Report_ICTVET2019

ICTVET-2019 Conference Report

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ICTVET-2019 Report First International Conference on

Technical and Vocational Education and Training For

Employment, Income, and Job Quality September 11-12, 2019 Dhulikhel, Nepal

https://ictvet.kusoed.edu.np/

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#ICTEVT2019 | Dhulikhel, Nepal Organized by Kathmandu University School of Education

Funded by

Collaborative Partners Funded by

Council for Technical Education and Vocational Training SAKCHYAMTA Project European Union

Federation of Nepalese Chambers of Commerce and Industry

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ICTVET-2019 Report Report Produced by Rebat Kumar Dhakal (Kathmandu University School of Education, Lalitpur, Nepal)

Open Access This volume is s licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the volume’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the volume’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.

Acknowledgments Kathmandu University School of Education would like to thank the organizing and collaborative partners for their warm welcome and generous support which contributed to the success of the conference. Likewise, it thanks the delegates, participants and volunteers for their active participation in and contribution to the conference.

Published by Kathmandu University School of Education Lalitpur, Nepal November 2019

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Contents Synthesis…………………………………...1 About the ICTVET 2019…………………. 2 Inaugural Session…………………………. 7 Keynote and Technical Sessions…………. 10 Closing Session………………………….... 68 Key Messages…………………………….71 Final Declaration of the ICTVET 2019…. 72 Annexes………………………………… 73

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The International Conference on Technical and Vocational Education and Training 2019 (ICTVET 2019) with the theme “Employment, Income, and Job Quality” was held at Kathmandu University, Dhulikhel, Nepal from 11 to 12 September 2019. This conference was supported by the LELAM-TVET4INCOME project supported by the Swiss Agency for Development and Cooperation (SDC) and the Swiss National Science Foundation (SNSF) under their joint "Swiss Programme for Research on Global Issues for Development” (r4d programme). The conference aimed at interfacing distinguished TVET practitioners, policymakers, researchers, employers (industry), and employees (youths) for the enhancement of the TVET sector. With two-day’s rigorous interaction, delegates largely developed a message that the linkage between skill and job market is essential for improving employability, income and thus the job quality.

More than 250 faculty members, graduate students, post-doc researchers, TVET scholars and practitioners from 35 countries across the globe including Nepal, India, Benin, Switzerland, USA, Chile, Costa Rica, Australia, participated in the conference in which 3 plenary keynotes, 92 papers and 3 workshops were delivered/ presented/held.

We believe this conference provided a platform for researchers (novice and adept) in TVET sector to present their research (ongoing and completed) and gain insightful feedback to improve them further. Likewise, participants with varied experiences from different contexts also got an opportunity to network and build strong professional relationships thereby creating a community of TVET practitioners and scholars.

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International Conference on Technical and Vocational Education and Training 2019 TEVT for Employment, Income and Job Quality (11-12 September 2019, Dhulikhel, Nepal)

Conference Context It is generally believed that education leads to employability and opportunity to earn that will eventually contribute to enhance the quality of life. However, in the present context, the growing dissociates between the skills that are taught and the skills that are in demand, is leaving millions of youth without jobs globally. Although the demand of workforce is increasing with a new set of skills in proliferating industries, the young workforce is not being able to meet the expectations. As a result, the gap between the job market and job seekers is widening and it has been a challenge for policy makers, planners, and researchers.

It is obvious that the major work force of a country is youth. They are the change agents of political, economic, social and cultural transformation of a nation. In this sense the country needs to pay attention towards the development of the youths in order to bring their competence in the mainstream of national development. This can only be made possible with provision of education, skills training, and culture. More specifically, there is the need for Technical Vocational Education and Training (TVET) which has been

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proved fruitful in many countries, to bridge the gap between job market and work force.

Nevertheless, in many countries, particularly in developing ones, the TVET sector has not been able to perform to the best. Though these countries have been investing for the development of the sector, they faced many problems, such as unable to identify resources, fail to interlink skill and job market. There could be many reasons for this poor performance like poor institutional performance, absence of strong backward and forward linkages, low social image, etc. More importantly, in such developing countries, there is knowledge constrain. There is lack of research-based knowledge on the functioning of TVET and how skill-based education maximizes the opportunities.

Consequently, the TVET development efforts are carried out on the basis of guess estimate resulting in one more cycle of poor performance.

Rationale for the Conference Technical and Vocational Education and Training (TVET) is foundation for skillful human resource needed in the labor market. A meaningful success of TVET depends on appropriate policies that govern it, availability of financial resources, equitable resource sharing, institutional set-up, social value and recognition etc. In this context, as part of the project activities, Kathmandu University is organizing an international conference the conference contributes to build our knowledge in these areas and within the conference themes.

The deliberations and discussions that will be made in the conference will help in building our knowledge on aspects like governance, quality, equity, access, and relevance of TVET. Moreover, it brings together the practices and experiences as well as theoretically informed discussion that will eventually contribute to making the sector more viable. The conference will also contribute to open-up dialogue on

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different possibilities to improve the sector through deliberations on entrepreneurship and employability as well as with the discussion on skills and training. Besides, strengthening as well as enlarging the network of national and international TVET stakeholders interfacing other institutional and individual partners would also be an important aspect of the conference.

The partnership on research, training, education, sharing experiences and knowledge, and establishment of the network among the diverse stakeholders of this sector will eventually contribute to strengthen the area in long run.

