance to bol-ster capacity development of training cen-ters as and when covering food, board andfee expenses of certain poor, socially dis-criminated and women trainees.

Status of technical educationThere has been an upsurge in the numberof skilled and semi-skilled human resourcesgiven the skill development trainings im-parted by government, public and privateinstitutions. However, there is no unifor-mity in the standard and expertise of thetrainees due to the dearth of specific train-ing duration, subject, curriculum, testingsystem, trainer’s qualification, laboratory,physical infrastructural among others.

Such trainees have not been able to meetthe expectation pertaining to low and me-dium level of technical human resources indomestic and international labor industry. Asa result, a sizeable chunk of laborers areimported into the country while thousandsof youths are opting for foreign employmentas unskilled workforce.

To produce skilled human resources, twinapproach of formal education involving simpleeducation and technical and vocational edu-cation need to be promoted. Both the edu-cation system should confer equal recogni-tion to the other, and allow mobility for stu-dents to shift from one system to another.

Simple education system in Nepal has spe-cific stages that allows upward mobilityfrom primary to Phd. However, technicaland vocational education only allows class10 pass students to move up to certificateor diploma level education (see chart: Popu-lar model). It is in this manner that the ex-isting formal technical and vocational train-ing system has not accommodated a large

Current Model

Technical Education andVocational Training

SDC/KEK/TfE

Future Model

GeneralTechnical

LearningOpportunities

CareerDevelopment

Skill Develop-ment Training

LivelihoodTraining

InformalEducation

Adult Literacy

General Education

Technical Education

Level 5

Level 4

Level 3

Level 2

Level 1

Higher

Education Level

HigherSecondary

Secondary

LowerSecondary

Primary

Higher

Education Level

HigherSecondary

Secondary

LowerSecondary

Primary

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chunk of the out of school youth force inNepal.

Nepal’s national education system whichconfers much recognition to simple edu-cation system does not given much con-sideration to technical and vocational edu-cation. Only three percent of those whoseek vocational education enjoy certainopportunities. That is why it is importantto confer opportunity of technical andvocational education to the deprived popu-lation, while making them quality based,able in addressing life needs and demandsof the labor industry. This calls forgroundbreaking improvement in Nepal’stechnical education and vocational train-ing sector.

Vocational PathwaysTo avail Nepali youths with employment

opportunities, TfE developed and pilotedvarious training packages on skill and com-petency. The experience of training pack-ages developed and implemented by TfE hasthrown up possibilities in developing tech-nical education and vocational training as anintegral part of Nepal’s education system.

TfE, supported by SDC, as a parallel alterna-tive to general education introduced the con-cept of ‘vocational pathway’ targeting the outof school youths (see chart: future model,p17).

This is surely the way forward for a coun-try like Nepal, which has failed to reap ben-efits despite all the potential due to the dearthof timely knowledge, skill and capacity inthe labor industry. Hence, if TfE trainingpackages were to be fully implemented asper their conceptual design, there will come

Pre-training stageCurriculum development through interaction withbusinesses and industries in accordance with thedemand of employment agencies, donors and mar-ket requirement.

Selection of appropriate trainees with support fromlocal non-governmental institution, school, FM ra-dio, newspapers, VDC and training graduates.

Notification and orientation to trainers on trainingcurriculum and study materials.

Pre-training consultation with potential traineesthrough Placement, Counseling and Marketing Unit(PCMU).

Identification of appropriate business and industryfor employment based training.

During training stageConduct class as per class plan.Class monitoring by principal and vice principal.Regular consultation to trainees by PCMU consult-ants.

Adequate experimental class facility inside and out-side the training center.Utilization of business and industry personnel andexperts as resource persons.On the job based training facility.Adoption of trainer-trainee two-way interactionmodel.

Post-training stageDiscussion with graduates on potential employmentindustry and possibilities of self-employment.Invite employment providers on graduation ceremonyto bolster graduates’ contact with potential employ-ment industry, assist graduates with distribution ofinformation on employment needs, bio data prepara-tion and application writing.Consultation to graduates on prospective professionthrough PCMU.Develop graduates’ contact with concerned law pro-fessionals, auditing firms, banks and other financialand supportive institutions.Study post-training situation of graduates.Review and upgrade curriculum through interactionwith business and industry, trainers, graduates andother stakeholders.

Impact on the activities of training centers that adoptedvocational training cycle system in partnership with TfE

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about a widespread improvement in employ-ment, livelihood, career development andeducation along with the production of skilledhuman resources.

Vocational Pathways base has conceptual-ized a model that recognizes skill with knowl-edge on par with formal education. It thusseeks to confer the technically trained youthan opportunity for career development andbolster education and academic knowledgeand level. Such a system confers equal rec-ognition and has a definite entry/exit pointsfrom technical and vocational education sys-tem to general education system or vice versa.

Program and working modalitiesTfE formulated its program to include youthswho failed to complete school education ortake up appropriate technical and vocationaleducation. The program lays specific em-

phasis on youths who face poor economiccondition and face backwardness due to so-cial, ethnic and gender based factors.

The chief strategies of the program andworking procedure developed with the in-tent of minimizing the void in technical andvocational education, supporting institutionaldevelopment of training centers are listed be-low:

To develop and implement training pack-ages for out of school youths concen-trating on employment and career path.

Implement Individual Quality Projects(IQP) to contribute in the capacity de-velopment of partner training centers.

Support establishment and operation ofpeer exchange group in common interestof professionals and organizations related

VocationalTraining Cycle

Post training support throughPCMU

Link with employersLink with BDS providers forself-employment

Prepare training resourcesCounselling to potentialtraineesSelect appropriate trainees

Select highlyemployable

training

Conductorientation to

instructors andinteraction with

trainees

DevelopcurriculaRapid Market Need

Assessment

Conduct training asper curriculum (with

compulsory OJT)

Follow-upof graduates

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rem Bahadur Chaudhary of Makwanpur, MusariyaVDC, Kailali pocketed an earning of Rs. 60,000.

He had taken up 15 months vocational training on con-struction technician from Baijanath Engineering College,Mahendranagar. Twenty-year-old Chaudhary, who hasstudied up to class 9, made the earning in course ofemployment based training by providing wiring ser-wiring ser-wiring ser-wiring ser-wiring ser-vicesvicesvicesvicesvices in local households. “Learnt a new skill and pock-eted pretty good earning through wiring and plumb-wiring and plumb-wiring and plumb-wiring and plumb-wiring and plumb-inginginginging jobs in course of the training,” he says.

In a similar vein, Ram Prasad Ghartimagar of DhodhariVDC, Bardiya earned Rs. 30,000. An Indian companyhas agreed to hire Ghartimagar, who had earlier workedas a masonmasonmasonmasonmason in building construction project in Jogbudha,Dadeldhura and Bardiya, and road construction projectin Shimla, India. Thirty-five-year-old Ghartimagar whograduated to the role of a mason by taking up jobs oflabor and helper is now interested in taking up the roleof an instructor.

Instructor Rajendra Paneru confirms that a majority ofthe 28 participants earned in between Rs. 4,000 to20,000. Birendra Rana earned close to Rs. 20,000through the construction of various houses, schools,toilets etc., house wiring jobs and maintenance work in

larly managed by training centers.

The training package is developed to allowtrainees to pursue educational developmentor opt for the options of salaried job if notself-employment.

The packages have helped maintain unifor-mity, standard and interlink technical andvocational education with the world of em-ployment.

Identification of potential needs of trainingand labor market, interaction with expertsand entrepreneurs, formation of curriculumworking committee, adoption of workshopand seminar processes were taken into con-sideration while developing the trainingpackages. Besides, curriculum guides andtraining manual was developed along withthe curriculum.

It was implemented as a regular program

his own college in Kanchanpur.

Pradip Chaudhary earned Rs. 15,000 by working in aresidential house and Siddhanath Multiple Campus inMahendranagar, and a residential house in Kailali. AnishChaudhary earned Rs. 12,000 by working in the con-struction of a government and a private house inMahendranagar. Dhukharam Chaudhary and Tej BahadurMalla respectively earned Rs. 10,000 and Rs. 14,000 byworking in the maintenance of a government building, aprivate house and a college. Bandhu Rana, ShashiChaudhary and Somnath Chaudhary earned in betweenRs. 8,000 to Rs. 12,000 by working in Saraswati HigherSecondary School of Geta, Kailali.

Gagan Bogati worked in a house in Jogbudha and Com-munity Development Front in Dhangadi in the far westin course of on the job training. The front by providinghim four-month long suspension bridge constructiontraining is offering him a monthly salary of Rs. 6,000 forthe job of construction technician. Ganesh Saud is work-ing in DDC building construction in Kailali and Sukhang-Bhajani road survey under the monitoring of RedpRedpRedpRedpRedp con-sultant.

(Source: Kalapani Daily, Mahendranagar, Kanchanpur)

60 thousand income on training period

to technical education and vocationaltraining.

Collect and exchange information on la-bor industry to promote cooperationwith institutions related to technical edu-cation and vocational training sector.

