If there is no prosperity, freedom has no meaning, if there is no skill, education has no meaning. Education should make people cultured and skilled and give them the ability and self-esteem to decide their future. Knowledge, culture, and skill should be given. Practically, the meaning and purpose of education cannot be other than this. In this article, we will explore the Top 10 Things that Elevate Education for Skillful Success in Nepal And how Education for Skillful Success in Nepal.
The Interdependence of Prosperity, Skill, and Education
The country prepares the path to prosperity through the creation and utilization of opportunities. In another sense, the essence of prosperity is based on a person's skills. The conclusion of our education policy is relevant, by connecting education with skills, skills with labor, labor with production, and production with prosperity, the country determines the path of progress. The country, which lacked an education policy for a long time, got an education policy three years ago.
Empowering individuals to shape their future
The basis of socialism, which the world leaders say, is skill and self-employment. By building financial self-reliance through skills, a person can determine the path to liberation. In other words, it reaches empowerment. Gains the ability to enjoy privacy. Socialism and prosperity are not dreams, but reality. Skill and self-employment are the basis of it.
The economically active age group population in Nepal is 57.4 percent. And not all of them are involved in employment. 11.4 percent of the population is unemployed. The number of semi-unemployed is huge. 5.6 million have gone abroad in search of employment, of which only 1.5 percent are skilled, 75.5 percent are unskilled and 23 percent are semi-skilled. There has been a significant improvement in the percentage of literacy.
The Significance of Knowledge, Culture, and Skill
It can be seen that it demands a clear relationship between education, skills, and labor. There are two sides to education, learning by reading and learning by doing. Education that is learned by reading has built a social hierarchy based on knowledge, education that is learned by doing also builds habits and professions along with education. Therefore, in recent times, priority has been given to learning and reading education. The twenty-first century demands multi-skilled citizens. Multi-skills have become necessary not only to meet the expectations of society and the nation but also to meet one's own needs, to live a daily life, to conduct business and conduct business. Multi-skills are also needed to play with the challenges brought by the environment. Due to the explosion of knowledge and technology that is constantly exploding globally, the challenge is that people will become obsolete if they are not multi-skilled.
The Path to National Prosperity
The main objective behind the implementation of the National Education System, 2028 in Nepal was to replace the traditional education system that produces table people with skill-based education so that educated people can be involved in the work of normal living. But less than a decade later it was declared a failure. The failure of the national education system saw two results. Firstly, it failed to establish a new educational value system, secondly, the established value system was also destroyed.
Since the mechanical workshops and industrial training were being conducted in a very limited manner, producing low and medium-level manpower, in 2004, priority was given to technical education and vocational training, and by implementing the Act on Technical Education and Vocational Training, structures and activities were expanded.
Currently, the Technical Education and Vocational Training Council is conducting three types of programs. The first is conducting a technical education program (which is 18 months pre-diploma and three-year diploma and certificate after SEE), the second, is vocational training (up to 1696 hours of skill training and two years of industrial training), and the third, is skill testing.
A strategy has been taken to test and recognize the traditional skills, Raithane knowledge, and the practical knowledge/skills acquired by combining them with modern technology. The Technical Education and Vocational Training Council is running private polytechnic schools in 61 places, joint schools in 38 places, community school technical education in 572 places, and private schools in 429 places. Annually, 83 thousand 577 manpower is produced from all these schools.
The reach of skill education has been extended to 639 local levels, including technical schools run by the council's private, partnership, private and education development, and human resource development centers, while program expansion works are also underway in the remaining 117 local municipalities. Expansion works are being done by the policy of bringing technical schools to all municipalities.
Looking at the programs included in the annual budget program under the various ministries of the Government of Nepal, vocational training and technical education are being provided by 14 ministries, while provincial and local levels, autonomous organizations, and community and non-governmental organizations are also involved in vocational training. Only from the government budget annually about Rs. 18 billion rupees are being spent in this sector and it is estimated that a few billion rupees will be spent from outside the budget as well.
The council has conducted skill tests for about seven lakh people, provided by the council itself and provided by other agencies. They cannot acquire livelihood skills only by receiving training, so it is necessary to test the level of acquired skills. However, only 70 percent of those tested passed the prescribed standards. There is a need to increase the quality of the training received from this. The current need is functional skills, skills that can be directly used to improve daily life.
Skill and Self-Employment in Socialism
Regarding the needs of Nepal, technical and vocational education should be seen from some contexts and dimensions.