Objectives The conference aims at interfacing distinguished TVET practitioners, policy makers, researchers, employer (industry), and employee (youths) for the enhancement of the sector with following specific objectives: 

To understand the dynamics of TVET particularly related to its contribution towards youth employment, income, and job quality

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To contribute for knowledge building on prominent aspects of TVET

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To share innovative practices and concepts of TVET theoretically and practically

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To highlight the challenges, constraints, opportunities for youth employment

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To share experiences on building and sharing TVET knowledge

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To provide a national/ international forum for TVET sector

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To strengthen a national/ international network of TVET sector

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Conference Themes The conference will have the main theme of TVET for Employment, Income, and Job Quality. Staying within this broad theme, the conference will have following subthemes:            

Policy, planning, and practices Institutions and systems Governance and power sharing Financing and fund sharing Cost-benefit analysis Teaching and learning Quality, equity, and relevance National and international case studies Work, education, and training Occupations and occupational areas Development and TVET Sociology of TVET Inclusion in TVET

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Day I

September 11, 2019 Kathmandu University Dhulikhel

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The inaugural session began with a beautiful Charya dance by Laxmi Tamang, an undergraduate student at Kathmandu University. Then, the entire assembly rose for the national anthem.

Prof. Mahesh Nath Paraulu, Dean of the School of Education, Kathmandu University and also the Convener of

ICTVET 2019 delivered his opening speech. In his opening speech, he not only welcomed the delegates but also highlighted the key themes of the conference and ideas behind organizing this conference.

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Following Parajuli, Prof. Ursula Renold from the Division of Comparative Education System Research, ETH Zurich expressed her thoughts and further spotlight on the conference themes.

Then, Dr. Pushpa Raman Wagle, Member Secretary of the Council for Technical Education and Vocational Training (CTEVT) expressed his thoughts on overall TVET sector in Nepal and the role of the CTEVT in promoting TVET in the country.

Her Excellency Elisabeth von Capeller, Ambassador of Switzerland to Nepal expressed her remarks on the conference and also on Swiss partnership in Nepal’s TVET sector development.

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Then, honorable Giriraj Mani Pokhrel, Minister of Education, Science and Technology, and Prof. Ram Kantha Makaju Shreshta, Vice Chancellor of Kathmandu University jointly inaugurated the conference by lighting the traditional oil lamp.

Following the lighting of the oil lamp, Prof. Makaju Shrestha delivered his formal opening remarks. Then, Honorable Minister of Education congratulated the organizers for the event and also expressed his well wishes.

Watch the Inaugural Function on

.

https://www.youtube.com/watch?v=okcL9pQGjtk

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Recognizing non-formal and informal learning leading to national qualifications in TVET -

Tanka Nath Sharma

Former Dean, Kathmandu University School of Education, Nepal

Watch the Keynote Address on . https://www.youtube.com/watch?v=ph6-z1KTL_A

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Abstract In a country like Nepal where majority of youths and adults possess low level of education and skills, expansion of learning opportunities by integrating formal, nonformal and informal education to ensure that every citizen (who wish to) continues skill upgrading or advancing their education through lifelong learning process has become an urgent need. This calls for avenues for a system of qualification framework, recognition of prior learning and a clear pathway for education and training to facilitate vertical and horizontal mobility for learners from various occupations.

This presentation covers the topics of (a) a framework for lifelong learning, (b) harmonizing learning outcomes achieved through various modes of learning (formal, non-formal and informal) – learning outcomes organized through a framework of occupational standards, assessment and certification, (c) developing a system of National Qualifications Framework, (d) integration of general and vocational qualifications to promote mobility, and (d) the certification of competencies and awarding recognized qualifications.

The paper advocates the integration of education and training systems to provide opportunities for individuals to move within and between systems based on recognition of their knowledge, competencies and skills. This integration will have the benefits of increasing participation and achievement, encouraging the acquisition of basic skills, strengthening vocational pathways, providing opportunities for greater breadth and depth of learning, reducing the assessment burden, making the system simpler and more transparent and developing opportunities for expanding distance and open learning.

In the context of federalism, the central question posed by the paper is ‘how can central, provincial and local governments share the responsibility for developing integrated systems that allow mobility and recognize learning outcomes acquired through a range of modes (formal, informal, non-formal education using open and distance modes of delivery)?’

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The presentation proposed three strategies for implementing integration of different modes of learning and pathways to education: (1) Develop a National Qualifications Framework and make it functional with legal foundations, (2) Harmonise Learning Outcomes, and (3) Promote lifelong learning and mobility in TVET. Concerning national qualification, the paper proposes to develop a National Qualification Authority having its constituent bodies at the provincial and local levels, develop National qualification Framework, expand qualifications in new economic and social sector, incorporate learning acquired through less formal modes in the framework, provide career guidance to people and increase skill development opportunities for existing workforce. To facilitate mobility utilizing formal, informal and non-formal modes of learning, recognition of qualification will be based on the assessment of competence specified in the National Vocational Qualifications Framework; and developing and implementing an assessment system and assessment services for all learners regardless of their location and how their learning competence was acquired.

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The power of youth apprenticeship -

Noel Ginsburg

Founder and CEO, Intertech Plastics Founder and CEO, CareerWise Colorado

Watch the Keynote Address on

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https://www.youtube.com/watch?v=deYXi0aIknE

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Abstract In the state of Colorado, U.S.A, CareerWise has built a modern youth apprenticeship system based on the Swiss Vocational Education and Training model.