Establish and operate local human re-source development fund to ensure poorand disadvantaged groups’ access to skilldevelopment training.

Training package developmentand implementationTfE has developed employment-centric train-ing packages appropriate for youths whoseeducation level stand between class five andten. The package is also accessible to youthsfrom poor and marginalized community. Itis consistent with country’s technical educa-tion and vocational training system, upholdsinstitutional ownership and is easy to be regu-

PPPPP

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at the training centers after testing whetherit addressed the market demand, expecta-tions of the training centers and participants.The curriculum was developed in keepingwith Council for Technical Education andVocational Training (CTEVT) system aftercarrying out tests in government, public andprivate training centers of rural and urbanareas.

TfE developed 16 training packages lastingfrom six to 15 months. Amongst 14 pack-ages were piloted and implemented in 26training centers spread across 19 districts.A total of 854 trainees benefited from thetraining.

CTEVT has also approved of the 12 cur-riculum developed on different trades by theproject. They include training on commu-nity agriculture assistant, community live-stock assistant, welding, auto mechanic,nursery assistant, floriculture assistant, jun-ior electrical technician, construction tech-nician, dairy technician, sweet maker, com-puter hardware technician and bamboohandicraft worker.

A number of donor agencies that impart vo-cational training have also adopted the cur-riculum formulated by TfE. The packageswere developed in accordance with the mar-ket need and demand considering the out of

Those conducting training inprivate resources

fE supported piloting of 14 training program in 26 trainingcenters. Sixteen of them are now imparting training on their

own resources. This proves that TfE training programs aremarket-oriented and useful, and training centers partnered byTfE are capable.

Madan Bhandari Memorial Acad-emy is conducting training on com-munity livestock and agricultureassistant while Mahakabi DevkotaHigher Secondary School is con-ducting training on auto mechanicfor the third year now. DolakhaMulti-sectoralTraining Institute ispreparing to start third session ofjunior electrician training. NepalPolytechnic Institute is also pre-paring to start the third session of training on community live-stock assistant, nursery and floriculture assistant. Rapti and SetiTechnical School have completed the second session of trainingon community livestock and agriculture assistant.

Balaju Engineering and Technical School on welding technician,Cemeca Human Resource Academy on construction technician,Eastern Polytechnic Training Institute on nursery assistant,Uttarpani Technical Institute on community livestock assistantand Far West IT Academy on computer hardware technicianare now conducting training for the second year. Nirdhan Tech-nical Institute on junior electrical technician and Makwanpurchamber of Commerce & Industry are now preparing to con-duct training for bamboo handicraft workers.

While Sano Thimi Technical School has adjusted 15-month train-ing for auto mechanic in its regular curriculum, Baijanath Engi-neering College and Butwal Technical Institute will conduct shorttraining courses based on various models respectively on con-struction technician and welding technician.

school youths. That substantiates that thepackages address technical education and vo-cational training sector’s needs.

The 16 training centers which piloted train-ing programs with the support of TfE haveadopted the packages as a regular programand are operating them in their own re-sources. Many centers however, have notbeen able to implement the curriculum due

Participation in PilotedTraining Programs

Dalit25%

Janjati41%

Women37% Men

63% TTTTT

Others34%

Way Paved by TfE

22

anga BK, who failed the sent up test two times in a rowfour years ago, now studies in class 11. The change came

about through courtesy of technical and vocational training sup-ported by TfE.

Life had become a burden of sorts for Ganga when friends andfamily refused to support her following the failure. Her fatherwho raised animals and stayed away from home most of thetime did not support her. Life took a meaner course after herbrother left for Delhi in search of work. This is how Ganga hadno option but to share her sorrowful days with her mother dream-ing of good times ahead.

Life however took a positive turn for Ganga after she joinednursery and gardening training, financially supported by TfE. Itwas her maternal brother Dipak who informed her on the course.The training, consultation and environment at Eastern Polytech-nic Training Center raised the confidence level and motivatedher to take the test yet again. She completed the test in flyingcolors as and when passing the test and SLC exams. Even as atrainee, Ganga began to pay for her education courtesy the nurs-ery she put up in the land provided by the training center.

Thanks to her commitment and skills, she was soon chosen atrainer for the three-month nursery course run by the center. Aspirited individual, Ganga now bides her time in between privategarden, nursery, takes up the role of a trainer and studies inclass 11. Given the transformation, those who earlier poked funat Ganga for her failure are now all praises for her exemplaryendeavors.

ity during the selection of participants. As aconsequence, 33 percent of the trainees werewomen while 41, 32 and 27 percent wererespectively janajati, Dalit and others.

The policy of multi-sectoral assistance mo-bilization was adopted in course of the op-eration. As a consequence, more than 30donors and partners extended support tovarious training centers. Amongst 15 do-nors established a network which allowedthe training to be inclusive and equitable infavor of poor and oppressed groups.

Monitoring and evaluationTfE does a regular and emergency monitor-ing and evaluation of its training programs.Various aspects of management and its stan-dard, number and system were observedand evaluated through regular inspection andmonitoring. Monitoring works were carriedout for more effective program implemen-tation and to tackle the challenges faced inimplementation.

TfE evaluated management and training sys-tem of the training centers. The centers wereimmediately provided with suggestions onthe programs, while major issues and re-quirement for reforms were later providedin written format.

Preliminary inspection shows that all TfE part-ner training centers have adequate physicalfacilities. Some of them are capable to con-duct few TfE developed programs, while afew amongst have facilities to run all pro-grams.The partner training centers have changed

to constraints of financial resources, effec-tive marketing and access to donors etc.

Regional and geographicalbalance, partnership withprivate and public trainingcenters, training center se-lection and their progressreport, infrastructural facil-ity, trainer and commitmentof the pre and post-trainingcycle to adhere to manage-rial commitment were takeninto consideration during theimplementation.

Women and backward com-munity were given a prior-

Critics themselves praiseachievementGGGGG

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Way Paved by TfE

their modalities for selection of trainees evenfor their regular training programs. Of late,they regularly visit local NGOs, schools andcommunities as well as use local FM sta-tions and newspapers. All centers have in-cluded job-oriented (on the job training –OJT) training programs. They also focus onpost-training activities for the graduates.

However, the partner training centers stillfollow traditional system in overall manage-ment. They have yet not been able to changetheir decision making process.

Psychosocial Approach (PSA)The project took a holistic approach to linkthe training with the work of world. TheTfE developed training packages not onlyconsist of technical and vocational skills, butalso encompasses social as well as personaldevelopment aspects of the trainees. Thepsychosocial approach adopted by TfE hasa positive impact on the trainees, which re-sulted in success of the trainings.

Psychosocial approach deals with the wellbeing of an individual in given environmentand sees the influence of interaction withother people and the society on person andhow his or her sentiment and behavioraffect the society. This tries to understandthe impact of on a person’s sentimentand thought processes through the inter-action between an individual, society andmaterials.

The psychosocial approach has helped thetrainees to understand their own surround-ings and situation. The approach was firstintroduced with conflict-hit trainees in re-gards to their social, material and psycho-logical feelings. With additional review,trainings and discussions with the experts,the approach found to be more effective andTfE started this model in its two partnertraining institutions — Sano Thimi Techni-cal School and Eastern Polytechnic TrainingCenter.The psychosocial approach was imple-mented with group discussion, especially forthe conflict-hit trainees. But it was laterproved helpful for all. This approach wasadopted to ensure that the conflict-victimswould not be isolated and discriminated.

Sano Thimi Technical School has includedthe approach in its all regular courses, whileEastern Polytechnic Institute has integratedthe system in some selected courses. Groupdiscussions are held through PCMU (Place-ment, Counseling and Marketing Unit),which is an appropriate unit for psychoso-cial activities.

The implementation of psychosocial ap-proach has found multi-facet benefits for thetrainees as well as the training institutions.Some of the advantages are boosting upconfidence of the trainees, maintain disci-pline in work, improvement in individual’s

rained at Sano Thimi Technical School(STTS), NandakalaPandey is the only woman mechanic working at Harati Au-

tomobile Works in Swayambhu, Kathmandu. She now aims tobecome the auto engineer.

Nandakala who hails from Narayanpur,Kailali has father, mother, five sisters anda brother in the family. A class eightgraduate, she had come to the capital toenroll in sewing training. However, aftershe came to know of Sano Thimi Tech-nical School through an acquaintance.However, encouraged by women partici-pating in auto mechanic training, she decided to take up the 15-month course dominated by male trainees. This training imple-mented by STTS was developed by TfE particularly catering toout of school youth.

For the likes of Nandakala, more and more women are now seenin auto workshops, traditionally a bastion of male domain.Nandakala who feels that no one can sustain without the re-quired skills in this competitive time and age, talks of a uniqueworking experience. She says: “There aren’t much woman me-chanics around. However, I am at complete ease with my work.I am surprised and happy with the relative ease that I could ad-just with the role. This job has definitely boosted my self-confi-dence. Everybody from employer to colleagues is nice and help-ful. Income is satisfactory.”

