Available via license: CC BY 4.0
Content may be subject to copyright.
S. Bagale (2018) Int. J. Soc. Sc. Manage. Vol. 5, Issue-4: 237-242
DOI: 10.3126/ijssm.v5i4.21377
Full text of this paper can be downloaded online at www.ijssm.org/ &http://nepjol.info/index.php/IJSSM/issue/archive
Necessity of Linkage of TEVT with Industry in Nepal
Shiba Bagale
1
*
Training Institute for Technical Instruction (TITI), Sanothimi Bhaktapur, Nepal
Abstract
This paper highlights on the necessity of the coordination of the TVET institutions and the industry in Nepal. The main goal of
TVET is to develop skillful human resource needed for the country which could generate employment opportunities and
entrepreneurship. Similarly, industry is the place for the job market and performing the skills that is achieved. In the context of
Nepal, different studies show that the TVET graduates are unemployed, employed but in low wage, employed but not fulfilling
the industry need. This is because of lack of meeting the demand of the market need by TVET courses. If the linkage is done,
it increases productivity and nations economy. But the most challenging part is meeting the industry goals and skills by
academic courses of TVET. So, academic skills and industry skills needs to be matched by revisiting the curriculum and other
strategies. Also the industrial human resource could be upgraded by providing occupational skills upgrading training. The labor
market, need assessment of the human resource, identification of the industrial skills needs to be identified to make a strong
linkage. Thus, this study suggests that the urgent need of the collaboration of the industry and the TVET for the overall and
sustainable development of the country.
Keywords: Technical education; vocational training; market needs; employment
Introduction
Technical and Vocational Education and Training (TVET)
is getting education, knowledge and skills for the
employment opportunities. The contribution of TVET is
generating of gainful employment, encouraging self-
employment and entrepreneurship development, better
earning which ultimately helps them to uplift their living
standard. With this aspects many technical and vocational
schools, training centers are established over the country.
TVET is one of the key feature for the success of the
country. The main essence of TVET is the overall
Cite this article as:
S. Bagale (2018) Int. J. Soc. Sc. Manage. Vol. 5, Issue-4: 237-242. DOI: 10.3126/ijssm.v5i4.21377
1
*Corresponding author
Shiba Bagale,
Training Institute for Technical Instruction (TITI), Sanothimi Bhaktapur, Nepal
Email: shiba@kusoed.edu.np / sbd@titi.org.np
Peer reviewed under authority of IJSSM
© 2018 International Journal of Social Sciences and Management
This is an open access article & it is licensed under a Creative Commons Attribution 4.0 International License
(https://creativecommons.org/licenses/by/4.0/)
development of the nation with the well-equipped and
advanced technology for mainstreaming the development of
a nation. The main motto of the TVET is to develop
entrepreneurship and build the skillful human resource for
the nation building. The main aim is to make all the citizens
skill full for the overall development of the nation. Not only
this, it aims to develop a high level skill full\ human
resource that is needed for the country. According to the
definition by UNESCO and the International Labor
Organization (ILO), TVET refers to “aspects of the
educational process involving, in addition to general
education, the study of technologies and related sciences,
Mini Review
237
S. Bagale (2018) Int. J. Soc. Sc. Manage. Vol. 5, Issue-4: 237-242
Full text of this paper can be downloaded online at www.ijssm.org/ &http://nepjol.info/index.php/IJSSM/issue/archive
and the acquisition of practical skills, attitudes,
understanding and knowledge relating to occupants in
various sectors of economic and social life"(Training
Institute for Technical Instruction, 2016).
TVET in Nepal
In Nepal, Council for Technical Education and Vocational
Training (CTEVT) is the responsible government authority
for the TVET sector. It aims to enlarge the scope of TVET
with the theme of sustaining Nepal with skillful human
resource. CTEVT was established in 1989 under CTEVT
act 1989 with the aim of strengthen the vocational technical
education in Nepal. According to CTEVT act 1989. With
the vision of every Nepali people should be employed with
the skill of TVET program, CTEVT had taken the
responsibilities of preparing skilled workforce required to
the job market and introduced the different policy and
program. “Major functions of CTEVT are: policy and
program formulation coordination and facilitation, quality
control, and program implementation. One of the
responsibilities of CTEVT is to formulate policy in TVET”
(Council for Technical Education and Vocational
Training,1988).