After four years of operations, the system is operating in six distinct Colorado communities serving hundreds of student apprentices and businesses across a variety of high growth industries, including financial services, information technology, healthcare, advanced manufacturing, and education. CareerWise’s business partners are realizing the benefits of an improved talent pipeline of 21st century workers, while apprentices are gaining valuable skills and experience outside the classroom.

The CareerWise system is intended to not only grow throughout the state of Colorado, but also across the United States. Since its inception, CareerWise has formed partnerships with communities across the country, including Washington, D.C., Elkhart County, Indiana, and New York City, New York, which has launched implementation of the CareerWise model this year with such business partners as JP Morgan Chase, Amazon, Accenture, Bloomberg, Bank of America, and Mastercard.

Throughout its lifetime, CareerWise has developed tools and technology to support its work and has continuously documented its processes in Colorado and nationally, incorporating new learnings and insight to consistently adapt and improve its product and operations to meet the needs of the United States context. As Founder and Chief Executive Officer of CareerWise, Mr. Ginsburg will speak about the challenges CareerWise has faced as it has established this new system and the lessons that have been learned along the way. He will also describe the opportunity a statewide, and even more so, a nationwide youth apprenticeship model presents to industry and to the future workforce of America.

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Watch the highlights of all technical sessions on https://www.youtube.com/watch?v=i0Tvi3DBbQg

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Theme A: Integrated Theme Papers and Presenters: - Paper I: Model of employability skills for strategic implementation of technical and vocational programs • Anil Muni Bajracharya • Abichar Bohara - Paper II: Developing a typology of informal skills learning places in Nepal • Durga Prasad Baral - Paper III: TVET Funding Mechanisms of Gaindakot Municipality • Sabin Sing • Sunila Baniya • Pushpa Pyakurel • Pushpa Basnet - Paper IV: Perception and Practices of Integrity: A Qualitative Study of Technical Schools in Nepal • Rupa Munakarmi Session Chair: Johanna Kemper Rapporteur: Debendra P. Adhikari Rapporteur’s Note: Presentation I: Anil Muni Bajracharya The overall presentation of the paper was good. The clarity was in introduction in comparison to methodology of the paper. The presenter showed the changing demand in workforce due to changing technology in terms of globalization, technological change and mentioned the gaps of the research. However, the oral presentation was clearer than the content mentioned in the Power Points. Thus the results and discussion deviated from the main argument. So, there was a contradiction in the argument. The conclusion draws from the results and discussion did not properly answered the purpose of the study. A total of 4 participants asked the questions regarding the methodology and results but the answer did not satisfied

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the participants. Thus suggestion is to address the questions of participants before send the paper to publish.

Presentation II: Durga Prasad Baral The overall presentation was good. The introduction was nicely presented especially the dominant category of the labour forces and its use in the market, both formal and informal sectors. Despite the good presentation and clear introduction of the paper it was found problem in the result and discussion especially using the idea of Bailey. The methodology was not clear elaborated and the typology which was used in the paper was also problematic due to inconsistent use in the presentation. Thus the presenter was found little bit confusion in the use of typology. A total of 4 participants asked the questions. Suggestion is that the presenter should address the questions of the participants especially in the part of methodology and the results before send the paper to the publication.

Presentation III: Sabin Sing and Colleagues The groups’ presentation was good. The introduction and methodology was clear.

The gaps in the understanding of local government authorities in TVET was clearly mentioned. However, there was a problem in the result especially in the data and the unemployment situation at the local level. It was contradicted despite the sound analysis in the paper. Thus it seems problem to draw the conclusion. Most of the audiences were the positive response that they got the TVET funding mechanism from the federal, provincial and local government and the challenges faced during the processes at the local. A total of 5 participants raised the questions. The presenters answered all the questions properly and with confidence. As a result the session was fruitful. However, suggestion is to look at the data and cross check once so that the readers got rights information when it publish.

Presentation IV: Rupa Munakarmi The overall presentation was good in terms of integrity for the teacher. The introduction, methodology and result was good. However, defining the ‘integrity’ found problematic because of confusing understanding of the presenter. The presenter has to draw the conclusion about the integrity looking at the various literature and should give the own definition, it lack in the presentation. However, it might be in full paper. A total of 4 participants asked the questions. The presenter answered the questions, however, some participants still want to know more. Thus

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the presenter should address the question raised by the participant before send the paper to publication to make the paper complete.

Overall Reflection All the presenters and the participants were attended in time, presented their papers with confidence and the participants were also participated actively during the sessions asking multiple questions to the presenters. The presenters were focused in their papers and delivered the results to the audience. The questions asked by the participants were mostly focused on the methodology and the results of the study.

Most of the papers problems were in the methodology and in results. Thus the questions of the participants were relevant.

The session chair Johanna Kemper nicely managed the session and concluded with her concluding remarks in the papers presented and congratulated to the participants for their nice presentations and wish for the success to be able to develop the papers for the publication. The session was concluded in time.

Theme B: Governance and Power Sharing Papers and Presenters: - Paper I: Job accountability in Nepali bureaucracy: What does matters?

