essay on importance of technical education in nepali language

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Introducing Technical & Vocational Education and Training (TVET) in the Secondary Schools in Nepal: Opportunities and Challenges

2015, Journal of Training and Development

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Prof. Kabi P R A S A D Pokhrel, PhD

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Overview of Technical and Vocational Education in Nepal

A strong and well-thought-out technical and vocational education and training boosts productivity and aids in establishing employment opportunities., by sugam nanda bajracharya | august 22, 2022, economic development, youth empowerment, 6 minute read.

The skills and knowledge of a population, strengthen a country’s economy and development. Least developed nations like Nepal need to focus on developing the skills of its population to create a resilient and growing economy. Skill development is critical and should be prioritized in Nepal as the country has a growing number of youth population who have received formal education but lack the practical skills necessary for the job market. The Government of Nepal envisions achieving rapid, sustainable, and employment-oriented economic growth as per its 15 th Five-Year Plan . Similarly, it has targeted to provide high quality, employment – oriented and practical education to all its citizens. One of the main levers of sustainable development is education, which involves the transfer, acquisition, creation, and adaptation of information, knowledge, skills, and values. The Sustainable Development Goals (SDGs) have also been incorporated into Nepal’s national development framework, which includes quality education, decent work and economic growth. The SDGs call for access to high-quality training and reasonably priced technical, vocational, and tertiary education, including university education. By 2030, the SDGs envision more young people and adults to have the necessary skills, including technical and vocational ones, for employment, decent jobs and entrepreneurship.

Nepal’s Youth Lack the Skills for Employment

The current status of skills and employment levels in Nepal is far from satisfactory. According to UNICEF’s Voices of Youth: South Asian Perspectives on Education, Skills and Employment survey, which included 33,000 young people from varied backgrounds throughout South Asia, including Nepal – 54% of South Asia’s youth will not have the necessary skills for employment by 2030. According to a recent report released by UNICEF , young people aged 15 to 24 in about 92 countries including Nepal are off-course when it comes to acquiring the skills required for employment. A mismatch of skills and jobs can be attributed to inadequate skill attainment among young people, and more so among those living in low-income nations, where the percentage of young people who are on track to acquire relevant skills is the lowest. As per the National Labour Force Survey 2017/18 , 47% of Nepal’s working age population is in the 15 to the 34-year age group. However, the unemployment rate amongst the 15 to 24-years and 25 to 34-years age groups is 21.4% and 12.7%, respectively.

The discrepancies in skills and jobs in Nepal do not imply that the country lacks appropriate institutions that offer skills and knowledge that can educate the young population. While many young people do not usually opt for these technical schools , those who do attend have not been able to keep up with demand in the market. Every fiscal year, the Government of Nepal sets aside budget and programs to promote such technical and vocational education. For the current fiscal year, out of the NPR 198.6 billion budget for the education sector the government has allocated NPR 8.3 billion for vocational and technical education. It also plans to promote the “Education with Skill Program” to promote employment and production through skilled and educated labour.

The Council for Technical Education and Vocational Training (CTEVT) was founded as the apex institution to promote the growth of Nepal’s Technical Education and Vocational Training (TVET) sector. The CTEVT aims to generate all levels of technical human resources in accordance with labour market demands by coordinating with and among various TVET-providing agencies in the nation and certify the skills acquired by workers informally/unofficially. Since its inception, CTEVT has been offered 140 1696-hour short-term vocational training programs, including 24-months apprenticeship programs, 18-months pre-diploma programs, and three-year diploma programs. There are currently a total of 1106 institutes across Nepal runs CTEVT courses, including 63 component institutions, 429 associated private institutes, 572 community schools offering TECS programs, and 42 partnering institutes. Likewise, CTEVT currently offers  260 short-term training curriculum, 49 diploma-level curricula, 33 pre-diploma level curricula (including apprenticeship), and 9 curricula for professional courses in fields ranging from engineering, agriculture, health, hospitality, and others.