Technical education and vocational training (TEVT) is a
means of growing employment and earning potential of
individuals, which contributes to socio-economic
development of a country. So the main aspect of TEVT is
to arrange world class technicians and skillful workers who
can do competition with the world class job market. So
different TVET policies are formulated. In most emerging
economies, educators and Industry operate in different
worlds and often have little communication with each other.
Regularly their social networks and association linkages
have no intersection. Surveys often show a complete lack of
understanding or respect for the interests and commitments
of the other group. In the context of Nepal, the aim of the
TVET and the marked demand is simultaneously different.
The market demand is at one hand where the analysis and
TVET providers are at another end. The mismatch has been
one of the major area why the TVET graduates are not
getting enough jobs and as per their expertise.
The aim seems very outstanding. But where the graduates
go for the job placement? How are they working on the
market economy? What is the linkage between the TVET
institutions and industry is the most challenging question?
The argument for providing vocational education has
brought about the idea of revisiting the links between school
and industry (Alam, 2008). The number of government
TVET institutions, and the number of private organization
are increasing day by day but it’s the time to do analysis on
how the job placement is done, what is the ratio of market
demand.
Kirkpatrick (1983) has prioritized three aspects of TVET.
The three purposes are: individual control ability, equality
of opportunity and human capital. They also have referred
four principles of TVET system to fulfill these purposes.
They are, Good governance in the coordinated output
oriented model, Occupation-driven education employment
linkage, Permeability and Quality. This shows that the
TVET is not far from the industry. TVET and industry are
supplementary to each other.
The government policy also highlights to establish and
provide technical education in all the local level of all the
provinces. This also shows that the necessity of TVET in
the grass root level. Similarly, TVET policy has also
highlighted the necessity of expansion of the TVET
programs in all parts. So strong collaboration and
addressing market need are the major challenge.
TVET and Industry Linkage: A Crucial Need
The major market of TVET is industry. Without the linkage
with the industry TVET graduates cannot maintain
professional competencies and also the industrial
productivity can’t be developed only with low level human
resource. So skillful human resource, TVET graduates are
the main for the industrial upliftment.
The graduates of TVET are working in different industries.
Anamuah-Mensah (1995) reports that in most countries
there is a considerable gap between what is learnt in the
classroom and the real life context of pupils’ present and the
future world. He further adds that this peculiar problem is
particularly true of the less developed countries where the
needs of those not progressing beyond the compulsory
stages of primary and junior secondary education are
subservient to the perceived academic needs of those
progressing further, particularly by the small percentage
proceeding to university.
The main market of the TVET graduates is industry. The
main aspect is that the interaction between TVET and the
industries creates innovation in the national and
international arena. It also helps for the competitive market
and economic growth. According to World Bank, the status
of TVET is depends on their ability to produce qualified
young people who will be immediately operational in the
work place. The market based economy could be sustained
if a country is developed. And the country could be
developed if technically it is sound, if all the systems are
managed. This is possible only with the help of TVET
graduates.
The legal entities that comes closest to covering all aspects
of TVET are the 2012 TVET Policy, which we consider as
soft law, and the CTEVT Act. But this has also not talked
exactly on the TVET and industry linkage. There is no such
provision which could help the linkage between the
graduates and the human resources of industry. This shows
that from the policy level, it should be formulated about the
linkages. Now the country is in the phase of provincial level
238
S. Bagale (2018) Int. J. Soc. Sc. Manage. Vol. 5, Issue-4: 237-242
Full text of this paper can be downloaded online at www.ijssm.org/ &http://nepjol.info/index.php/IJSSM/issue/archive
and the necessity of the linkage is most important in each
province. Some provinces have more industries and TVET
institutions and some do not have. So the power balance
between the academic and industrial sector is also
necessary.
The linkage is very necessary between TVET and industry.
For the TVET graduates, industry is the main place for the
job market and for the industry, technical institutions are the
main. The collaboration between two is very necessary. The
job fair, seminar, workshops should have been organized
between the two. It not only helps to the TVET graduates
and the industry but also will help for the national economy
and nation’s development. If the collaboration is done
between two, then it will give findings that what type of
technical graduates is necessary for the next few years,
which would help to fulfill the nation’s vision. Companies
that collaborate with learning institutions typically have
higher productivity rates than companies that do not have
such collaboration (Santos and Satuart, 2003). So the
collaboration is very necessary.
Researches show that the linkage increases productivity too.
Companies that collaborate with learning institutions
typically have higher productivity rates than companies that
do not have such collaboration. TVET institutions operate
in an environment characterized by fast technological
progress, emerging careers, changing jobs requirements and
increased competition; these changes have necessitated
industry-institute collaboration in order to address this
challenge (Uddin ,2013).