• Anil Kumar Gupta - Paper II: The role of information technology in modernizing the courts: A case of Nepalese judiciary • Krishna Prasad Paudel - Paper III: Bureaucratic hurdles of employment in Nepal: From insider’s lens • Bibek Kumar Pandit - Paper IV: Managing technical education in community school: An accountability perspective • Kul Prasad Khanal Session Chair: Thomas Bolli Rapporteur: Devendra Adhikari

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Rapporteur’s Notes: Presentation I: Anil K. Gupta 1. Type of paper: Empirical research 2. Purpose: To examine the determinants of accountability 3. Methodology: Quantitative 4. Key findings: Females have higher accountability, accountability and demographics of education of bureaucrate are independent, transparency and responsiveness are the most determining factors of accountability 5. Relevance : Connected as governance component 6. Novelty: Yes 7. Comments from participants: a) How do you calculate/measure the various dimensional approach of accountability? b) Isn't multiple regression is suitable tool in this research? c) Among 5 indicators, which one is the most determining factors of accountability?

8. He replied all the queries maturely and professionally as: a) I used SPSS, summation methods (for calculating mean, median, mode) and take help of cross tabs b) Actually , I used binary logistic regression c) Responsiveness and transparency are the most important determining factors Reflection: 1. Focus of the papers: Well 2. Clarity of presentation (argument): Well 3. Level of participation: Well 4. Conclusion (Essence of the presentations): In the sector of developing and accountable TVET institutions 9. Other remarkable points observed: The paper missed to connect its conclusion in the sector of TVET (as per the theme of this conference). However, the quantitative outputs were impressive and connected to the central theme of the paper.

Presentation II: Krishna P. Paudel 1. Type of paper : Empirical 2. Purpose: To assess the role of IT in modernizing the courts

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3. Methodology: Qualitative/Narrative 4. Key findings: Lack of proper human resources, need data protection, judicial software, IT equipment, coordination with all stakeholders, court should do legal reform on the use of ICT, need of E-filing system 5. Relevance (how well is it related to the conference or session theme): Related with ICT 6. Novelty: Yes 7. Comments from participants: a) What are the E-services being provided by the court? b) How do 4 different tiers of court coordinate with each others in terms of use of ICT? 8. How well the comments are addressed by the presenter/s He replied all the queries professionally as a) E-services are being provided by the courts in registration of cases b) There is provision of 1 IT person in each court. They have responsibility to do so.

Reflection: 1. Focus of the papers: Well 2. Clarity of presentation (argument): Well 3. Level of participation: Well 4. Conclusion (Essence of the presentations): In fusing the technical skills (know- how) and knowledge in the judiciary system Other remarkable points observed: None Presentation III: Bibek Kumar Pandit 1. Type of paper : Empirical research 2. Purpose: to assess the bureaucratic hurdles of employment project in Nepal 3. Methodology: Qualitative, narrative 4. Key findings: there are many problems like disorientation, policy hurdles, financial motives, dominance of traditional force, lengthier decision making process, poor contextual understanding, petty corruptions 5. Relevance : Related with employment of youths 6. Comments from participants:

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a) Does your research focus on the fact that , we are heading backwards, i.e towards again centralization? b) What are your recommendations for the improvements? c) What would be in you priority, if you were on the board?

7. How well the comments are addressed by the presenter/s He replied all the queries of the participants as: a) No, I do not mean so. We should follow our constitutional provision of decentralization b) One important thing, bureaucrats needed is loyalty. Other they need longer discussions with all the stakeholders, for finding the solutions of any shortcoming. c) First meeting the organizational goal and then national vision Reflection: 1. Focus of the papers: Well 2. Clarity of presentation (argument): Well 3. Level of participation: Well 4. Conclusion (Essence of the presentations): Can contribute in the policy revisions of the ongoing "Prime minister employment project" as per the perspectives of service receivers and providers.

5. Other remarkable points observed: None Presentation IV: Kul Prasad Khanal 1. Type of paper : Empirical research 2. Purpose: to explore what means to be accountable for managing TVET in community schools 3. Methodology: Interaction, observation 4. Key findings: From the accountability lens, the head teacher should focus on resource (coordinating, networking, negotiation), autonomy (discretion with accountability), empowerment (authority delegate with capacity development) and Integrity (accountable to oneself as well) 5. Relevance : From the perspectives of technical education in community schools 6. Novelty: Yes 7. Comments from participants:

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a) After incorporating the technical education in schools, will the students get easy job? b) Who is more accountable for imparting the technical course in schools? c) Can you explain your methodological design slide?

8. How well the comments are addressed by the presenter/s He replied all the answers well as following a) Of course it could be. We can take the example of home gardening b) Head teacher is responsible c) I chose the community schools under the department of education..

Reflection: 1. Focus of the papers: Well 2. Clarity of presentation (argument): Well 3. Level of participation: Well 4. Conclusion (Essence of the presentations): Its findings might help in policy implication while describing the duties of head teachers of public schools (offering technical education programs), from the perspectives of accountability 5. Other remarkable points observed: None.

Overall Reflection 1. The chair Thomas had praiseworthy facilitating roles. He asked many question self and regularly encouraged others to participate in asking the questions.

2. All the presenters were KU's scholars/graduates and all of them were experienced practitioners. The papers were really excellent and highly academic.

3. Need some guidelines for the audience also. Such as: can't leave the presentation in the middle, can't enter in the session in the middle (except in the cases of emergencies). This disturbed the session a lot. For this volunteer with chair can be deployed on every door 4. The presenters were expecting for the publication of their papers as conference preceding 5. Need a monitoring and supporting team to assess the works of the session chair, rapporteurs and volunteers

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6. The bus for Hattiban left at 17:00. However, the returning schedule was 17:30.

Some of the participants reaching the bus point even at 17:05 missed the bus.