Challenges in Vocational and Technical skilling up

While the CTEVT offers an incredibly wide range of TVET programs, the enrollment in these programs is much lower than expected. The data from CTEVT show that the intake in the pre-diploma and diploma courses is decreasing as compared to the enrollment capacity. While the demand for technical human resources in the market exists, the trainees are less interested to pursue enrollment in the pre-diploma and diploma courses that might give them the skills required for the jobs.

Figure 1: Enrollment capacity and actual enrollment of CTEVT courses (FY2020/21)

Source: CTEVT Annual Report 2021

Another concern that Nepal experiences are the problem of the TEVT curricula either not being updated at all or not being updated in a timely manner to reflect the shifting demands of the labour market. It was discovered that the needs of the industry were not fully considered while creating a curriculum, and faculty members were not given the training that was required in new industries as specified in the curricula. Due to the gap between the supply and demand for skills, TVET programs’ quality is suffering, and as a result, the graduates suffer. Additionally, the perception of CTEVT programs in Nepali society appears to be unfavorable, as few people consider TVET to be an acceptable alternative to academic university programs. Less than 2% of higher secondary school students in Nepal are enrolled in programs for technical and vocational education.

Way Forward

It is essential that academicians and the relevant stakeholders consider the changing market needs, evolving technology, and requirements of the ongoing human resource need when developing a curriculum. A strong and well-thought-out Technical and Vocational Education and Training boosts productivity and aids in establishing employment opportunities. In order to attract young people and ensure that the courses and certifications offered by the organizations are valid and recognized by the industry, the CTEVT needs to work toward improved branding of its qualifications. While the CTEVT does work with private sector associations and federations such as the Federation of Nepalese Chambers of Commerce and Industries, the Confederation of Nepali Industries and the Nepalese Chamber of Commerce, the association among these bodies need to be coordinated to leverage these partnerships. This would collectively help individuals and the economy to identify obvious demand and supply gaps within the labor market and bring about solutions through collaborative efforts.  

Sugam Nanda Bajracharya is an MBA graduate from Stamford International University. Currently, he is working as a Beed at Beed management and a Research Associate at Nepal Economic Forum. Sugam works actively with the private sector and development partners on topics related to trade, sectoral studies, economic policy research, policy and strategy development.

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Write an essay on "Technical Education in Nepal" || Essay on Technical Education in Nepal

  write an essay on "technical education in nepal".

The term "Technical Education" comprises the two words "Technical" and "Education". Technical word has come from the noun "Technique" which means skills needed for practical job or connected with practical use. The word "Education" means knowledge or to make someone able in doing something very good. Technical Education means, knowledge or education given practically to make someone able to do the job skillfully, or make people work with machine or tools. So technical knowledge is making people able to work with machine, use tools and instruments. It is the process of making the humans fit to work with machine, tools, instruments etc. The combination of human and machine helps to bring economic prosperity and progress in any country.

Nepal is one of the developing countries in the world. To bring this nation at the level of perfection in terms of economy and technology, technical education is must. In each and every sector, technology is used, so technical man power is needed. Many structures, factories, companies, industries need technical man power and technical persons are created through Technical Education. Our country is agricultural country, and technology can aid a lot of support in this sector. To manage man power in these fields more and more technical persons are needed. The increasing demand of technical persons can be fulfilled producing technical persons through technical educational institutions. Any county can't step ahead in lack of technical persons. Such is the case in our country to. If our country can't produce technical man power, we must import such people from other countries and it is too costly to import such persons from other countries. The better solution is produce such people here in own country.

Technology has great effects on the people of Nepal because through media, they see other country being developed because of their efforts and investment in technology and technical education. It has a great influence on people because people of advanced countries have been living luxurious life style. If people are back stopped with technology, and technical education, evry nation will certainly develop. If people start working with machine and eqipments they produce much more, and even the country wil be able to export to other countries increasing national income.

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Essay On Importance Of Technical Education

Bridging the Skills Gap

Empowering individuals, fostering innovation, meeting industry needs, economic growth and development, enhancing global competitiveness, addressing societal challenges.

“Technical education is the passport to the future, for tomorrow belongs to those who prepare for it today.” - Malcolm X

“The future depends on what you do today.” - Mahatma Gandhi

“Education is not preparation for life; education is life itself.” - John Dewey

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शिक्षाको महत्व निबन्ध | Importance of Education Essay in Nepali |

शिक्षाको महत्व.