First, skill development programs targeted at disadvantaged groups are needed to mobilize the poor themselves for poverty alleviation. Poverty cannot be alleviated without developing skills or without developing the capacity of the poor themselves to reduce their poverty. When someone else's case is looked at by others, there is no understanding of the subject matter and only the agenda is closed. This is the condition of the poverty alleviation program in Nepal. Even now, 16.7 million people are below the poverty line. It is seen that Covid-19 can increase the burden and density of poverty.
Secondly, despite getting free education, students from economically disadvantaged communities cannot continue their higher education after class 10. In this situation, they can be engaged in small businesses and livelihood activities through skill education.
Third, skills are the basis of empowerment. It is also necessary to use it strategically to end all kinds of dependence by bringing out the potential within women, backward classes, and communities that are backward in the social structure of economic acquisition. Therefore, it is also a means of building an inclusive society and distributing functional democracy.
Fourthly, various trade learning centers build a self-sustainable and socialist economic base through value chain development by building human resources to utilize local potential and raw material markets. In addition, it is also useful for developing the relationship between headquarters-Mofsal and village-city.
Fifth, because the domestic labor market is very narrow, young people who go abroad for employment are out of reach of skills, so they are forced to work in risky jobs and low wages. Technical education also helps to improve their foreign employment situation through skill education and develop their ability to do business in Nepal by acquiring high skills when they return.
Sixth, the country has set three types of national goals, the basis for reaching them is skill education. Moving to a developing country within the next two years, creating a poverty-free middle-income Nepal with sustainable development in the next nine years, and achieving the national long-term goal of a high-income 'Prosperous Nepal, Happy Nepali' before reaching the next century of Bikram. It is not possible to reach these three aspects without the development of skilled human resources. It is said that human development is the only way to solve all kinds of problems.
10 things to do to make education skillful and successful
Regarding the needs of Nepal, technical and vocational education should be seen from some contexts and dimensions.
First, skill development programs targeted at disadvantaged groups are needed to mobilize the poor themselves for poverty alleviation. Poverty cannot be alleviated without developing skills or without developing the capacity of the poor themselves to reduce their poverty. When someone else's case is viewed by others, there is no understanding of the subject matter and only the agenda is closed. This is the condition of the poverty alleviation program in Nepal. Even now, 16.7 million people are below the poverty line. It is seen that Covid-19 can increase the burden and density of poverty.
Secondly, the social culture of considering skill education as the second option (priority) education has not changed. There is a need to change the social values of people going to ordinary schools and only poor and poor people go to skill education so that technical education can become the first option for career selection. Otherwise, on the one hand, the investment will be wasted and on the other hand, there will be a disconnection between education and labor.
Thirdly, many agencies are giving themselves skills with ease and formality. There is also duplication in the program. There is also the idea of building an empire of all bodies. Therefore, an integrated framework, curriculum, skill test, and review system are necessary. There is no option to go for the TVET swap approach.
Fourthly, a system should be developed in which the students and the establishment benefit by linking up with the industry while imparting skills and guaranteeing employment after acquiring proficiency. For this, it is necessary to associate private sector corporate houses and establishments right from the program design. So that what kind of manpower is needed and what skills are needed can be determined.
Fifth, it is necessary to develop a regulatory capacity and a data system for effective monitoring of skill-providing agencies and students, tracking of students after learning skills, and evaluating the impact of skill education.
Sixth, the quality should be guaranteed by developing a transparent system relating to private trade schools and institutions. The council has always been in controversy because of its relationship.
Seventh, it is necessary to raise the educational ladder to a certain level in order not to make skill education inferior. A person who is perfect in technology and skills cannot always remain a second-level human resource. A study on this subject may also be necessary.
Eighth, it may be necessary to design and conduct a program accordingly after skill mapping for every citizen to access the right to learn the skills he wants.
Ninth, It is necessary to change the policy structures necessary for skill education. It is necessary to change the laws of the time of the unitary centralized governance system. The schedule of the constitution places the educational management up to the secondary level in the jurisdiction of the local government. There is no basis to call the secondary level of technical education non-secondary, but there is a situation that cannot be determined without determining what will be the pattern of cooperation between the levels of government.
Tenth, a framework of multi-skilled manpower will also be necessary. If a person taking education in a technical field also values the main skills from the additional skills related to that job, both the ritual and the professional will benefit. In addition, in the twenty-first century, where technology and knowledge are constantly exploding, it is equally important to develop continuous adaptability to technology and the continuation of regenerative skills and education.
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