Need not we should be serious on this.

7. The queries of the participants were mostly focused on the recommendation levels. However I believe that as an academic researcher, we dig out the issues and either generalize the findings through theory testing or contribute in the foundation theory. Most of the academic papers do not contain recommendations. The aspirations of practitioners /audience were focused on the magical solutions of every problem. Is it the time for paradigm shift of writing papers with academic recommendations?

8. Participants from practitioner field wanted to build the network with the academicians. Participants from different countries wanted to make circle of academic colleagues? Cannot we arrange a separate, "network development session" on this type of workshop?

Theme C: Cost-Benefit Analysis Papers and Presenters: - Paper I: Social support affecting transfer of training in Nepal • Anup Bhurtel - Paper II: An empirical study on the education return of Chinese floating workers based on the perspective of labor market segmentation • Fang Minye - Paper III: Implementing skill development policy in India from the perspective of UN sustainable development goals • I-Hsuan Cheng - Paper IV: Learning through practice in TVET • Indra Mani Shrestha • Bal Chandra Luitel • Binod Prasad Pant Session Chair: Indra Mani Rai Yamphu Rapporteur: Milan Shrestha

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Rapporteur’s Notes: Presentation I: Anup Bhurtel This is a research paper and it aims to examine the association of social support with transfer of training in technical education in Nepal. For achieving its purpose, this paper employed quantitative approaches and derived the medium level of training transfer among respondents which means soft skills are not necessarily have low level of transfer. In addition, this paper explored that social support is moderately positive with transfer of training in technical institutes in Nepal and it is affected by cultural settings.

It is poorly related with conference theme because it talks more about transferring the skills rather than Cost- benefit analysis in TVET sectors. Finally, the scholar well addressed the comments from audiences.

Presentation II: Fang Minye This is a research paper and it aims to explore what makes those employees enter into primary labor market rather than secondary market. For achieving its purpose, this paper employed survey design which is quantitative in nature and derived the Vocational education has an important role to play for developing economic and improving employment. In addition, this paper explored the impact of education on employment income and quality is positive in both the primary and secondary labor markets. The educational rate of return in the primary labor market is higher than that in the secondary labor market.

This paper is strongly allied with conference theme Cost- benefit analysis in TVET sectors. Finally, the scholar also well addressed the comments from audiences.

Presentation III: I-Hsuan Cheng This is a review paper and it aims to explore the current trends, issues and prospects of implementing India’s national policy on skill development (launched in 2009 and 2015 update), from the analytic perspective of UN Sustainable Development Goals (SDGs). For achieving its purpose, this paper employed policy review and derived necessity of rreconsidering the both approaches for develop and deliver skills (esp. in face of economic unpredictability). In addition, this paper established a sustainable and holistic skill ecosystem based on strong public–private partnerships which are based on sustainably resourcing, information circulation,

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quality assurance, accreditation, counseling, evaluation, and for enabling individuals’ skilling and re-skilling opportunities throughout their life cycle.

This paper is moderately allied with conference theme Cost- benefit analysis in TVET sectors. Finally, the scholar also well addressed the comments from audiences.

Presentation IV: Indra Mani Shrestha This is a review paper and it aims to explore the most useful knowledge and skills that students need to acquire in TVET institutions. For achieving this purpose, this paper employed qualitative review and obtained Learning through practice is to find practical methods of translating experience into learning. In addition, it also concludes that it is a powerful form of pedagogy that can be used to develop basic work habits, occupational identity and specific occupational competences.

This paper is poorly allied with conference theme Cost- benefit analysis in TVET sectors. It mainly focused learning. Finally, the scholar also well addressed the comments from audiences.

Overall reflection of this Session This session incorporated the four presentations in the common theme as cost benefit analysis. More specifically, some of the presentation is deviated from the session theme but they all were success in exploring the issues related with TVET sector. The first presentation divulges the social factors associated with transfer of learning and second scholar gave emphasis to the labour market. In addition, the third presentation opens the discussion about policy on skill development and last one talk about learning of students in TVET institutions. While considering these presentations, the two were research paper and remaining two were policy review.

Overall, the all presentation was able to achieve their purposes, and they also got the constructive feedbacks from the listener. However, the majority presentation is not able to match the session theme.

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Theme D: Quality, Equity, and Relevance Papers and Presenters: - Paper I: Technology integration in TVET program • Jiwak Raj Bajracharya - Paper II: Relationship between physical resources and students satisfaction in Kalika Medical and Technical College, Gaidakot, Nepal • Deepak Khanal • Ishwor Rimal • Mani Gaire • Kishor Chandra Sharma - Paper III: Total quality management in education: The practices of TVET • Krishna Bahadur Rai - Paper IV: Role of academic leaders to bridge gaps between the world of work and the world of learning • Dhanapati Subedi Session Chair: Guy Sourou Nouatin Rapporteur: Ishwor Rimal Rapporteur’s Note: Not available.

Theme E: Work, Education, and Training Papers and Presenters: - Paper I: Integrating the world of work into initial TVET teacher education in South Africa • Andre van der Bijl • Vanessa Taylor - Paper II: Education, training and work of women in online business in Nepal • Sharmila Syangtan - Paper III: An exploration for demand based TVET in Nepal • Binod Krishna Shrestha - Paper IV: Skilling youth through industry linkages: What is and what should be case of Nepal?

• Anoj Bhattarai Session Chair: Md. Shahadat Hossain Khan Rapporteur: Bikash G. Rapporteur’s Note: Not available.