According to Pautler (1990), the problems facing vocational
and technical education are many. The courses are also not
fulfilling the market needs. The new courses based on the
market are the demand. The institutions must have a partner
to help find solutions and this can be accomplished only by
developing linkages with industries so that they can survive
and accomplish their intended goals of providing the skilled
manpower needs of the country.In Nepal, CTEVT is the
main leading organization that has government mandate for
the TVET sector. It aims to develop the skill human
resource. In a tracer study done by Accountability Initiative
Private limited (2015), it shows that Out of 2009 traced
TVET graduates, 982 (49%) were employed, 928 (46%)
were unemployed, and the rest 99 (5%) were working as
volunteers. This also shows that how many of the graduates
are employed and not. Even the number of unemployed is
high. It is very serious case that TVET graduates are also
unemployed as its main aim is to for middle level human
resource.
The link between the rate of technical progress and the
quality of human intervention has become increasingly
evident as has the need for those active in the economy to
be trained to use the new technologies to innovate. New
skills are needed and educational institutions are required to
meet the need by providing not only the minimum of
schooling or vocational training, but also training for
scientists, innovators and high level specialists (UNESCO,
2012).
If we see the Nepali job market, every year more than 20
thousand Nepali youths enter to the job market but what is
their effectiveness. Similarly, every month thousands of
Nepali youths go to abroad for the job. They are neither
skillful nor the essential human resource that is needed for
the country. The technology that they have practiced here
and they are going to practice in foreign migration is very
different which seems mismatching. And the new advanced
industries need skillful human resources with latest
information and technology with advanced skills (Agrawal,
2012). So the linkage between the industries with latest
technology is very necessary. So, that this could help for the
self-entrepreneurship and also will help for the abroad
migration.
Major Gap: Academic Vs Industrial skills
TVET providers are mushrooming day by day to fulfill the
need of the people. In the context of Nepal, the market based
curriculum and courses are not developed properly to
address the current need of the industry. The main gap is
that the necessity of the industry and education of the TVET
graduates doesn’t match. TVET system is not sufficiently
market based. The limited access and equity of the needed
people as per the industry requirement is not addressed by
the TVET.
The first thing that can be done is to develop market based
courses based on the need of the enterprises and industry so
that the TVET graduates can get better opportunities and
job. If collaboration is not done between TVET and
industry, then the graduates have no scope in the market. So
the curriculum should be focused on the market need by
doing adequate research and need assessment of the market.
The second aspect is, the curriculum is not developed jointly
to address the TVET graduates scope and industry need. If
the curriculum is developed in collaboration with the
industry and TVET providers, then it would address the
need of overall development. Raihan (2014) suggests the
collaboration can be done in main five areas: (1)
development of curriculum and learning materials; (2)
training instructors; (3) provision of practical training in the
work-place; (4) facility improvement in schools/centers;
and (5) employment opportunity. The curriculum is more
academic rather than market based. Occupational standards,
quality assurance are not fulfilling the present need.
The TVET graduates are not competent in the industrial
skills. The competencies are only within the workplace
were the skills exactly doesn’t match in the industry. The
knowledge and skills is only practiced within the narrow
boundaries of the TVET institutions. Industry linkage will
239
S. Bagale (2018) Int. J. Soc. Sc. Manage. Vol. 5, Issue-4: 237-242
Full text of this paper can be downloaded online at www.ijssm.org/ &http://nepjol.info/index.php/IJSSM/issue/archive
help to provide systematic competencies on the skills that is
learnt in the TVET institutions. UNESCO-UNEVOC
(2013) has stated that the potential human resource has
difficulties in getting employment in the labor market due
to lack of sufficient skills. The higher level graduates also
face the difficulties on getting better jobs as per their skills
because of lack of skills that is needed in the industry. The
quality of the TVET graduates doesn’t address the need of
the industry, which seems the most challenging task for the
coordination.
Likewise, the machines and instruments that is practiced in
the TVET sector are not as same as it is in the industry. In
the technical area, the graduates need to be competent in the
skills to operate the machines too, where the institutions
don’t have advanced technologies that is used in the
industry and the global market. The skills gained on
student’s internship doesn’t fulfill the need of the industries.
Neupane (2011) also highlights that the investment in
TVET is very high which aims to provide employable skills
needed for the industry.