Placement, counseling and marketing unit of the Sano Thimi Tech-nical School had helped Nandakala in landing the job in course ofthe training. Factors such as cooperation among the colleagues,group interaction based on psychosocial approach has been help-ful, she admits.

Training boosted confidence

TTTTT

Way Paved by TfE

24

manner, establish cordial relationship amongthe colleagues, seriousness in on the jobtraining, problem solving at their own at-tempt, and creation of conducive environ-ment in the workplace, among others. Thetrainees have become responsible for theirtraining and work.

The training centers have also benefited fromthe appraoch. The regular discussions havehelped the trainees to solve problems at theirown and they have reduced their visits to theofficials with the problems, which has savedtime. A tradition has been developed to listenand address the problems of the trainees.They discuss the problems in a healthy man-ner and exchange their views. The traineescan be monitored as per their participation inthe discussion and responsibilities are givenaccordingly. Due to holistic approach takenin the process, there has been a cordial rela-tion between the trainees and the manage-ment. It has helped to boost the image of thetraining centers.

nita Bhandari lives with her four and two years old daugh-ters in Dobara, Patan-9, Baitadi. A class eight dropout she

now earns five to six thousand rupees from vegetable farming.Given the improved financial condition, Anita has enrolled theelder daughter in a local school and stitched good clothes for thetwo tiny tots. With her husband working away in India, she alsosupports her family expenses.

The change was brought about by the community agricultureassistant training provided at Seti Technical School, Doti. She wasa regular and hard working trainee at the TfE supported training.She did not miss many classes even during the post-delivery stage.

Besides cultivating food grains, Anita now rears seasonal and offseason vegetables and sells them in Patan bazaar. She also helpsfellow villagers by sharing technical know how and tips on agri-culture production. She says, “I’m very happy with my profes-sion. I live with my family and work with them in my farm land.I do not have to look for a salaried job.”

Anita now wishes to become a successful and competent agricul-ture technician. Grateful of the opportunity provided by TfE, shebelieves that other youths who could not afford school educationshould be conferred such training opportunities.

These experiences show that the psycho-social system supports in making thetrainings successful. Alliance Nepal, theimplementing agency of TfE, commits toadopt the system in its all future programs.The Alliance Nepal conducted vocationaltrainings in Bharatpur and Butwal with sup-port of ILO had also included the same ap-proach.

Individual Quality Project forInstitutional DevelopmentTfE has supported for strengthening of thetraining centers in their organizational andinstitutional capacities, while test implement-ing the training packages. Individual Qual-ity Project (IQP) is such a program, whichis aimed at development of institutional ca-pacity and making them capable to caterquality trainings. TfE implemented this pro-gram with a view to make the training cen-ters self-reliant, easily accessible and ableprovider of job-oriented trainings.

TfE supported to some training centers andtheir instructors as well as management of-ficials for human resource developmentthrough IQP program. The supports arealso included to improve physical facilitiesand laboratories, purchase of various equip-ment and tools, management of library, in-formation system and education materials.

Under IQP, TfE had supported those train-ing centers, which had potentials for furtherimprovement after the institutional develop-ment. Under this program, 23 centers wereprovided with equipment and tools, sevenreceived training reference materials, HRDin eight centers and two had supported withaudio-visual production and community pro-grams. As an outcome, these institutes nowhave state of the art workshop; library withvariety of reference materials; trained hu-man resources (staff member) and well or-ganized documentation.

In this way, TfE has supported almost allpartner training centers. Some of the train-ing centers were further supported withspecial IQP and intensive trainings to im-prove their managerial capacity in order togive continuity to best practices observedduring the implementation of the porgram.

A successful farmer

AAAAA

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Way Paved by TfE

wenty-three-year old Lalchand Rishidev lived a modest lifein a thatched hut in Rajbanshi community in the village of

Nibuwa in Morang district. The TfE supported training inUttarpani Technical School Dhankuta transformed Lalchand intoa responsible veterinary worker who was otherwise staying homeafter failing the sent up test.

Lalchand, who first went about cow sheds with thousand ru-pees worth medicines in his pouch, has indeed gone through asea change. Each day, he cycles 50km into the inroads of thesurrounding hamlets and gives away veterinary services andadvices. Thanks to daily income ranging from Rs. 250 to 300, acorrugated sheet has replaced his thatched roof. Content withthe achievements of his son, Lalchand’s mother says: “Nobodywould come to my doorstep considering me a Dalit. But now,not only those from our locality but people from surroundingvillages come looking for Lalchand’s services.”

Fellow villagers too are equally grateful of Lalchand’s services.“Motivated by my income, many of my friends and villagersnow intend to participate in such trainings,” he says referring tothe transformation in his life away from the state of unemploy-ment. “Nobody would take me seriously and my life had nosense of direction. But now I gain certain respect in my commu-nity and they listen to me. Life now has a new meaning.”

It has helped to standardize training mod-ules, establish relation between training andemployment, and develop managerial capac-ity as well as institutional strategies.

Under Special IQP, TfE had supportedBaijanath Engineering College to set up aresource centre and its management as wellas consultancy and market unit. The re-source centre has a good stock of requiredreference materials including books, internetaccess, magazines and journals and afulltime employee has been deployed. Aseparate PCMU in the college provides sup-port to the trainees to search job opportuni-ties.

Dolakha Multi sectoral Training Institutewas supported with capacity building of li-brary and information system, where now-a-days trainees have easy access to booksand reference materials. Internet facilities andMIS database have made study and trainingactivities more easy and effective.

The resource centre established at ShreeGurans Higher Secondary School has notonly helped the trainees, but the communityand farmers have also benefited from thecentre. Shree Mahakabi Devkota HigherSecondary School has purchased books andmagazines related to automobiles, varioustraining equipment and tools in the supportof TfE. Out of which, development of train-ing standard increase in management capac-ity, organized library and established as aquality service center has been possible.

Nepal Polytechnic Institute has developedstrategic and business plan with the sup-port of TfE. The PCMU established at NPIhas helped its graduate to explore job op-portunities; MIS has boosted managementcapacity and website to promote activitiesof the institute. Likewise, management in-formation system, library and business plandevelopment has aided Nirdhan TechnicalInstitute (NTI) for organized and qualitytraining delivery.

TfE has supported the Madan Bhandari Me-morial Academy Nepal (MBMAN) to de-velop 15 year long vision and goals, fiveyear strategic plan and two-year operational

plan, which has transformed the instituteinto a reputed regional technical training cen-tre in eastern Nepal. MBMAN is contem-plating to develop into a technical univer-sity.

Peer Exchange Group forMutual BenefitTfE has supported to establish and expandPeer Exchange Group (PEG), as a commonforum of institutions and persons involved intechnical education and vocational training.This is an informal network and provides aplatform for those involved in this sector toexchange their views, to learn from each otherand to promote their own professional skills.The forum also raises voices in common con-cerns of the stakeholders. Organization andpeople involved in PEG have been able toanalyze one’s strength and weakness; bringabout improvement in work; identify andaddress needs; sharing of human resource,equipment and materials with mutual under-standing and lesson the gap between policy

Changes in life

TTTTT

Way Paved by TfE

26

Baijanath EngineeringCollege, Mahendranagar

Construction Technician

Computer Hardware Technician

Farwest IT EducationalAcademy Pvt. Ltd., Dhangadhi

Karnali Technical School, Jumla

Auto MechanicJunior Electrical Technical

Nirdhan Technical Institute, Butwal

Butwal Technical Institute, Butwal

Welding

MakwanComme

Bamboo

Seti Technical School, Dipayal

Community Livestock Assistant Community Livestock Assistant

Western Region Community Skill Development Center, Baglung

Junior Electrical Technician

Nursery Assistant

Shree Gurans Annex School,Sanoshree, Bardia

Community Livestock Assistant

Rapti Technical School, Dang

Community Livestock Assistant Nursery Assistant Floriculture Assistan

Training Package

Nepal Polytechnic Institute, BharatpurShree Mahakavi DevkotaAnnex School, Sunawal

Micro-Hydro Technician

Micro-Hydro Technicinan

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Way Paved by TfE

npur Chamber ofrce & Industries, Hetuda

Artisan

t Dairy Technician and Sweet Maker

Balaju School of Engineering& Technology, Balaju

Durga CottageGardening Institute, Maitidevi

Institute of Information &Telecommunication (IIT), Ravibhawan

Nursery Assistant Telecommunication LineInstaller and Repairer

Welding Auto Mechanic

Sanothimi Technical School,Sanothimi

CEMECA Human ResourcesAcademy, Chandranigahapur

Construction Technician

Eastern PolytechnicTraining Center, Dharan

Sunsari TechnicalSchool, Dharan

Nursery Assistant Auto Mechanic Dairy Technician and Sweet Maker

Bamboo Artisan

Madan Bhandari MemorialAcademy Nepal, Urlabari

Community Livestock Assistant

Community Agriculture Assistant

FloricultureAssistant

Morang Chamber ofIndustries, Biratnagar

Jiri Technical School, Jiri

Dairy Technician and Sweet Maker

Dolakha Multi SectoralTraining Institute, Charikot

Junior Electrical Technician

Uttarpani TechnicalSchool, Dhankuta

CommunityLivestock Assistant

National Academy of Applied Science& Technology (NAAST), Dharan

Community Livestock Assistant

es and Implementing Centers

Elam PrashikshanKendra, Damak

Way Paved by TfE

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non-profit organization. The PEG has 13-member committee and its office is stationedat Lalitpur-14, Talchhikhel and email iswipegnepal@yahoo.com. They have createda fund to support their continuity and as theirfirst project they also have conducted train-ing for disadvantaged women. They alsohave recently published a roster of womeninstructors working across the country.