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Theme F: Development and TVET Papers and Presenters: - Paper I: Vocational training and labour market outcomes in India: Evidences from NSSO data • Pradeep Kumar Choudhury • Deepak Kumar - Paper II: Vocational education and livelihood improvement of young people in Nepal • Rojee Joshi - Paper III: Making entrepreneurial intent count: Why vocational and technical skills and education matters • Sanjay Hamal - Paper IV: Enhancing technology education student’s enterprising skills in renewable energy technologies: A veritable tool for poverty alleviation and energy security • Tswanya Moses Saba • Emmanuel Raymond Session Chair: Suresh Gautam Rapporteur: Suraj D. Rapporteur’s Note: Not available.

Theme G: Institutions and Systems Papers and Presenters: - Paper I: TVET through open and distance learning mode in Nepal: Prospects and challenges • Rebat Kumar Dhakal - Paper II: TVET trail and traits: An account of the development of TVET in Nepal • Binayak Krishna Thapa - Paper III: Vocational qualifications framework: An instrument to enhance employment, income, and job quality • Devi Prasad Dahal - Paper IV: Cultivation of ethics of critique in TVET schools: Does ethical sensitivity matter?

ICTVET-2019 Report • Prakash C Bhattarai Session Chair: Tikaram Poudel

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Rapporteur: Dil Chandra Pandey

Rapporteur’s Note: Not available.

LELAM Teeam Presentation Papers and Presenters: - Paper I: Descriptive analysis of the students entering MEP Professional Technical Colleges (CTPs), graduating from the CTPs and entering the University of Costa Rica (UCR) • Jacqueline García Fallas • Silvia Camacho Calvo - Paper II: Financial flow in TVET in Nepal: Transiting from the Old to the New Constitution • Mahesh Nath Parajuli • Ursula Renold • Usha Bhandari - • Hari Lamsal Paper III: Evaluation of a curriculum HFW in Switzerland: Employers’ perception • Maldonado-Mariscal, K. • Ursula Renold • Rageth Ladina • Sritharan Aranya - Paper IV: Social institutions in education and training programs: A theoretical framework • Ursula Renold • Rageth Ladina • Caves, K. • Bürgi Jutta Session Chair: Günther Isabel Rapporteur: Durga Baral + Bikash G. Rapporteur’s Note: Not available.

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Theme A: Integrated Theme Papers and Presenters: -

Paper I: Conscientiousness and motivator factors: Can they contribute with each other among TVET teachers?

• Milan Shrestha

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Paper II: The locus of local governance in TVET: An inquiry in policy preparedness of Kathmandu Metropolitan city • Gunjan Khanal

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Paper III: TVET policies of Nepal: A critical discourse analysis • Tikaram Poudel

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Paper IV: Adverse market economy to use vocational training skills: An alarming economic challenge for female ex-combatants in post-war settings • Debendra Prasad Adhikari

Session Chair: Ethirajan Bhaskaran Rapporteur: Kul P. Khanal

Rapporteur’s Note: Only three papers were presented. The second paper presenter was absent.

Presentation I: Milan Shrestha Focus: The paper focused on level of conscientiousness and motivator factors among TVET teachers.

Clarity of presentation/Argumentation: The paper contributes to relationship between conscientiousness and motivator factors.

Level of participation: Queries raised in the presentation were basically related to the analysis part of the paper. The presenter responded the queries logically with

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his empirical evidences. However, he seemed rather confusing in blending theoretical perspectives and the findings of his study.

Conclusion (Essence of the presentation): This papers contributes to third objectives of the conference “Sharing experiences on building and exploring TEVT knowledge base�. By measuring the level of motivator factors and conscientiousness in TEVT sector, the author adds knowledge that enriched social capital develops motivation and it creates conscientiousness. The study, thus, concludes that the variation in level of conscientiousness and motivator factors were due to the existing social capital, and it makes the affirmative bonding between them to construct the positive vibes in school.

Other remarkable points observed: Textual analysis revealed that TVET policy documents have distinct ideological stance. The TVET policy documents take technical education instrumental for social justice minimizing social inequality.

Appropriate educational policies are instrumental to enhance social justice. The reason behind the low achievements of TVET programs is ignoring the multidimensional nature of social exclusion.

Presentation III: Dr. Tikaram Paudel Focus: The paper focused on functioning of TEVT policy in linking technical education to livelihood and labor market in Nepalese context.

Clarity of presentation/Argumentation: The paper clearly highlighted both strong and weak part of the policy.

Level of participation: Queries raised in the presentation were basically related to the analysis part of the paper. The presenter responded the queries logically with his empirical evidences.

Conclusion (Essence of the presentation): Analyzing TVET policy documents from the perspective of critical discourse analysis reveals that TVET policies are ideologically sound and attempt to enhance social justice however, these programs did not attract the members from target group because. These programs did not yield the promised employment opportunities in the market. Policies were inadequately formulated without understanding market demand and aspirations of the target groups. These policies also ignored the process of accreditation of indigenous occupational knowledge of target groups. Such policies led to mass migration to urban centers displacing them from their indigenous occupations.

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Other remarkable points observed: Textual analysis revealed that TVET policy documents have distinct ideological stance. The TVET policy documents take technical education instrumental for social justice minimizing social inequality.

Appropriate educational policies are instrumental to enhance social justice. The reason behind the low achievements of TVET programs is ignoring the multidimensional nature of social exclusion.