‘शिक्षा’ भन्ने बित्तिकै स्कूल, क्याम्पस आदिमा र घरमै पनि नियमित रूपले अध्ययन गर्ने-गराउने वा पढेको बन्दोबस्त मिलाउने काम भन्ने बुझिन्छ। सिकेर, पढेर, सुनेर वा अन्य कुनै पनि प्रकारले ग्रहण गरिने सैधान्तिक तथा व्यवहारिक विषयको बोध वा ज्ञान पनि शिक्षा नै हो। ‘शिक्षाको महत्त्व’ भनेको कुनै विषयमा सिकेर पोख्त हुने इच्क्षा वा चाहनाको महत्त्व हो। शिक्षा मानव जातिको तेस्रो चम्किलो आँखा भएकोले आजको युगमा यसको निकै ठूलो महत्त्व रहेको छ। शिक्षा विना मानिस ज्ञानले अन्धो नै हुन्छ। शिक्षा आजका मान्छेको एक महत्त्वपूर्ण गहन नै भएकोले यसको महत्त्व निकै ठूलो छ।

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Technical Education in Nepal

Technical education has existed in Nepal for a long time. Controlled by the Council of Technical Education and Vocational Training (CTEVT) is responsible for regulating this education system. Established in 1989 under the CTEVT ACT, the government body aims to strengthen technical education in Nepal.

Regarded as one of the most important education systems in Nepal, technical education helps to solve unemployment. It does so by providing different skills and abilities to students and helping them become an integral part of economic development.

After earning a technical education degree, youths can expect to be self-reliant and build confidence to work in different sectors including the medical field, engineering field, hydropower, forestry, and automobile industry among others.

Why technical education?

Technical education stimulates the technological and industrial development of a nation through the production of highly skilled manpower who are always in demand in the market. Needed in different aspects of our life, vocational education enables youth to participate in the development of the nation.

Vocational education aims to prepare people for employment in recognized occupations. It heavily focuses on practical education and helps students acquire understanding and practical knowledge regarding occupation in various sectors that lead to the economic growth of the country.

Can you study Bachelors after completing your Diploma?

Yes, you can study bachelors after completing your diploma.

What is the average cost of studying Technical Education in Nepal?

The average cost of studying technical education in Nepal and earning a diploma degree is Rs 2, 00,000. It usually differs from college to college.

List of Technical Education degrees in affiliation to CTEVT

Multiple schools and colleges have been established throughout Nepal in order to provide various technical education degrees. There are 99 schools that provide technical education in Nepal.

Here is a list and brief description of the diploma degrees.

Agriculture Plant/Animal

Diploma in Agriculture (I.Sc. Ag) Plant Science : The program aims to prepare students to work in the agriculture business. It also helps students develop skills needed to thrive in farm management, crop management, livestock supply among others.

Diploma In Agriculture (I.Sc. Ag) Animal Science : The course provides knowledge for bachelors in related fields. It covers different aspects of animal husbandry and veterinary science.

Engineering

Diploma In Civil Engineering : This program is designed to produce mid-level technical staff equipped with knowledge and skills related to the field of civil engineering in order to meet the country’s demand for such a workforce to contribute to Nepal’s national economic development.

Diploma In Mechanical Engineering : There are 6 different schools that provide this degree in affiliation with CTEVT. Students will specialize in product design, maintenance engineering, and industrial engineering among others.

Diploma In Information Technology : The course extends over three years and focuses on fundamental principles of Information technology. It helps students develop wide range of skills required to build a career in IT sector.

Diploma In Geomatics Engineering : It intends to produce competent geomatics technicians who are equipped with knowledge and skills related to land surveying, engineering/construction surveys and geographical information systems.

Diploma In Computer Engineering : This program aims to foster the knowledge and skills required thrive in the field of computer engineering and information technology in Nepal.

Diploma In Automobile Engineering : This course is a sub branch of mechanical engineering and consists elements of electrical engineering, software engineering, mechanical engineering, manufacturing and design. Students will be able to monitor, supervise, and control different phases of motor production processes.