The PEG consisting principals of the east-ern Nepal has operated a separate office atItahari Skill Development Training Centre.The PEG has published a booklet ‘Rojgar’and runs a website www.nepalwork-force.com.np to disseminate information onavailable vocational training programs;skilled human resource (trained graduates)and training centers.

PEGs like PEG – Bharatpur; Butuwal andWomen Instructors encouraged their mem-bers to attend in various trainings. Of this,about 50 instructors have already receivedtrainers training from the Technical Instruc-tors Training Institute.

The PEG of principals in Kathmandu hasprepared ‘Technical Skills Delivery Stan-dards’, which is like an instruction directives

own and dejected after failing the sent up test,Meena Sunar of Asanaiya, Sunwal-7 heard of com-

munity livestock assistant training at Nepal PolytechnicInstitute, Bharatpur from FM radiowhile working in the field. Being aDalit woman eager to move ahead inlife, she went on to obtain a scholar-ship from TfE.

She was forever keen and diligent incourse of the training. Her friends andinstructors were hence convinced thatshe will land a suitable job after thetraining. However, she neither had thefunds to start a venture nor collateralto obtain a loan. Her efforts to seekassistance from non-governmental or-ganizations too went in vain. How-

ever, with a loan of Rs. 17,000 from her fellow villagers,she took off with agricultural and veterinary services.

Things however weren’t easy as itseemed. Before initiating something ofher own, Meena to network with localfarmers and learn the tricks of the tradeworked with an established GayatriAgro Vet. She then started visitinghouseholds in Betlauri VDC and im-parting awareness and services on live-stock rearing. This ‘tiny tot’ soongained fellow villagers’ acceptance andconfidence.

There was a time when she had to in-ject nine buffaloes at a go. Farmers,doubtful of her ability, watched her with

Struggle of a ‘little’ doctor

formulation and implementation.

With support of TfE, nine such PEGs areactive across the country. Of this, seven areof principals of training centers and one eachconsists of women instructors as well asplacement, counseling and marketing unitcoordinators.TfE had facilitated their meetings, trainingprograms and other events as well.

Women instructor and eastern regionalPEGs have now their own sources to runtheir programs. The Women Instructor PEGis in the process of formal registration as

DDDDD

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and is expected to help the training centersto maintain training modules and physicalinfrastructure.

This could also be used as monitoring toolfor instructors and as a reference materialfor self development as an instructor.

The PEG of Bharatpur principals has pub-lished a ‘PCMU- Handbook’, which seeksto interlink training with employment in re-gards to pre, during and post training peri-ods. The other PCMUs have also startedvarious activities in their respective areasincluding updating database of trainees.Dhankuta Heath Sciences Institute has alsoestablished a PCMU, though it was not aprogram implementing partner of TfE. ThePEGs of mid and far-west Nepal havestarted data collection of technical trainingcenters, trainees and employed graduates.All these work is carried out by an organi-zation called VTIC (vocational training in-formation center) which was registered byPEG members.

Local human resourcedevelopment fundHuman Resource Development Fund is a‘basket fund’ set up with the ownership and

scrutinizing eyes. Meena recalls, “I felt that my existenceas a woman was being questioned. Besides, that was adoubt cast over the curriculum developed by TfE and train-ing conducted by NPI. With all the courage and confi-dence, I injected all nine buffaloes. This incident changedthe farmers’ viewpoints on me.”

It was thereafter that people started approaching Meenafor services on livestock rearing. The word soon spreadto nearby villages. The same faces who earlier questionedher abilities now say that “a daughter should be like Meena”and address her as “Meena ji”, “doctor sab”.

Content with the new found status, Meena is now happygiving away expert advices, veterinary services and usefultips. She also intends to start up a pig farm. “I’ll first sur-vey the market need and then obtain a loan. Thereafter,I’ll select the site and handle the logistics.” Meena’s planselucidate her clear understanding on the rudiments of en-trepreneurial development; something she learnt duringthe livestock assistant’s training. Besides, she intends to

broaden her knowledge base through further trainings.

“TfE didn’t serve me a fish but taught me how to fish. Itgave me the tools to sustain myself. It had great signifi-cance particularly when my family had financial debts,owing to my father’s treatment. Now we can fend forourselves,” she adds. In fact, after her father’s demise,she has been fending for her mother, three sisters andtwo brothers and families. Meena has also enrolled oneof her sisters in dairy technician training.

Minus the new found skills, Meena would be otherwisetilling the fields earning Rs. 80 a day. Credit it to thetraining, her family is now relieved of the burden of pov-erty along with new found societal status and self-confi-dence. Her contribution on animal husbandry has greatsignificance to the village and society.

So to say, Meena’s case is a fitting example of ‘the rightcandidate for the right training program’ consistent withconceptual framework designed by TfE.

leadership of the District Development Com-mittee (DDC) to produce skilled human re-source at the local level to suffice local de-velopment activities. At the initiation of TfE,the fund is being revived to ensure the ac-cess of the poor, disadvantaged and out ofschool youths to technical education andvocational training. TfE has as well contrib-uted to the fund.

Human Resource Development Fund bycovering the training fee of trainees who can-not bear the training expenses helps produce

Way Paved by TfE

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loriculture, relatively, is a new trade in Nepal.Nonetheless there is growing need of expert hands

well versed with the nitty-gritty of flower, floweringand decorative plants. Keeping this in mind, TfE devel-oped a curriculum on nursery and floriculture assistanttraining, targeting youths who have studied up to classfive. The package was testedthrough many partner train-ing centers.

The trainings on nursery as-sistant and floriculture assis-tant, which started one-and-half years ago in Nepal Poly-technic Institute (NPI) inBharatpur, Chitwan, has 20participants each. They haveplanted 2,500 plants of cutflower gladiolas, which be-sides domestic consumption are exported to India,Middle East and other countries.

NPI, which started with importing flowers to sufficethe market need, has begun to reap benefits of its in-vestments. Each stick costs anything between Rs. 5 to15.

The flowers are also produced during the off season. It

Morang DDC and Rs. 5,00,000 from TfEhas began to impart financial assistance totrainees. The fund along with the 13 train-ees for sub-overseer, social mobilizer, live-stock, agriculture, floriculture, auto me-chanic, bus truck driving, cooking, dairytechnician training has invested Rs.2,42,000 for a total of 93 trainees.

The TfE had respectively contributed Rs.2,50,000, Rs. 2,50,000 and Rs. 2,00,000to funds established with Rs. 2,00,000 con-tributions from Dhankuta, Okhaldhunga andRamechhap. Similarly, TfE respectively con-tributed Rs. 3,00,000, Rs. 2,50,000 and Rs.3,00,000 to the fund established by Dolakha,Kailali and Kanchanpur DDCs with the con-tribution of 5,00,000, Rs. 5,00,000 and Rs.3,00,000.

With Rs. 3,78,700 contributed by the fund,

is best to plant these flowers from Bhadra to Mangsirwhile flower products are ready to be sold in Chaitra.

Coordinator of nursery and floriculture assistant train-ing at NPI, Kalyani Mishra states that the trainees landup with placement opportunities soon after the trainingwhile others set up their own nurseries. “If those whoseek to set up nurseries are from poor family background,

they will need some assis-tance in the initial stages.We are approaching vari-ous donors to address thisneed,” says Mishra addingthat she also trains the par-ticipants on marketingskills and market manage-ment concerning the prod-ucts.

The training has begun togive away positive results.

Some trainees, even during the training, are employedat some nurseries and residential gardens on a part timebasis. Himalayan Nursery and Standard Nursery havealso pledged to employ some exemplary students. Thefact that trainees are being employed in course of thenursery and floriculture assistant trainings at NPI provesthat they are definitely learning useful skills. The train-ing has prepared them to face any kind of situation whileenhancing their competency.

Earning with learning

skilled human resources at the local level.The core objective of the fund is to allowsocio-economically disadvantaged youthswith the opportunity to acquire technical andvocational skills towards employment andself-employment. This has added to theirquality and capacity while enhancing theirsocio-economic status.

The DDC, political parties at the district level,donors, local units and training centers haveto a common understanding and consensusto effectively implement Human ResourceDevelopment Fund. It is equally importantto take note of publicity, formulation of rulesand regulation, implementation directives,sustainability and market management andpromotion.