The TVET graduates from different technical schools and
different TVET organizations are providing academic
courses which consists of knowledge and skills. But what
about its application in the real workplace, real industry? If
we see the academic achievement, it sounds good but the
performance in the industry seems still lacking. So skill and
productive workers who are able to adopt labor market and
latest technological transformation are in the need of the
industry (Hoeckel, 2008). It seems that these benefits to the
human resource depend greatly on the quality of the school-
to-work transition that individuals, institutions, employers
and policy makers are able to ensure (Billett, 2014).
This shows that TVET success on continuous alternations
between TVET providers and industrial environment. The
linkage and collaboration is one of the basic need for the
development of the nation. Industry identifies the need and
TVET develops the graduates to fulfill the need of the
industry. So in many developed countries the investment is
seen in the TVET sector which finally helps for the overall
development of the nation.
Training as a Tool
The TVET graduates are gaining skills and knowledge but
the demand of the industry isn’t fulfilled. For this, in service
skill upgrading training is the most. The industrial necessity
can be fulfilled by providing short term trainings to enhance
the capability of the human resource. Not only this, the
skills that TVET provides may not meet the requirement of
the industry. In this case, the occupational skill needs to be
upgraded with providing short term courses that is needed
to the people who are engaged in the industry. And the
necessity of the training and its application in the industry
can be highlighted. Apprenticeship training, industrial
training are different forms of the training that can serve the
necessity of the industry and linking it with academia.
Training is taken differently in different situation. Some
training focuses on skills, some of knowledge and some on
attitude. However, all the components are equally delivered
in the training. So companies are investing huge amount in
the trainings of their staffs. Due to its increasing critical role
in times of change, companies rely on and invest a
significant amount of resources on training (Union, 2007).
So the training has its influence in the companies and
institutions.
Training is one of the essential aspects in human resource
development. Denby (2010) stated the importance of
training as important as recruitment, selection and
compensation which is a part of human resource
development. It helps the organization to make the
organization active with the employees full of knowledge,
skill and attitude that will improve the employees working
capacity. So the trainer is responsible for the effective
training methods and the good and bad aspects of it which
will help to evaluate the training.
In each organization, the investment in the training is done
for the improvement of the organization’s functions and
provides benefit. So the purpose of the investment is to gain
skill that is needed to the organization which should be
productive. He further added that training is evaluated with
the three basic characteristics of human nature i.e.
improvement on knowledge, skill and attitude and this is the
key principle for the organizations benefit. So the
investment on training is a good repayment for the
upliftment of the organization.
Garavaglia (1993) focuses on the main purpose of the
training as improving the performance and helps in the
effective delivery and benefits of the organization. Within
the 15 years of the tenure of the South African democratic
dispensation, the organizational benefit with the
productivity and the financial increase are highlighted to be
the competitive market in the era of globalization. The main
theme of the organizational productivity is through the
efficient knowledge, high quality performance and skills of
problem solving. So the transfer of learning is the main
motto to grasp the goals of the organization.
Thus, the different literatures regarding training and human
resource development has focused that until and unless the
necessity of industry and organization is not addressed, only
providing technical education and vocational training can’t
fulfill the present market needs. This will not help industry
and TVET connection. So the effective planning for the
linkage of the TVET and industry is necessary. In this
aspect, vocational training, skill upgrading, short term
courses based on the need of the industry are needed.
240
S. Bagale (2018) Int. J. Soc. Sc. Manage. Vol. 5, Issue-4: 237-242
Full text of this paper can be downloaded online at www.ijssm.org/ &http://nepjol.info/index.php/IJSSM/issue/archive
Conclusions
The direct relation between industry and technical
institutions is obvious. So channelizing the ways to make
the good relation is very important. The best way is
collaboration between the industry and the institutions,
workshops, meetings are the best way. The industry should
have made the plan and the vision for the necessity of labor
market and economic market in technical sector. Based on
the market need, the technical and vocational institutions
should have developed the curriculum and the courses.
Information sharing between the technical and vocational
education providers and the industry is very essential. The
graduates have core knowledge in the specific field. And
also the skills during the fulfillment of the course may not
be sufficient, so the practical education is very necessary.
Without the linkage the practical education in the real field
couldn’t be successful. So industry has main role in the
perfection of TVET graduates. Industry is the platform for
utilizing and applying the knowledge and skills learnt in the
organizations.