Presentation IV: Debendra Prasad Adhikari Focus: The paper focused on TVET skill and its linkage with ex-combatants’ livelihood based on Chambers and Conway (1991), livelihood approaches.

Clarity of presentation/Argumentation: The presentation argued on use and misuse of voluntary retirement cash, role of financial institutions to promote enterprises, self-employment and sustainable income opportunities and challenges, and post-conflict reconstruction and socio-economic undercurrents.

Level of participation: Participants raised their queries and presented their comments in terms of methodology and samples chosen, post-conflict reconstruction and livelihood, and problems faced by the ex-combatants.

Conclusion (Essence of the presentation): The paper concludes that the female ex-combatants fails to use their vocational training skills. The VR cash was largely used in the unproductive sector that alarmed the livelihood concern. The bottom poor female ex-combatants did not benefitted from the credit facilities. Hence, without supporting the government the female ex-combatants could not be benefited from the economy and it is hard to utilize the vocational training. Thus to overcome from the livelihood problem and to ensure the economic reintegration female ex-combatants favourable economic policy and plan is necessary. However, the female ex-combatants had established their own business.

Other remarkable points observed: None.

Overall reflection of this Session All presentations were vibrant. Theoretical points gave all participants plenty of food for thought. However, it would be great if the conference provides a uniform frame of presentation in advance focusing on objectives, methodology and findings.

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Theme H: Financing and Fund Sharing Papers and Presenters: - Paper I: Financing small and medium enterprises: A case study of Kathmandu, Nepal • Bishnu Prasad Pathak - Paper II: Financing of TVET in Nepal • Baikuntha Prasad Aryal - Paper III: TVET financing and fund sharing • Hari Lamsal - Paper IV: Knowledge management in TVET • Devendra Adhikari Session Chair: Andre van der Bijl Rapporteur: Rupa M. + Dil P. Rapporteur’s Note: Not available.

Theme I: Teaching and Learning Papers and Presenters: - Paper I: Aspirations of secondary school students towards pursuing TVET • Sanam Maskey - Paper II: Exploring student’s choice to staff nursing education: A narrative inquiry • Raju Moktan - Paper III: Teaching tourism skills to less educated persons: Challenges and opportunities explored from a rural tourism destination in Chitwan, Central Nepal • Chet Nath Kanel - Paper IV: Teaching and learning in TEVT field: A case of a TECS school from Jajarkot • Tilak Bahadur Khatri Session Chair: Dhanapati Subedi Rapporteur: Deepak K. Rapporteur’s Note: Not available.

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Theme J: Case Studies Papers and Presenters: - Paper I: Automobile Maintenance Repairs in Nigeria “The Hidden Treasure’’ • Muhammad Shuaibu Birniwa - Paper II: Challenges and opportunities of TVET in developing Countries: A cases from Sudan • Abdelmoiz Bakheit Fadul Ramadan - Paper III: Notions and evaluation practices based on the approach for competences of several specialties implemented in the professional technical colleges of Costa Rica • Silvia Camacho Calvo - Paper IV: What is worth a qualification? Labour migration and skills recognition • Christiane Eberhardt Session Chair: Jiwak Raj Bajracharya Rapporteur: Kishor Chandra Sharma Rapporteur’s Note: Only three papers were presented. The first paper presenter was absent.

Presentation I: Abdelmoiz Bakheit FAdul Ramadan Purpose: The main purpose of this paper is to find out the challenges and opportunities in developing countries about TVET. Methodology: The sample size was 7 participants obtained through purposive sampling. The data was analyzed qualitatively on the basis of the thematic analysis.

Both primary and secondary data were collected. Primary data were collected through the open-ended interview from 2 experts, 4 students and 1 parent. The secondary data involves context analysis from empirical studies.

Key Finding/s: Governments insistently call for TVET development in developing countries, a number of restrictions hinder this field to reach the standards, which

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are: lack of financial fund, lack of teacher training program (locally or abroad), lack of curriculum and pedagogical support, lack of management, and misconception of society towards TVET students. Additionally, the absence of technology in the teaching and learning process is another challenge.

Relevance: I think this paper / research is relevant to the conference the main them of the conferences is Employment, income and job quality these three things are directly related to the challenges of TVET sectors if we face to challenges there will be create employment increase income and maintain quality of the job.

Novelty: While I study and see the presentation, I could not find any Novelty in this research because we are facing same challenges as well as other developing country.

Level of participation: Good.

Other remarkable points observed: None.

Presentation II: Silvia Camacho Calvo Purpose: The main purpose of this paper is to determine the what characteristics do learnings and evaluation practices have in the implementation of the competency approach in Costa Rican technical education? In the classroom‌ How are notions understood by competence and evaluative practices?

Methodology: The analysis of the information was made from a qualitative approach, using the hermeneutics method proposed by Paul Ricoeur (2003) as a method for critical interpretation.

Key Finding/s: The main findings of the research make evident that the curricular approach, through which pedagogical mediation is carried out in the classrooms, does not allow innovative evaluation practices, since the teaching staff do not understand in depth, nor are they appropriate for the educational model under which the teaching and learning processes are implemented in the Professional and Technical High Schools of Costa Rica.

Relevance: I think this paper / research is relevant to the conference the main them of the conferences is Employment, income and job quality these three things are directly related to the Competency of the TVET product or graduate.

Novelty: According to the presenter after the research, she will publish hand book, which is useful to teacher for the class room teaching.