The technical education and vocational skillfund established with Rs. 11,60,000 from

FFFFF

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37 youths were trained on JTA, livestock,cooking, computer hardware, auto me-chanic, plumbing, scaffolding, electrician,dairy technician, pickle, juice and masyauramaking in Dhankuta.

In Okhaldhunga, with the expenses of Rs.4,50,000, 29 individuals were trained on suboverseer, auto mechanic, motor cycle repair,dairy technician, computer hardware, live-stock, bamboo work, cooking, micro hy-dro, mason, construction technician, resinresinresinresinresincollection and dry meat processing. WhileKailali had pledged to train one individualfrom each VDC and Kanchanpur has vowedto support 25 in the district.

TfE project worked to establish local hu-man resource development fund as a modelbelieving that it will avail vocational trainingto the poor and disadvantaged youthsthrough the national resources. TfE antici-pates that initiative will be continued in othersectors as well.

Such a fund will not only produce skilledhuman resources for the good of the coun-try but vocational training will also avail in-terested, needy and disadvantaged youthswith an opportunity of career development.

All the DDCs have set aside human resourcedevelopment fund in the annual budget. Allthe VDCs and municipalities too hold simi-lar budgetary allocation. In addition to theexisting funds, if funds received from bilat-eral and multilateral projects, national andinternational institutions, donor institutionswere to be channeled; many youths couldhave ample opportunities for vocationalskills.

Post-training activitiesGiven the growing competition among busi-ness and industries, the demands for skilled,capable and creative entrepreneurs andworkers too have gone manifold. Such anissue has now become an issue of focus formany a training institutions.

To address the demand, the Chitwan,Bharatpur-based Nepal Polytechnic Institute(NPI) formulated and is testing a curricu-lum on ‘post-training activities’. This is the

first time that the concept has been adoptedin technical education and vocational train-ing in Nepal — such an approach has beensuccessfully implemented by Don BoscoTechnical Institute in India and ‘Pika’ in In-donesia.

The trainees during the workshop on ‘Tech-nical training and employment relations’, or-ganized by NPI, had highlighted that the in-ternship training and curriculum on entre-preneurial development alone did not suf-fice their needs. They had thus stressed onthe need of an orientation on post trainingactivities.

In course of the workshop, the trainees alsoexplored the possibilities of bee keeping, pigrearing, fishery, fruit cultivation, furniture,wiring, mineral water, saline water and milkproduction. Amongst, it was decided to testbee keeping, pig rearing and fishery. And aworking plan was chalked out.

NPI extended a loan of Rs. 3,500 for six ofthe trainees — Meena Sunar, Bina Sunar,Meena Patta, Usha Gayak, Saraswati Gayakand Shova Karki — selected for pig rearing.The loan covered initial expenses.

From food, health to growth, the traineeswere careful in looking after the four pigletsthat they reared. Initially, they weighed thepiglets in two weeks interval while they tookthe measurement a months’ interval.

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32

If they noticed any unusual development,sign or health related problems, the traineewould call on the trainers and learn of theremedy and implement the knowledge inpractice.

At the initial stages, NPI looked after theexpenses for pig fodder. However, to in-volve the trainees even more so into the pro-cess, they were asked to fend for themselves.The trainees first faced some hardship butthe practice however reflected on their en-hanced commitment and accountability. Theprocess proved a morale booster and raisedthe level of self-confidence.

Ramesh Pariyar, Nar Bahadur Gurung andBel Kumar Rai as a group took up fishery.The endeavor that started with Rs. 6,000had fifty-fifty investment from the traineesand NPI. TfE assisted Ramesh Pariyar whilethe other two were helped by ‘KADOORIEAgriculture Support Association’ of the Brit-ish Welfare Organization.

In a pond that could rear 500 to 1000 fishes,the group first raised 48 kg fry. . . . . The groupmembers raised the fishes as instructed bythe trainers. Since the fishes grew at a fast

rate in the beginning, the group memberswere hopeful that they would pocket somegood earning. However, the growth rateeventually slowed down. This also addedto their learning.

In Nepal’s technical education and vocationaltraining, much stress has not been laid onpost-training activities. NPI, however,through successful experimentation has madethings easy for other training centers. Thisis a good example for partner training cen-ters, run with TfE assistance.

Vocational training andemployment situationA tracer study jointly conducted by TfE andAlliance Nepal showed that 73 percent ofthe graduates had landed with employmentopportunities. The study covered 206 gradu-ates from 12 technical training centers onfour trainings — community livestock andagriculture assistant, auto mechanic andwelding. The study covered employmentstatus, nature, area and income of the gradu-ates. This stands very close to the set targetof employing 75 percent of the graduates.

The study demonstrated that all the gradu-ates who participated in auto mechanic train-ing in Mahakabi Devkota Higher Second-ary had secured a job. Likewise, 92 percentauto mechanics of Sano Thimi TechnicalInstitute, 85 and 83 percent welders fromBalaju School of Engineering and Technol-ogy and Butwal Technical Institute respec-tively secured employment opportunities.The least placement rating stood 30 percentin the case of community agriculture assis-tant graduates from Madan Bhandari Me-morial Foundation.

Auto mechanic training graduates recordedthe highest employment rate of 90 percent.Welding graduates followed close with 84percent, community livestock assistant with71 percent and community agriculture as-sistant with 50 percent. The trend elucidateshigher probability with auto mechanic andwelder trainees. This also depicts that spe-cial skill based training generates higher em-ployment opportunities.

Forty-six percent graduates are in domestic

Gathering experienceand capital

wenty-one-year-old Buddha Lama who had somehow passedclass seven was making a living working as a domestic help.

A member of the household knowing of Buddha’s interest andaptitude enrolled him in auto mechanic training, run in TfE’s as-sistance.

Hard working and friendly in nature, Buddha successfully com-pleted the 15-month training. Soon after the on the job SripradiTrading Itahari offered him the job of junior technician. For some-one who was wondering what to do after the training, the jobwas god sent blessing of sorts.

At work, he honestly and confidently applied all the theoreticaland practical knowledge he’d gained in course of the training.“TfE gave me the skills and Sripradi gave money and respect.I’ll work here for two to four years. Upon gaining some experi-ence and collecting certain fund, I’ll open up my own garage,”he says.

TTTTT

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Way Paved by TfE

salary based employment, eight percent areself-employed and 16 percent are involvedin foreign employment. Ninety-four percentauto mechanics landed with salaried jobswhile others opted for self-employment.Amongst the welders, 61 percent were indomestic salaried jobs while the remainderswere in foreign employment. Eighty-twoand 79 percent livestock and agriculture as-sistants were engaged in self-employmentrespectively.

Among the TfE training program graduates,the rate of self-employment does not standhigh. This lays bare certain weakness interms of training and promotion of self-em-ployment. TfE and training centers have notbeen able to give away much support in thepost training situation, which is reflected inthe rate of employment, particularly self-em-ployment. This clarifies that training curricu-lum and teaching process have to be in tunewith entrepreneurial development and pro-motion.

Ninety-five percent graduates are employedwith the private sector while two and threepercent are working with the public and na-tional-international non-governmental orga-nizations respectively. All the auto mechanicand welding training graduates were em-

ployed with the private sector. Two and fivepercent livestock and agriculture assistantswere respectively employed with the publicsector. Sixteen percent of the agriculture as-sistants were working with non-governmen-tal sector.

So to say, private organizations and institu-tions were the chief employer for the tech-nical education and vocational training gradu-ates. That is why training programs shouldbe in tune with the existing trend and meetthe market demand. Sound relationship withthe private sector at every phase of the train-ing is another glaring need.

Highest among the employed graduates, 38percent were earning a monthly income inbetween Rs. 4000 to 5000 while the leastnumber of graduates earned more than Rs.6,000 a month. Twenty-seven percent ofthe graduates earned Rs. 3,000 to 4,000,14 percent earned Rs. 2,000 to 3,000 andnine percent earned Rs. 5,000 to Rs. 6,000.Likewise, 72 percent auto mechanics earnedRs. 3,000 to 4,000. Sixty-five and 53 per-cent of livestock and agriculture assistantgraduates respectively earned Rs. 4,000 to5,000 a month. Thirty-nine percent of thewelding training graduates earned more thanRs. 6,000.

