Content uploaded by Shiba Bagale
Author content
All content in this area was uploaded by Shiba Bagale on Aug 02, 2015
Content may be subject to copyright.
Technical Education and Vocational Training for Sustainable
Development
Shiba Bagale, Trainer
Community Development Programme, Training and Education Department,
Training Institute for Technical Instruction (TITI)
Sanothimi, Bhaktapur, Nepal
Email for correspondence: sbd@titi.org.np or shiba@kusod.edu.np
Technical Education and Vocational Training is taken as an integral part of the national development.
This has an important role in the national sustainable development. The knowledge, skills and
attitudes are the overall aspects of the lifelong learning. In the context of Nepal, it has provided
skills and jobs to many people who are away from the general education having several barriers
within them. TEVT covers all the FIETS aspects of sustainability. This study has tried to highlight
the major essence of the Technical Education and Vocational Training for the Sustainable Development
of the nation. This paper has made an attempt to promote the TEVT through the perspectives of
sustainable development. So it has highlighted on the aspects of education for sustainable development
and the barriers behind it.
Education is a tool for sustainable development. It
has different spheres of development including socio
economic aspects. It also reflects upon the values
that guides for actions. The major challenge in the
world today is to find pathways of living and working
sustainably, so that the reasonable needs and wants
of people from all walks of life and in all countries
can be satisfied. Thus over-exploiting the natural
resources upon which all life depends that the ability
of future generations to meet their needs and wants
is threatened and we are still not realizing the fact.
Technical education is one of the cross cutting issues
worldwide. Technical Education and Vocational
Training (TEVT) comprises formal, non-formal and
informal learning for the world of work and the
emphasis of the curriculum on the acquisition of
employable skills and it will help for the fulfillment
of the demand of skilled workers in the job market.
People will learn knowledge and skills across a wide
range of institutional and work settings and in diverse
socio-economic contexts which prepare them for
gainful employment and sustainable livelihoods. We
see many developed countries are developed because
of technical education. So the main focus of technical
education is on the sustainable education. If the
education is sustainable and it will helps in poverty
reduction through economic benefit, then that
education will help the individual and the nation. So
Abstract
Key words: Technical Education, Vocational Training, Sustainable Development, barriers
Introduction
Journal of
Training and Development
2015, Volume 1, Issue 1
ISSN: 2392-456X(Print)
ISSN: 2392-4578(Online)
skill based education is one of the demands of the
present situation facing crisis on job market. Skills
are vital for poverty reduction, economic recovery
and finally will help for sustainable development.
UNESCO (2012) has also highlighted that TEVT is
an integral part of the Education for All initiative
and through its orientation towards the world of
work and the acquisition of skills plays an essential
role in promoting a countrys economic growth and
contributing to poverty reduction; ensuring the social
and economical inclusion of marginalized
communities. From this also we can clearly say that
the main essence of TEVT is to promote the
marginalized community through various skills and
contribute to poverty reduction of the country.
Technical and vocational education, as an integral
component of lifelong learning, has a crucial role to
play in this new era as an effective tool to realize
the objectives of a culture of peace, environmentally
sound sustainable development, social cohesion and
international citizenship. TVET can play an
instrumental role in developing a new generation of
individuals who will face the challenge of achieving
sustainable socio economic development. It is
important that vocational education can be a means
to an end. It can be a tool for securing employment
and sustainable development.
In Nepal the concept of vocational education was
developed from the very beginning but later with
the establishment of Council for Technical Education
and Vocational Training (CTEVT), formally got the
shape. Vocational education is defined as any form
of education whose primary purpose is to prepare
persons for employment in recognized occupations
(Okoro, 1993). So the most important aspect is for
the employment.
Immaculate (2005) opined that vocational and
technical education are leaving experience meant to
be impacted to an individual systematically in order
to get him/her adequately equipped for a good
employment in a recognized occupation. Vocational
education basically focuses on the enrichment of the
capabilities that influence the effective psychomotor
or cognitive domains of individual in readiness for
entry into the world of work in order to satisfy their
intrinsic and extrinsic values, work, and aspirations
such that local and national needs would be met.