Diploma In Architecture Engineering : The course focuses on building design, foundational engineering and helps the student become highly skilled manpower in the field of architecture engineering. Student can expect to become Junior Architects after completing the degree.

Diploma In Biomedical Equipment Engineering :  The course helps to understand the relationship between human physiology and biomedical engineering and enables the student to carry out planning and medical device management in the health sector.

Diploma In Electrical & Electronics Engineering : Students who intend to work in the electrical field can pursue this degree. The course covers fundamentals which help the students become electronics technicians.

Diploma In Hydropower Engineering : One of the influential areas in the engineering sector is hydropower engineering. It emphasizes on the broader application of hydroelectricity.

Health /nursing

Diploma in Ophthalmic Science : In order to provide curative and reliable eye health programs to the citizens, CTEVT aims to create skilled Ophthalmic Assistants with this program. After receiving theoretical and practical knowledge in the field of Ophthalmology, the students can play important role in eye care delivery system of Nepal.   

Diploma In Pharmacy : Pharmacology is one of the main disciplines under Biomedical Science and the pharmaceutical industry. Students will learn the appropriate use of medication and also how to prepare and dispense them. The supply of pharmaceuticals for health care services is the primary responsibility of the graduate.

Diploma in Physiotherapy : Physiotherapy is an emerging field in the health service sector. This field has supported people with their fitness, treatment, and restoration, and also created job opportunities in both the public and private sectors and tremendous opportunities for self-employment as well.

Diploma In Forestry (I. Sc. Forestry): Some of the topics that this course focuses on are soil conservation, watershed management, community forest management, wildlife management. Graduates will work to solve the problems that are affecting the forests.

Management/ Humanities

Diploma In Social Work :  Students will be able to understand strategies of social changes and learn the ethics of social work. They can also apply the skills for the growth of families and communities.

Diploma In Journalism & Mass Communication : The course is a combination of different topics in the field of mass communication and journalism. Field work is a major part of the course.

Diploma In Beauty And Cosmetology : The course covers fundamentals of beauty and cosmetology. Some of the topics include make up, nail beautification, hair treatment, anatomy and physiology of the hair, nail and skin. As the course advances students can also learn about dermatology.

Hospitality                

Diploma In Hotel Management : This course is designed to produce skilled manpower for the hospitality sector. Some of the fundamental topics include airline catering, institutional operations, cooking, among others.

Diploma in Library and Information Centre Management : The program focuses on providing practice-oriented management skills that help the learners acquire skills regarding library and information management while enriching practical management skills to enhance library and service management efficiency.

Some other degrees in this discipline includes the following courses.

• PCL Nursing
• Diploma (Certificate Level) In Dental Laboratory Technology
• Diploma (Certificate Level) In Yoga and Naturopathy
• Diploma In Ayurveda Pharmacy
• Diploma In Fashion Design
• Diploma In Refrigeration And Air Conditioning
• Diploma In Mechatronics Engineering
• Diploma In Food/Dairy Technology
• Diploma In Entrepreneurship Development
• Diploma In Medicinal And Aromatic Plants

Conclusion:  Should you study Technical Education?

Technical and vocational education and training plays an essential role in improving the wellbeing of youths and communities. It increases the productivity and empowers individual to become the workforce of the nation. Its impact on human resource development is notable.

This education system can be a decisive instrument for youths to improve their social status and also help for the sustainable development of the country. So, in this day and age when more and more development activities are taking place, this degree can be very fruitful.

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History Of Nepali Language and its importance

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Dirgha Raj Prasai

Since the creation of greater Nepal, the Nepali language has been popular as an easy means of communication between all language speakers of the nation. Many years before the creation of greater Nepal, the Nepali language had been in use from Bhramhaputra in the east and Kashmir in the west. The linguists have taken the stone inscription of Adityabanshi king Damupal, dating back to 1038 BS, as the official source of Nepali language. A copperplate inscription dating back to 1280 BS is the historical evidence of Krachalya King’s victory over Kedar-land Gadawal to create Sija’s Rigime. After studying the gold inscription of Prithvi Malla of 1413 B.S, we can surmise that the Nepali language came into existence in Gorkha and Gadawal since then.