Technical Training Providers and EmploymentTechnical Training ProvidersTechnical Training ProvidersTechnical Training ProvidersTechnical Training ProvidersTechnical Training Providers TrainingTrainingTrainingTrainingTraining GraduatesGraduatesGraduatesGraduatesGraduates Employment (%)Employment (%)Employment (%)Employment (%)Employment (%)

Balaju School of Engineering and Technology, Kathmandu Welding 13 11(85%)Butwal Technical Institute, Rupendehi Welding 24 20(83%)Madan Bhandari Memorial Academy Nepal, Morang Agriculture 20 6(30%)

Livestock 22 15(68%)Nepal Polytecnic Institute, Chitwan Livestock 26 22(85%)Rapti Technical School,Dang Livestock 26 15(58%)Shree Mahakabi Devkota HigherSecondary School – Annex Program, Nawalparasi Auto Mechanic 19 19(100%)Seti Technical School, Doti Agriculture 18 13(72%)Sano Thimi Technical School, Bhaktapur Auto Mechanic 12 11(92%)Sunsari Technical School, Sunsari Auto Mechanic 9 6(67%)Uttarpani Technical School, Dhankuta Livestock 17 13(76%)TotalTotalTotalTotalTotal 206206206206206 151(73%)151(73%)151(73%)151(73%)151(73%)

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34

his is a story of three girls from Ujjwalnagar,Gitanagar-1 in Chitwan who pocketed some earn-

ing through part time work even while being trained asnursery and floriculture assistant.

Sixteen-year-old Anita BK, who hailed from a big big big big big fam-ily, had to quit studies owing to poor economic condi-tion. Her family possessed no land and what her fatherearned as agriculture laborer hardly sustained them.Other family members hence had to contribute to keepthe family going. Despite the fact that her parents hadsent her to school, Anita who had to look after her kidsiblings and contribute to the family earning had to giveup school after class six.

Eighteen-year-old Poonam BK, who quit school afterclass five, had a similar story to narrate. She too hailedfrom a big family. The family owned no land and bothof her folks worked as agriculture laborers. Anita toohad to contribute to the family earning and look after

her siblings.

Sixteen-year-old Sunita Sunar who hailed from Ujjwalnagartoo had to quit school owing to poor economic condition.She lost her father at an early age. Her mother then re-married leaving behind her three sisters. Sunita, a classfive student, then quit school to look after her kid sisters.

Despite the will, poverty had impeded these three girls’wish to study further. However, life took a different turnafter they learnt of the training on nursery and floricultureassistant at Nepal Polytechnic Institute (NPI) in FM andother mass media. They thought opportunity had knockedon their door. So they filled up the form, dreaming of agreat future.

Sunita and Poonam were chosen in TfE’s assistance quota.But Anita was not chosen in the process so she decided tomeet the course expenses on her own. However, the firstinstallment of the fee totaling Rs. 4,500 and monthly fee of

Writing future course of action

TTTTT

In response to the question: what helpedthem secure employment, many placed onthe job training in the first priority. Thosewho responded with training centers’ rela-tion with the employer, family, kith and kin,advertisements, and in their own initiativerespectively placed them at second, third,fourth and fifth priority.

According to the respondents, scarcitybrought about by the deteriorating businessand industries situation, the lack of infor-

mation in finding out employment opportu-nities, the lack of capital and knowledge instarting one’s own venture, and the lack ofadequate support from the training centerwere among the chief causes behind the stateof unemployment.

They stressed on the need to focus on fi-nancial management, market plan, trade fair,placement and consultation in the case ofpost-conflict training situation. There shouldbe PCMU units in each training center.

Information and networkBy concentrating on vocational educationalpathways concept, social inclusion and im-provement in technical education and voca-tional training system, TfE has worked todisseminate information and take up advo-cacy, create pressure and lobby at the policylevel.

Chief among TfE’s works are documenta-tion and dissemination of good practices,concept of vocational pathways and PEG,financing mechanisms, journals and ‘yellowpages directory’ on the training centers –Yellow Pages of Technical Training Provid-

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Way Paved by TfE

Rs. 250 was beyond her capacity. Her friendsPoonam, Samjhana and Sabita came to her rescueand gathered Rs. 500 each. She then joined thecourse with the help of that money.

The girls then requested instructor Kalyani Mishrafor a job to support their food and board expenses.Moved by their interest and commitment, Mishralanded Sunita and Poonam a part time job in MallikaNursery and a job for Anita in Tapasya Nursery.

The job which paid Rs. 12 on an hourly basis notonly assisted them financially but also earned thempractical knowledge. All this added to their commit-ment and confidence. According to instructor Mishra,though all three of them performed and worked inequal diligence, Anita was a cut above the rest.

Anita, Poonam and Sunita despite being out ofschool youth are now laden with a host of oppor-tunities. Nonetheless there are a number of youthsin Nepal who can not study further due to povertyand who are still deprived of such opportunities.

ers. The project by including its activitiesand achievements also has made a documen-tary: ‘Trail blazed by TfE’ which highlightsits approach and outcomes.

Appropriate training package development,training implementation process, assistanceto PEG were among the initiatives takenthough this approach. This has helped buildgood relations with the concerned agencies,donors and supporting institutions, trainingcenters professionals and trainees, agenciesassociated with policy making on technicaleducation and vocational training sector.

TfE has also conducted media campaign onissues pertaining to the importance of tech-nical education and vocational training sec-tor and the need of vocational education foryouths who are under class 10.

Various print and electronic media outletsin course of the campaign carried news andfeatures added to the awareness level of thepolicy makers, trainers, employers and thewhole of the society. So as to draw the at-tention of policy makers on the need of tech-nical education and vocational training, a

roundtable was organized including the par-liamentarians.

Much of the information and knowledge ontechnical education and vocational traininghas reached the concerned sector throughpublicity and advocacy efforts of the project.The value of vocational education has beeninstilled among educationists, professionals,training centers and policy level. This real-ization is also reflected in the three-year in-terim plan and technical education and vo-

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36

Beginning of soundrecord keeping

adan Bhandari Memorial Academ Nepal now keeps recordof its graduates. The process was initiated after PCMU

was established with the support from TfE. The academy nowhas separate records with complete and periodic details. The recordincludes details of those taking up on the job training and otherswho have obtained employment.

The unit has also facilitated coordination of on the job trainingafter its establishment. This, while assisting market expansion ofthe trainings, has also facilitated the graduates with employmentopportunities. The unit has also established contact with trainingand employment, trainees and employers.

Krishna LuitelPCMU Coordinator,Madan Bhandari Memorial Academy Nepal (MBMAN)

MMMMM

cational training policy of the Nepal govern-ment. It categorically covers employment-oriented technical and vocational education,open education system, entry and exit pointsand inclusion.

These highlight TfE’s contribution towardsthe development of technical education andprofessional training in the country.

Transformation in partnertraining centersTfE’s assistance has brought about tremen-dous transformation in the management, in-frastructure and organization of training cen-ters. Capacity development and enhance-ment of the training centers were the corebusiness of the project’s working area.

The following are the major changes seenin the training centers which have partneredwith TfE:

High quality training due to trainer’s train-ing directive, adequate training materi-als, tools and reference materials.

Development of expertise in some train-ing centers on specific subjects. For ex-ample, Nepal Polytechnic Institute andMadan Bhandari Memorial AcademyNepal are established as livestock train-ing centers.

Diversification in programs. For example,Nepal Polytechnic Institute, DolakhaMultiple Training Cooperation, EasternPolytechnic Institute, Seti Technical Edu-cation.

Increment of experimental practicalclasses in the long-term regular pro-grams in the training centers.

Institutional management of on-the-jobtraining in short-term training program.

Concentration on post-training activitiesto enhance expertise of the graduates andemployment potentials.

Development of new mechanisms ontrainee selection procedure. Besides re-sorting to advertisements in national pub-lications, assistance sought from non-governmental organizations, VDCs,schools and donors.

Enhanced participation of poor throughgood relation established with the donors(participation of the poor enhancedthrough their medium). Successful inseeking financial assistance and identifynewer donors through the enhanced re-lation with national-international non-governmental organizations and donors.

Substantive increment in the participa-tion of women and backward groups inthe training program.

Success in community-based and skilldevelopment activities.

Review of training programs by the train-ing centers in their own initiative. Manyrepeated training packages developed byTfE twice and thrice.

Establishment and smooth functioning ofplacement, counseling and marketingunits in training centers.

Network expansion with various em-ployer and stakeholders institutions.

Training centers establish contact withforeign employment professionals for

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Way Paved by TfE

New technology in Weldingutwal Technical Institute (BTI)has gone through structural

changes following the partnershipwith TfE. Regular training calendarwas prepared by introducing trainingfor youths with education below classten. And the number of such trainingshas been increasing.

Along with the test run of the trainingdeveloped by TfE, TIG/MIG technol-ogy has entered into the BTI systems,where welding training is being con-ducted since a long time. Training onsuch a technology, which is much in demand in the internationallabor market, has also been completed. There has been improve-ment in the quality of the training. The institution has expandedits welding workshop, upgraded facilities and constructed a newworkshop.

BBBBB

employment opportunities in interest ofthe graduates. Balaju Engineering andTechnical School sign memorandum ofunderstandings with some foreign em-ployment agencies.

Rather than concentrating on internal is-sues, training centers begin to look out-wards and start thinking outside the box.

Systematic management system replacesoffhand works at training centers. Train-ing centers have professional way of costcalculation for programs.

Annex schools start training programsbased on practical concept of training pro-grams. For instance, auto mechanic train-ing for those who quit MahakabiDevkota Higher Secondary School.

