Technical Education In Nepal

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INTRODUCTION Background In recent years, it is frequently seen that our people with a technical education background not getting employment in the domestic job market. This is a serious issue to ponder at, hence it is decided to conduct research in this area. Broadly speaking, there may be a wide gap between mismatch in demand and supply of marketable skills and the outcome of the technical education in Nepal. To some extent, there is a problem even in content but in this study the problems of content were ignored (Sharma A. , 2000). Only the factors associated with creating the gaps are analyzed in this research study. Why this gap between content of curriculum and learning outcomes as desirable/employable skills is crucial? What are the…show more content…
Technical institutions have their own responsibilities to provide market consumable skills of both national and international quality (Bhandari, 2012). It is believed that TVET specialists regularly monitor the market and include the goals, objectives, contents and methods of teaching in their curriculum (Khatri, 2006). Teaching learning process plays the significant role to attain objectives and content of program, and in this process the instructor is the focal person, who helps to transfer certain skills, knowledge and attitude to the learner (Lamichhane, 2006). TVET curriculum is practical and must include the project and lab based instructional design. Employment rate of the TVET graduates was found to be below the expected standard set by CTEVT for its technical schools. There should be linksage and correlation between curriculum, content, methods and learning outcomes of technical education (Lamichhane,…show more content…
At present, the concept of learning has changed globally; the concept of lifelong learning has been accepted and welcomed which advocated that all forms of learning (Sharma, 1999). After studying the previous researches about the gap between content and learning outcomes, I came to know that even though many researches have been conducted on the content or in learning outcomes, on the topic of “gap between”, very few researches are conducted in Nepalese context (Paudel, 2008). Thus, it becomes important to carry out a research on this issue in order to explore the

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