Vocational education moreover it focuses on the
practical aspect of education on the acquisition of
practical skills, attitudes, understanding and
knowledge relating to occupation in various sectors
of economic and social life. UNESCO (2004)
identified the two major objectives of TVET as the
urgent need to train the workforce for self
employment and the necessity to raise the productivity
of the informal sector. The concept is that
development of skill enhances productivity and
sustains competitiveness in the global economy. So
vocational training can be concluded as an educational
training designed systematically to enable an
individual to acquire knowledge for the practical life
and for the occupational career.
TEVT for Sustainable Development
Education has been recognized internationally as
fundamentally important to addressing the critical
global challenges we all face. Sustainable
development is one of the agendas of the Agenda
21 and also MDG has also great role for the
sustainable development. There are various sectors
for the sustainable development. Basically the
infrastructures of development sustainability is
necessary. Similarly, in the field of education too,
sustainability is important and has great significance
for the sustainable future.
The United Nations has also declared from 2005 to
2014, the Decade of Education for Sustainable
Development. In the article Education for
Sustainability: The role of education in engaging
and equipping people for change (2009) published
by The Australian Research Institute in Education
for Sustainability states, The founding value of
Education for Sustainable Development (ESD) is
respect :respect for others, both present and future
16 JTD 1, 1 Shiba Bagale
Concept of Technical Education and
Vocational Training
Technical Education and Vocational... 17 JTD 1, 1
generations and respect for the planet and what it
provides to us(eg. Resources, fauna and flora)(p.
3). Thus, we can say that ESD challenges us to adopt
new behavior and practices to secure our future.
Adebola (2007) defines sustainable development as
a kind of development that can be initiated and
managed properly in such a way as to give attention
to continuity and preservation as people explore an
explicit available resources for the enlargement of
their existence. Creating a sustainable community
requires that individuals and organizations have the
knowledge, skills, values, capacity and motivation
to respond to the complex sustainability issues they
encounter in their personal and working lives. The
environmental, social, cultural and economic
implications are enormous and touch many aspects
of life of the worlds population. It also signifies that
technical and vocational education will lead for
sustainable future.
Technical and vocational education and training
plays an essential role in improving the wellbeing
of youths and communities. It increases productivity,
empowers individual to become self reliant and
stimulates entrepreneurship. Businesses are more
willing to invest in a community with strong human
resources. Chinwe , (2008) has also focused on skills
development can therefore contribute to strengthening
the social links of a community by promoting
employment creativity and sustainable means of
subsistence. Vocational education and job training
program has been an integral part of national
developments strategies in many societies because
of the impact on human resources development,
productivity, and economic growth.
The main aspect of technical education is to empower
the youths. Basically it focuses on the poverty
alleviation and the programs are targeted to the
youths so that it would help to sustain them. Thus
technical education is one of the aspects of sustainable
development. So TVET can be a decisive instrument
for youth to participate in the work force and to
improve their living conditions and social status.
Not only this, it will also help the people to be self
employed and will increase the number of
entrepreneurs. This will help for the development
of a country. So these types of educations will merely
help for the sustainable development.
Integrating Skill Development in Education for All
(EFA) is one of the necessary aspects in the
educational sector. Ensuring that all learning needs
of young people and adults are met through equitable
access to appropriate learning and life skills program
is one of the six educations for all (EFA) goals
established at the world education forum in Dakar
2000. Not only EFA through the general education,
it could cover the TEVT sector too. It is one of the
urgent needs to empower the youths for the
sustainable achievement. TEVT program is one of
the effective means for the disadvantaged group for
the poverty alleviation.
According to Alam (2007), human capital theory
has powerful influence on the analysis of labor
market. Alam notes that investment in education
and training produces benefit both to the individual
and to society as a whole. So there is direct linkage
of education and training in the national development.