Despite the positive changes, the trainingcenters need to focus more on issues suchas regular functioning of vocational training,increment in practical classes, adequatetraining materials, interaction with externalresource persons, improvement in educa-tion plan and management, laboratory fa-cilities expansion, improvement in securitysystem and measures, PCMU institutionalnorms and staff management, training cen-ters need to be more market-oriented, groupand transparent management, authority del-egation and independent management ofannex school.

Main achievements and lessonsImplementation of Training for Employment(TfE) project programs has recorded out-standing achievements in a short span oftime as per its goals and objectives.

Even though the number of achievementmaybe not be big however, in terms of needfor restructuring overall education system ofthe country in keeping with the demand oftimes, the need to strengthen technical edu-cation and vocational training sector, strongrelation between education and labor mar-ket, development of employment-orientedtechnical training and institutional develop-ment of training centers, it has provided adependable alternative for the large chunk ofyouths, unable to complete school education.

The concept of vocational pathways pointedby TfE intends to move the training in tan-dem with regular education system. A modelof complete training cycle – from trainingpackage to employment developed by TfEhas been a source of inspiration for millionsof youths who are out of the schooling sys-tem. Such a model by making a positiveimpact in the domestic and international la-bor market can open host of opportunitiesfor Nepal and Nepalis. This can also includethe disadvantaged, marginalized and back-ward groups and communities in the main-stream of development and reward themwith a sense of social justice.

Concept of vocational pathways, technicaland vocational training model of TfE has alsofound a place in the government’s interimplan and technical education and vocationaltraining policy. This is an important contri-bution of the project. However, suchachievement should enjoy institutional pro-tection and continuation. For that Councilfor Technical Education and VocationalTraining (CTEVT), which is the apex bodyof technical and vocational education in thecountry, should be ready to take up a lead-ing role.

Way Paved by TfE

38

Shrawan Kumar KusuwahPrincipal, Mahakabi Devkota Higher Secondary School(Annex Program)

‘We have become professional’

TTTTT fE training program is first of itskind targeting out of school youths.

The project has also supported institu-tional development of the school whiletesting its employment oriented trainingprograms.

We have formulated our strategic plan.We have started investing on human resource development. Thequality of the training has improved following the training fortrainers. The trainers in their own initiative have begun to seektraining on management skill and style of presentation.

The process of monitoring, discussion and inspection has alsobegun in our institution. This has added to the motivation andactiveness of the staff. The use of modern technology and practi-cal tools has increased through the utilization of tools and equip-ment essential for the training. Our workshop is now ever moreso ready for practical studies. We have prepared study materialswith the help from TfE. This has enhanced the quality of thetraining and added to the image of the institution.

Owing to the training run in the school, out of school youthshailing from poor economic conditions are working as mechanicsbeaming in confidence. All among the first batch of auto me-chanic trainees earned placement. Now we have started with thesecond phase of training, where all the trainees are paying a fee.This will push the institution towards self-sufficiency rather thandepending on the donors.

We also support the trainees in the post-training scenario. Theynow have a good rapport with institutions such as auto associationand auto workshop which has in turn helped run on the job train-ing. Many have landed placement in places where they took intern-ship training. Important of all, Mahakabi Devkota Higher Second-ary School has come about as a professional training institute.

terim plan of Ministry of Education andSports has outlined two specific provi-sions: basic education standard up toclass eight, and two separate streams forgeneral education and vocational educa-tion and training, thereafter. Even thoughTfE has proposed class five as basic edu-cation level as the determining factor, thismodel is more vocational education basedas compared to the existing model.

Local Human Resource DevelopmentFund under the District DevelopmentCommittee is used to provide technicaland vocational training facilities to youthsbelonging to poor and backward com-munity.

The means and an outline to include outof school youths in the long-term voca-tional skill development training havebeen developed. The concept of voca-tional pathways will open avenues fordevelopment of employable skills alongwith educational and career development.

Awareness in enhancing the quality oftraining through the strengthening of in-stitutional and organizational capacity oftraining centers has come about. Train-ing centers have felt the need to followcomplete cycle of training.

Majority of training centers through thefinancial and technical support of theproject has upgraded their quality andhave started to run programs on theirown, based on the training programsdeveloped by TfE.

Many a training centers have begun tolink training with employment. Establish-ment of placement, counseling and mar-keting units in training center along withon the job training, project work, expo-sure visit, entrepreneurship class are tan-gible indication at that.

Many a donor agencies, includingUnited Nations Development Program,working in the technical education andvocational training sector have adoptedcurriculum and guidelines developed byTfE.

Major achievementTechnical training providers which ransponsored programs only for the out ofschool youths now run regular programsfor them.

The government has introduced Tech-nical Education and Vocational TrainingPolicy in favor of quality and sustainabletechnical and vocational training. The in-

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Way Paved by TfE

lacement unit has remained active in the ‘UCEF Nepal’-runSano Thimi Technical School since May 2001, with the help

of Training Project for Employment. The institute had even earliersupported trainees for employment. However, there lacked a properinfrastructural base and the trainees were not adequately informed.

The placement unit informs the trainees on employment oppor-tunities. It also interacts and informs the employment agencieson the availability of skilledhuman resource. Such trainings werefirst conducted on TfE’s support. It was later inducted in theregular curriculum of the institute. This has actually informed thetrainees on the need, problem, technology entwined with theemployees. This has not only added to the benefit of the traineesbut also helped review the training of the institute.

Despite the fact employment agencies hold immense expectationfrom the institution, they have not been so attentive to the needsand interests of the trainees while on the other hand the traineesin some instances don’t give continuity to their work.

At times when the trainees held high expectations from the insti-tute, TfE by training the staff members of the employment unit onpsychosocial approach helped better manage the outstanding is-sues. The psychosocial training helped understand the sentimentof the trainees. Placement following detailed discussion on the roleto be taken up by the trainees, expectation, problem, experience atwork situation has brought about positive changes among the train-ees. The process has also been taken well by the employees.

The regular group discussions have also reduced the extent ofindividual discussions. The trainees have also begun to raise andaddress many a questions and issues.

(Based on Interview with Sanju Bajracharya – PlacementOfficer – UCEP/ Sano Thimi Technical School, Bhaktapur)

Contribution ofPlacement UnitPPPPP

There has been collective effort for pro-ductive result and mutual benefitthrough the utilization of networks suchas PEG. Technical skill delivery stan-dard, website, information center, com-mon brochure of eastern training cen-ters, PCMU guidelines are the outcomeof such efforts.

Partnership with donors and partners hasstarted for long-term financial assistancein the training program. Thirty donor andpartner agencies have extended supportto various training centers for the train-ing program.

Human resource capable in movingahead technical education and vocationaltraining has come about. Supported byTfE, training centers themselves haveinvested towards the development of hu-man resources required for quality train-ing services.

Lesson learnt by TfETfE training curriculum based on the con-cept of vocational pathways are consis-tent with the vocational expertise stan-dard of National Skill Testing Board andare also included in the skill testing. How-ever, this seems not enough as partici-pants expect national recognition of theirskills like that of JTA, Sub – Overseeretc. This problem can be easily addressedif a standard on national vocational quali-fication were to be formulated.

There is a lack of clear-cut standard tomeasure training quality andinfrastructural base to impart quality train-ing. Many of the training centers do nothave institutional business plan.

Despite the immense demand for qualityand employment-oriented training, train-ing centers have not successfully tappedon the potential. Many lack in the capac-ity to impart quality training.

In spite of the quality and employmentfocused training programs, there is aneed to develop a sustainable mechanismto overcome the low number of traineeswho can afford to pay the fees.

Many training centers are conductingtrainings with a traditional approach.There is lack of concentrated interactionamong training center, trainee, employerand financial institution.

As vocation and service are intertwinedin technical education and vocationaltraining programs, poor and backwardgroups are deprived of opportunities.National level initiative is required in as-sisting youths belonging to poor and dis-advantaged groups.