Linguist Balkrishna Pokharel has written that the Nepali language used in Kirat era until 1382 BS is indicated by Simrangaud king Harisingh Dev’s Pandit Jyotirishwor’s Maithiti book ‘Barnaratnakar.’ Similarly, Bhanubhakta Pokharel writes, "Five-seven hundred years prior to the unification of Nepal, the kings and rulers of the nations in this region relied on Nepali language for inter-state use as in sending letters, treaties and agreements. Prithvi Narayan Shah, during his unification campaign spanning Baise, Chaubise, Limbuwan, Khumbuwan including Apungi breakaway states, used Nepali language whenever he had to speak with the monarchs of these states." In this fashion, the Nepali language gained a status as the inter-caste medium of communication.

There are plenty of archives to indicate that Prithvi Narayan Shah, before unification of Nepal, had used Nepali language when speaking with Kantipur’s king Laxminarsingh Malla and his son Pratap Malla. There are many evidences that kings Jagat Prakash Malla, Bhupatendra Malla, Bhaskar Malla, Pratap Malla and Jayaprakash Malla used Nepali language in their correspondence. As Nepali language was already in use among the smaller states before the creation of greater Nepal, it helped Prithvi Narayan Shah in his unification campaign.

Historian Nayaraj Panta has mentioned many evidences to indicate that Nepali language was used in correspondence during the Malla era, many years before the unification campaign got underway. Panta writes, "There is a stone inscription in Bishwonath Temple erected by Bhim Malla in front of Kalbhairav at Hanumandhoka." The stone inscription dating back to Nepal Sambat (Newari calendar year) 761 during the time of Laxminarsingh Malla located at a Dabali at the side of Kathmandu’s big Gantaghar and Makhan Shivalaya is written in Nepali language. There is a stone inscription in Nepali language that Pratap Malla created at Rani Pokhari in Nepal Sambat 790. The red seal written in Nepali language by Jagat Prakash Malla in 1585 Sakh S. and Jaya Prakash Mall’s document signed in the name of God as a witness to Prithvi Narayan Shah in 3 Poush 1814 BS mentions, "Kathmandu will not ambush the materials brought from Gorkha, receive the goldsmith coming from Bhot, take the coins brought from Madhes, give Naldum to Kathmandu and do the work of Kathmandu."

Historian Shankarman Rajbhanshi writes, "The Syahamohar (authority writing) written in Poush of 1719 BS by Morang king Harishchandra Sen and Brish Sen were the papers written in Nepali language.

Makawanpur’s king Manik Sen wrote Syahamor in Nepali language to Shri Gosai and papers written under the title Kartik, 1984 BS and there are papers written in Nepali language by Budhikarna Raya in 1824 BS from Bijayapur. Nepali, Hindi, Maithili, Bhojpuri, Bangali, Gadawali languages are the children of Sanskrit language. The Sanskrit language had occupied the position of national language throughout the Licchavi rule in Nepal. (Puratatwa Sangraha 2018). During the Malla rule, Sanskrit, Nepali and Newari language including local languages were used. Before the unification of Nepal, those travelling to Gorkha, Lamjung, Kaski and Janakpur from Kathmandu spoke in Nepali language. In this way, Nepali language came into practice from Bramhaputra to Kashmir. The fact is that Nepali language is not the language enforced by the victorious rulers like kings Prithvi Narayan Shah and Mahendra.

Darjeeling’s intellectual scholar Parasmani Pradhan had said, "Nepali language is not a language belonging only to a certain caste and creed. Not only the Bhramin, Chetri castes but Gurung, Magar, Rai, Limbu, Newar, Tamang have embraced Nepali language as their language despite having their own separate mother tongues. This has created a huge Nepali caste. There is no such thing as that one should forget the person’s caste language. If some castes are trying to struggle with the concept that Nepali language is not their language, they will not allow themselves to stand firm nor will allow others to do so. The Khas sound changed into Khas language and became the language of Gorkha and Gorkhali and now it is the language of all Nepalese people. The Nepali language is accepted by the Nepalese in India’s Assam, Manipur, Darjeeling, Deharadun of Uttaranchal and Almoda. The Indian government has given an international recognition to the Nepali language treating it as that of the government language.