It eventually will help for the sustainable
development. The return on investment for society
will be a skilled workforce that will enable global
competitiveness and economic growth, while the
return of the individual will be a better career path,
increased earning and a better quality of life.
TEVT has played significant role in promotion of
education by ensuring the labor market and facilitates
the access to social participants by teaching core
skills. TEVT can be understood by the FIETS
(Financial, Institutional, Environmental,
Technological and Social) approach of sustainability.
The people being trained on the technical education
and vocational training can get employment and it
will help them financially. If the adequate investment
is done in this sector, then it would become part of
green economy.
In the context of Nepal it could play an effective
role for the people who are out of the mainstream
of education and who are unable to spend a long
tenure for the general education. TEVT is a good
source for those who could complete the courses in
short span and starts to earn. Therefore, expanding
TVET in Nepal is integral for youth in crisis or post
conflict situations, tackling poverty, and promulgating
cultural inclusion for tolerant peaceful society. The
youths through TVET education are encouraged to
assume entrepreneurial position, as there is nothing
that can surpass the effectiveness of hands on training.
Thus it is one of the urgent needs for the sustainability
of the career through poverty reduction.
There are several barriers in getting technical
education. The notion of technical education and
vocational training is to provide the skill to the needy
people for economic development. There are several
barriers in the TEVT sector. Adequate funds, access
to the resources, environment, inclusion, job
placement are some of the major concerns of the
TEVT.
The main barrier in the TEVT sector is the fund.
Adequate fund is not provided to this sector; so
mainstreaming TEVT has been one of the problems.
The technical equipment and the infrastructure are
so expensive that it causes financial constraints to
develop TEVT in the national development. Apart
from this, technical experts are also not in adequate
number. Nepal now needs good quality technologists
trained by university, technical colleges and
polytechnics (Sharma, 2013). This also highlights
that there is need of the technical experts to sustain
and provide quality TEVT. There is the urgent need
of the investors to make this system a good platform
to produce entrepreneurs. Similarly, access is also
one of the main barriers to the TEVT sector. The
disadvantaged, women, marginalized people and
those who are out of the mainstream of the
development are still not getting the ample access
to join the TEVT sector. Also the inclusion of those
groups is one of the issues in this sector. Though
there are plans and policies regarding the inclusion
of those communities, the adequate platform for the
inclusion is still lacking.
Not only this, there is also the major challenge of
social and gender inclusion in TEVT. Gurung (2010)
also highlights that the indigenous people, women,
madhesi, dalits and other religious minorities are
normally excluded from the mainstream of
development and they are lacking the socio
economical opportunities. So the inclusion has
become one of the challenging agendas. There are
social and religious constraints in the society. So it
has been difficult to eliminate the deep rooted social
beliefs and culture in this context. Moreover the
inclusion plans, quota systems etc are some of the
achievements but still the implementation and
participation are not being effective.
Likewise, job placement is another barrier in the
mainstreaming of TEVT. The main aspect of technical
education is to provide employment rather being self
employed. But there are so many challenges and
hindrances ahead. Student with the certificates are
in search of good job. If the various barriers are
solved then TEVT would really help for the
sustainable development of a nation. Also another
barrier is mismatch between the production and job
market. The demand of the job market is different
than the product of TEVT. It has made complications
to compete in the job market.
If we see the focuses of UN Millennium Development
Goals (MDG), education is more prioritized on basic
and especially on the universal primary education.
The focus neglects post-basic education and training
including technical and vocational education and
training (TVET) (Fluitman 2005 as cited in Onderi,
Ajowi and Malala, 2014). This is also one of the
basic factors on how the plans and policies are
neglecting the TEVT sector.