Way Paved by TfE

40

Training Packages Developed by TfES .No .S .No .S .No .S .No .S .No . Training PackageTraining PackageTraining PackageTraining PackageTraining Package DurationDurationDurationDurationDuration QualificationQualificationQualificationQualificationQualification Major ModulesMajor ModulesMajor ModulesMajor ModulesMajor Modules

1 Community Agriculture *****2000 hours[12 months] Class 8Assistant (CAA)

2 Community Livestock *****2000 hours[12 months] Class 8Assistant (CLA)

3 Welder *****1760 hours[12 months] Class 8

4 Auto Mechanic *****2400 Hours[15 months] Class 7

5 Construction Technician *****1950 hours[15 months] Class 7

6 Junior Technical Assistant *****1920 hours[15 months] Class 8

Basic common with socialmobilization, Out reach Program,Vegetable/Fruits/OrnamentalPlant Production, Cereal/Pulse/Cashand Seed Production,Sericulture, Bee Keeping,Fish and Duck Farming,Marketing, Communication and En-trepreneur Development,On the Job Training (OJT)

Basic common with socialmobilization, Out reach Program,Livestock Management,Livestock Health Services,Livestock Production Management,Marketing, Communication and En-trepreneur Development,On the Job Training (OJT)

Applied English,Applied Mathematics,Workshop Drawing,Fitter (Bench Work),Arc Welder (Shielded Metal ArcWelding, SMAW), Gas Welder (GasWelding),TIG Welder (TIG welding),MIG Welder (MIG Welding),Small Enterprise Development andGeneric Skills,On the Job Training (OJT)

Applied English.Applied Mathematics,Workshop Drawing,Basic Fitter,Engine Fitter,Transmission Mechanic,Auto Service Mechanic,Auto Air conditioning Mechanic,Auto Electrician,Driver (Driving),Small Enterprise Development,On The Job Training (OJT)

Basic General Course,Masonry and Tiling,Shuttering Carpentry, Scaffolding &Bar Bending,Plumbing & House Wiring,On The Job Training

Bench Work,Building Electrical Installation,Industrial Electrical Installation,Electrical Distribution System,Electrical Repair and Maintenance,Basic Electronics,Entrepreneurship andcommunication, Skills,On The Job Training

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Way Paved by TfE

S .No .S .No .S .No .S .No .S .No . Training PackageTraining PackageTraining PackageTraining PackageTraining Package DurationDurationDurationDurationDuration QualificationQualificationQualificationQualificationQualification Major ModulesMajor ModulesMajor ModulesMajor ModulesMajor Modules

7 Floriculture Assistant *****1040 hours[8 months] Class 5

8 Nursery Assistant *****1040 hours[8 months] Class 5

9 Dairy Technician *****1180 hours[8 months] Class 8

10 Sweet Maker *****500 hours[6 months] Class 8

11 Bamboo Artisan *****1164 Hours[8 months] Class 5

12 Cook- Indian cuisine *****1290[9 months] Class 8

13 Cook – Chinese cuisine *****1290 hours[9 months] Class 8

14 Telecommunication *****1740 hours[12 months] Class 8Line Installer & Repairer

15 Micro Hydro *****1650 Hours[12 months] Class 8Technician

16 Computer Hardware *****960 hours[6 months] Class 8Technician

Basic course,Soil Nutrients disease andPest Management,Producing and sales, Distribution ofPlants, Cut Flower,Arrangements and Decoration,On The Job Training

Basic course, Soil Nutrients disease andPest Management,Nursery Management, Gardening,On The Job Training

Basic course,Dairy Science and Technology,Entrepreneurship Development,On The Job Training

Basic course,Sweet Making,Entrepreneurship Development,On The Job Training

Basic Course,Basic Works and Decorative ArticlesProduction,Entrepreneurship Development,On The Job Training

Basic Course,Indian Cooking,Entrepreneurship Development,On The Job Training

Basic Course,Chinese Cooking,Entrepreneurship Development,On The Job Training

Basic Module,Telephone Line Installation and Main-tenance,Cable TV Installation and Maintenance,Computer Networking Cabling,Small Business Development,On The Job Training

Basic Module,Basic Civil Works,Basic Electrical Works, Electro-Mechanical Installation Works ,Arc Welding,Power Distribution Works,Testing and Commissioning Works,Micro-hydro Plant Management,Small Enterprise Development,On The Job Training

Basic Skills,Computer Assembling andConfiguration, Maintenance andTroubleshoot Hardware,Small Business Development,On The Job Training

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Participation in Pilot Trainings and Employment Status

S . N oS . N oS . N oS . N oS . N o Name of Partner TTP & AddressName of Partner TTP & AddressName of Partner TTP & AddressName of Partner TTP & AddressName of Partner TTP & Address Training ProgramTraining ProgramTraining ProgramTraining ProgramTraining Program

1 Baijanath Engineering College, Kanchanpur Construction Technician (15 m)

2 Balaju School of Engineering and Technology, Kathmandu Welding ( 12 m)

3 Butwal Technical Institute, Rupendehi Welding ( 12 m )

4 CEMECA Human Resource Academy, Rautahat Construction Technician (15 m)

5 Chamber of Industries Morang, Morang Floriculture Assistant (8m)

6 Dolakha MultiSectoral Training Institute, Dolkha Junior Electrical Technician (15 m)

Junior Electrical Technician (15 m)

7 Durga Cottage Gardening Institute, Kathmandu Nursery Assistant (8 m)

8 Eastern Poly Technical Institute, Sunsari Nursery Assistant (8 m)

9 Elam Trade School, Damak, Jhapa Bamboo Artisan (9 m)

10 Farwest IT Education Academy Pvt. Ltd., Kailali Computer Hardware Technician (6 m)

11 Institute of Information and Telecommunication (IIT),Kathmandu Telecommunication Line Installer and Repairer (12 m)

12 Jiri Technical School, Dolkha Community Livestock Assistant (12 m)

Dairy Technician and Sweet Maker (12 m)

13 Karnali Technical School, Jumla Community Livestock Assistant (12 m)

14 Madan Memorial Academy Nepal, Morang Community Livestock Assistant (12 m)

Community Agriculture Assistant ( 12 m)

15 Mahakavi Devkota High School ( Annex Program), Sunuwal Auto Mechanics (15m)

16 Makwanpur Chamber of Commerce and Industry, Makwanpur Bamboo Artisan (9 m)

17 National Academy of Applied Science and Technology ( NAAST), Sunsari Dairy Technician and Sweet Maker (12 m)

18 Nepal Polytechnic Institute, Bharatpur Community Livestock Assistant ( 12 m)

Nursery Assistant (8m)

Floriculture ( 8 m)

Dairy Technician and Sweet Maker (12 m)

19 Nirdhan Technical Institute, Rupendehi Junior Electrical Technician (15 m)

Micro Hydro Technician (12 m)

20 Rapti Technical School, Dang Community Livestock Assistant (12 m)

21 Sanothimi Technical School, Bhaktapur Auto Mechanics (15 m)

22 Seti Technical School, Doti Community Agriculture Assistant ( 12 m)

23 Shree Gurans Secondary School - Annex Program, Bardiya Nursery Assistant (8 m)

24 Sunsari Technical School, Dharan, Sunsari Auto Mechanics (15m)

25 Uttarpani Technical School, Dhankuta Community Livestock Assistant ( 2 m)

26 Western Region Community Skill Junior Electrical Technician ( 5 m)

Development Center (WRSDTC), Baglung Micro Hydro Technician (12 m)

Tota lTota lTota lTota lTota l

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TraineesTraineesTraineesTraineesTrainees Employment StatusEmployment StatusEmployment StatusEmployment StatusEmployment Status

EnrolledEnrolledEnrolledEnrolledEnrolled LeaversLeaversLeaversLeaversLeavers GraduatesGraduatesGraduatesGraduatesGraduates

28 1 27 100% employment

21 2 19 Foreign & Wage Employment

24 - 24 100% Employment in Workshop & Industries

28 4 24 Self & Wage Employment

20 5 15 Self & Wage Employment

24 4 19 100% Employment

22 3 19 Completed Training Recently

20 4 16 Wage Employment

19 3 16 Self & Wage Employment

26 6 20 Self & Wage Employment

24 - 24 100 % Employment

30 11 - In “ OJT”

31 - 31 Self and Wage Employment

28 - 28 Completed Training Recently

29 2 27 Trainees are in wage & self employment

34 1 33 Self & Wage Employment

32 3 29 Self & Wage Employment

24 3 21 100 % employment in various workshops

32 3 29 Self & Wage Employment

19 - 19 Self & Wage Employment

30 4 30 Self & Wage Employment

20 3 17 Self & Wage Employment

20 2 18 Self & Wage Employment

20 4 16 Self & Wage Employment

26 2 24 Self & Wage Employment

18 - - Training on going while preparing this data

28 1 27 Self & Wage Employment

24 4 20 100% employment in various auto workshops

31 - 31 Self & Wage Employment

24 8 16 Self & Wage Employment

25 - 25 Wage Employment

30 1 29 Self & Wage Employment

21 3 18 Completed Training Recently

20 - - Training on going while preparing this data

8 5 28 5 28 5 28 5 28 5 2 8 78 78 78 78 7 7 1 17 1 17 1 17 1 17 1 1

Way Paved by TfE

44

Training for Employment (TfE)(January 2000 - March 2008)

(A project implemented by Alliance Nepal with SDC support)

Central OfficeCentral OfficeCentral OfficeCentral OfficeCentral OfficeNepal Alliance for Social Mobilization (Alliance Nepal)

Pulchowk, P.O. Box: 8975, epc 655, Lalitpur, NepalPhone: (01) 5526145, 5545890

Fax: (01) 5552380email: alliance@alliance.com.npwebsite: www.alliance.com.np

Regional OfficesRegional OfficesRegional OfficesRegional OfficesRegional OfficesElam Plus premises, Dhangadhi, Kailali

Phone: (091) 521038Fax: (091) 520861

TBSU premises, Dharan, SunsariPhone: (025) 521547, 522240

Fax: (025) 526519

Training for Employment