Also the TVET policy has not addressed this issue. In this
context, the mushrooming organizations and industries
from large to small base should be interlinked. They should
have linkage in the same legal framework where the TVET
graduates could show their efficiency. So the umbrella Act
regarding these issues should be formulated andeffective
implementation is important. In general, TVET schools
should be established where there is a need on the labor
market and the provinces should coordinate and decide on
the allocation of TVET schools, programs, and occupations
to various local areas. The province should promote TVET
programs so students know what is available even if it is
outside their immediate area.
The TVET institutions have to strengthen links with
industries to improve networking between academia and
industries to create a better understanding of each other’s
needs and to identify how they can be met through the
industry programs. It helps to develop the networks with
the TVET providers and serve the needs of local economic
development.
References
Accountabilility Initiative Private Limited (2015) Tracer study of
the graduates of diploma and TSLC Programs under
CTEVT. Retrieved from
http://www.event.gov.np/pdf/reportontracerstudy.pdf
Agrawal T (2012) Vocational education and training in India:
challenges, status and labour market outcomes. Journal of
Vocational Education & Training. 64(4): 453-474.
Alam GM (2008) The Role of Technical and Vocational Education
in National Development of Bangladesh. Asia Pac. J.
Coop. Educ. 9(1): 25-44.
Anamua-Mensah J and Towee P (1995) Bringing industry into the
science classroom: Problems, concerns and prospects
associated with a paradigm shift. Proceedings of the 7th
IOSTE symposium in Netherlands.
Billett S (2014) The standing of vocational education: Sources of
its societal esteem and implications for its
enactment.Journal of Vocational Education & Training 66
(1): 1–21.
Council for Technical Education and Vocational Training (1988)
CTEVT Act 1988. Kathmandu, Nepal: Ministry of
Education. Retrieved from
http://ctevt.org.np/files/admin_ctevt_act2045(eng).pdf
Denby S (2010) The importance of training needs analysis.
Industrial and Commercial Training 42(3): 147-150.
Garavaglia PL (1993) How to ensure transfer of training. Training
and Development, 47(10): 63-68.
Hoeckel K (2008) Costs and benefits in vocational education and
training. Paris: Organisation for Economic Cooperation
and Development
Kirkpatrick D (1983) Four steps to measuring training
effectiveness. Personal Administrator, 28(11), pp 19-25.
labour market outcomes. Journal of Vocational Education
& Training 64 (4): 453–474.
Neupane M (2011) TEVT Expenditure: An Investment in Human
Capital. TVET Development Journal, 1 (11). pp 88-91.
Retrieved from:
http://ctevt.org.np/files/Research%20Journal%202011.pd
f
Obwoge ME, Mwangi SM and Nyongesa WJ (2013) Linking
TVET Institutions and Industry in Kenya: Where Are We?
International Journal of Economy, Management and
Social Science 2(4): 91-96.
Pautler Jr. AJ (1990) Vocational education in the 1990s: Major
issues. Michigan: Prakken Publishing, Inc.
Raihan MA (2014) Collaborations between TVET institutions and
industries and Bangladesh to enhance employability skills.
International Journal of Engineering and Technical
Research 2 (10): 50-55.
Santos A and Stuart M (2003) Employee perceptions and their
influence on training effectiveness. Human Resource
Management Journal 13(1): 27-45. DOI: 10.1111/j.1748-
8583.2003.tb00082.x
Training Institute for Technical Instruction (2016) Trainees
Satisfaction Toward Training Service: A Parallel Mixed
Method Approach. Retrieved from
http://www.titi.org.np/images/downloads/training_satisfa
ction_research_report.pdf
Uddin RP (2013) The role of technical and vocational education
in poverty reduction among youths in Nigeria. Journal of
Emerging Trends in Educational Research and Policy
Studies 4(4): 613-617. Retrieved from
http://jeteraps.scholarlinkresearch.com/articles/The%20R
ole%20of%20Technical%20and%20Vocational%20Educ
ation.pdf
241
S. Bagale (2018) Int. J. Soc. Sc. Manage. Vol. 5, Issue-4: 237-242
Full text of this paper can be downloaded online at www.ijssm.org/ &http://nepjol.info/index.php/IJSSM/issue/archive
UNESCO (2012) Transforming TVET: Building Skills for Work
and Life. Shanghai, China: Author.
UNESCO-UNEVOC (2013) Tackling Youth unemployment
through TVET. Bonn, Germany: Author. Retrieved from:
http://unesdoc.unesco.org/images/0022/002255/225531e.
pdf
Union A (2007) Strategy to Revitalize Technical and Vocational
Education and Training (TVET) in Africa. Paper presented
at the Meeting of the Bureau of the Conference of
Ministers of Education of the African Union.
242