Nepal is home to various castes, languages and people. There are a total of 124 different languages spoken in the nation. Among them, 40/50 languages are in developed state. Maithili, Bhojpuri, Awadhi, Magar, Gurung, Tamang, Sherpa, Newar, Tharu, Rajbanshi, Limbu, Rai, Thakali, Sunuwar, Satar, Urdu are popular in their own communities. The Hindi language is also spoken at some places due to the open border. However, the influence of the Hindi language as compared to what the local mother tongues have is none. Hindi is the national language of India. To adopt Indian national language is tantamount to accepting Indian dominance, which the Nepalese people are against. Since 2006, our thinking after independence has been increasingly influenced by the antinationalist elements and foreigners. This is not good for the Nepalese people.

Nepal is very rich in terms of language. This does not mean that every local language should be turned into an official language. If attempts are made in this direction, it may create difficulties in many aspects. A Newar scholar Ashok Shrestha writes, "It is nothing more than intellectual folly to launch agitation supporting the concept of Baise and Chaubise states (22 and 24 states). Kathmandu is the capital; it is natural that multi-castes of people from diverse geographical areas stretching from Mechi in the east to Mahakali are gathered here. There is a hidden mentality to make these people that cannot speak Newari cross Thankot." Thus, people speaking different language need to sacrifice on account of nationality. Following the unification of Nepal, all the castes and creeds of the nation have merged into a single caste of being Nepali in the mainstream of greater Nepal. In 2008, at the oath taking ceremony of the Constituent Assembly (CA) members, they took oath in fifty different languages and made fun of national unity.

The first Vice President of Republic Nepal Parmananda Jha, who has three decade’s experience as a justice, disregarded the national attire and took oath in Hindi language, an act which was against the constitution. The Maoist chairman Pushpa Kamal Dahal ‘Prachanda’ appeared in suit and tie to take the oath of office as the Prime Minister. How shameful is it? This effort to disdain Nepalese identity was a big defect. The national attire that reflects the Nepalese identity is Daura-Suruwal and Dhaka Topi. There were no debates raised on the subject of this national attire even after the restoration of democracy in the nation. The Nepalese language is recognized as the national language since the unification. The Nepalese kings, Nepali Congress leader BP Koirala, Matrika Prasad Koirala, Tanka Prasad Acharya, K I Singh, all the leaders, including the communist leaders and poets, have never disgraced the national attire.

Newars are nationalists. However, on purpose or inadvertently, the debate on language was started from Newars of Kathmandu. Newars are taken aback as the communal harmony existing in the nation is rickety. Newars have a huge contribution in creating awareness of Hindu and Budhist religions in Nepal. The local mother tongues can be used to save national assets through literary writings, dramas, cinemas, dance and songs. The government has made arrangement for lessons in Newari, Maithili and other languages in schools.

In such a context where the globe is becoming a village, it would not be appropriate to get entangled in a dispute of whether the local language should be given space as official language of correspondence. For example, at Dhapkharka of Bhojpur, a Sherpa school was set up a few years ago with the intention of developing the mother tongue. Although NGOs worked ardently and the students flocked the school for some days, it closed down afterwards. The desire to learn Newari language in TU is depleting. The Newari-language department in Tri-Chandra Campus is empty. Some schools are offering courses in Limbu, Gurung, Magar, Tamang and Urdu languages. If these languages had a prospect in the international arena, it could have been taken as a positive step. If forceful attempts are made to transform the local ethnic languages into official language of correspondence, it will result in ethnic conflict, which, in turn, may harm national unity. The Nepalese scattered here and in other nations should be alert to prevent such a situation.

source: Prasai,Dirgha Raj(2011),"History Of Nepali Language And Its Importance ", 27 Feb 2011, Rising Nepal

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Wednesday, December 25, 2019

Essay: Technical Education

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