TEVT in developing countries plays a vital role in
the overall development of the nation. It plays crucial
role in the National Sustainable Development. The
first role is to provide training opportunities and
18 JTD 1, 1 Shiba Bagale
Barriers in TEVT
Conclusions
Technical Education and Vocational... 19 JTD 1, 1
career advancements for the students who dont want
to continue the general education and it will also
help to minimize drop out children and out of the
school children. Similarly, it will help to provide
skill human resources needed at all levels of the
national economy.
Government should provide adequate fund to support
polytechnic and technical schools to ensure that
facilities are provided and maintained. There is the
necessity of Polytechnic University to provide
technical education and vocational training. The
government in partnership with the vocational
educators should create awareness on the significance
of vocational education to individuals through
workshops, seminars and conferences. There should
be adequate emphasis on practical aspect of
vocational education to facilitate the recipients to
acquire skills and reduce the over dependence on
government paid jobs. Also a clear articulation of
the possible pathways between different sectors and
TEVT should work together to develop a whole
person that has Sustainable Development values,
ethics, knowledge, attitudes and skills to contribute
to a sustainable future. Only ensuring the attitude of
the people on TEVT sector about its importance can
make TEVT a tool for sustainable development.
There is an urgent need to address the challenges of
technical and vocational training to support economic
development and the creation of national wealth and
contribute to poverty eradication. It is very effective
and essential in terms of the developing countries
like Nepal for the sustainability. For the sustainability
of the TEVT and competitive market, TVET system
must be labor-market relevant, equitable, efficient,
and of high quality. So creating a secure economic
environment that promotes the growth of enterprises
and generally stimulates the economy is the demand
of the financing agencies too. This should be taken
in consideration for the betterment of TEVT. So the
main purpose of TEVT is to provide skills, knowledge
as per the market demand so that there will be secured
job and TEVT will help to promote competitive
entrepreneurship as per the demand of the job market.
Adebola, H.E (2007). Standard in Mass literacy.
Adult and NonFormal Educatoin. Capacity
Building and Sustainable Development in Nigeria.
UNIZIK Orient Journal of Education. 3(1).
129 133.
Alam, G.M. (2007). Private Higher Education in
Bangladesh: the impact on Higher Education,
governance & legislation. Unpublished PhD
thesis, University of Nottingham, United
Kingdom.
Chinwe, M. O (2008). Nigeria Imperative for Youth
Led Entrepreneurial Development. Centre
for International private Enterprise. U.S.A
Chamber of commerce.
Gurung, O. (2010). Social inclusion: policies and
practices in Nepal. Retrieved from http://nepjol.
info/index.php/OPSA/article/view/3027/2628
http://mcserorg.ervinhatibi.com/journal/index.
php/jesr/article/download/436/453
Immaculate, E.E (2005). The funding needs of
vocational and technical education programmes
in Nigeria school system.JONATT 5 (1) 18 21.
N.U. Alhasan & T. Abdullahi (2013). Revitalizing
Technical and Vocational Education (TEVT)
for youth empowerment and sustainable
development. Journal of Education and Social
Science Research. Retrieved from
Okoro, O.M (1993), Principles and Methods of
Vocational and Technical Education, Nsukka:
University Trust Publisher.
Onderi, H., Ajowi, J.& Malala, G.( 2014).
Restructuring Technical and Vocational Education
and Training (TVET) For Sustainable
Development in Sub-Saharan Africa.
Internationalb Journal of Interdisciplinary
Research and Innovations. Retrieved from
http://www.researchpublish.com/download.
php?file=RESTRUCTURING%20
References
TECHNICAL%20AND%20VOCATIONAL
%20EDUCATION-123.pdf&act=book
Sharma, S.R. (2013). Empowering youths with skills.
Technical and Vocational Education and
Training Development Journal. Retrieved from
http://ctevt.org.np/files/Research%20Journal
%202013.pdf
UNESCO. (2004). Synthesis report: Improving
access, equity and relevance in technical
vocational education and training (TVET).
Bangkok, Thailand: UNESCO.
20 JTD 1, 1 Shiba Bagale