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Other remarkable points observed: Good presentation, and comments from the floor were addressed properly.

Presentation III: Christiane Eberhardt Purpose: The paper examines the transfer of cultural capital between contexts from a vocational education and training perspective.

Methodology: Analyzing approaches of recognition that are introduced in the European Union, the Federal Republic of Germany as well as in Australia and Canada. Methodologically the paper builds on a qualitative and on a developmental approach. The perception of recognition in Australia, Canada and the UK was in the core of the project MoVA. Key Finding/s: The recognition of foreign qualifications can thus serve various functions, depending on the respective framework conditions in which recognition takes place: (1) it can be geared to attract people from abroad to domestic labor markets, (2) it can overtake a restrictive function and link entry permit with recognition, (3) it can serve selective purposes and allow permission only to those individuals that are needed on the labor market, (4) it can have an integrative function, giving status and access to the labor market regardless of whether they are already in the country or whether they want to migrate into the country.

Relevance: I think this paper / research is relevant to the conference the main them and which is useful for the Nepalese context.

Novelty: I think it is new things for us, the findings are useful for the further research in Nepal.

Other remarkable points observed: Good presentation, and comments from the floor were addressed properly.

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Theme K: Occupations and Occupational Areas Papers and Presenters: - Paper I: Traditional occupations threatened in community forestry in Nepal • Bhola Bhattarai - Paper II: Traditional leather shoe occupation, TVET, and sociooccupational dignity • Riban Mangrati - Paper III: Indigenous skill transfer and employability among ‘Shilpakar’ community • Sanjog Shiwakoti - Paper IV: Shifting means of living in Yamphu community: Hybridization of indigenous and imported knowledge and practices • Indra Mani Yamphu Session Chair: Devi Prasad Dahal Rapporteur: Sunila Baniya Rapporteur’s Note: Out of four, only one presenter turned up.

Presentation IV: Indra Mani Yamphu Purpose: To understand how the indigenous people in Yamphu community transfer knowledge from outside the community in farming to fulfill their day to day need.

This study expects to support the local government's initiation to preserve the local knowledge.

Methodology: Ethnography; Informal conversation Clarity: Though the presentation was clear, there are unclarities in the presentation like why the presenter chose the community; what indigenous knowledge did he compare; what was the economic growth; how he measure the hybridization of farming culture; no comparison between the local/indigenous technique and new techniques; changes brought by the hybridization etc.

Key Finding/s: Instead of rice farming, in the present context the cash crop Cardamom is much preferred by the Yamphu community people. The knowledge to

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do this farming is brought by the migrants that yields more income. Indigenous knowledge of preserving seeds like using bamboo to store seed and ash to protect from insects. Also, for seeding bed the leaves of Siris is used to protect from bird.

Relevance: The topic is not much related to the conference theme. It does not talk about what other skills apart from agriculture is brought by the migrants.

Novelty: Hybrid knowledge – traditional knowledge + knowledge from India; Glocal knowledge – use of own knowledge and globalize it.

Level of participation: The participation of the participants was high and was interested to know more about the indigenous knowledge but bit disappointed that the presentation was changed.

Q&A: Mr. Indra Mani Shrestha, Mathematics Division KU, questioned whether there is any chance that global knowledge is dominating local knowledge?

Answer from the presenter: Yes, the Yamphus are rejecting their indigenous knowledge and belief to engage with nature. Infact indigenous nature is a culture.

Though the Local Government Act 2074 speaks about the protection of local language and culture it is slowly wiping out. Hence, the government should act to preserve the local knowledge and skill.

Mr. Raj Bahadur Giri, MTVET Student KU asked how do you link TVET with cardamom farming?

Answer from the presenter: transferability of knowledge and combining with the local knowledge.

Mr. Kul Bahadur Khadera suggested that if the researcher want to link it in the TVET then 5 crucial job responsibility should be kept in mind. Identification of traditional occupation, skills, resources, techniques used and the future of the job in the coming days. Also need to explain the ancient knowledge and technology in order to bring concrete finding in hybridization.

Dr. Anila Jha asked what is the typical of yamphu community? Whether the community is a homogeneous? Is there any growth seen in the community..

Answer from the presenter: There was not much explanation from the presenter.

Reflection of the rapporteur: The theme of the presentation does not actually speaks about why the presenter researched on the Yamphu community, whether there is only cardamom farming or there are other as well. What skills are brought

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by the migrants; from which part of the world the migrants of the Yamphu community go and brought the knowledge etc.

Overall, the presentation as well as the participation of the audience was good.

However, there was no clarity on what the researcher actually wanted to find and what he found in the community.

Theme L: Sociology of TVET Papers and Presenters: - Paper I: Employability, skill and occupation of youth and marginalized community: An analysis from Sociological perspective-underclass • Purna Bahadur Nepali • Mohan Singh Sunar • Sushant Bhandari - Paper II: Linking VSD to inclusive growth: Why labour processes and context matter • Hannes Teutoburg-Weiss - Paper III: Empowering Tharu and Bote women through vocational skill: A case of Amaltari home stay • Surya Neupane - Paper IV: Influence of foreign employment in Nepalese family structure and relationship • Kamal Giri Session Chair: Prakash C Bhattarai Rapporteur: Mani Prasad Gaire Rapporteur’s Note: Only three papers were presented. The first presenters were absent.

Presentation No: 1 Hannes Teutoburg-Weiss Purpose: The purpose of this paper was to explore multidisciplinary research VSD (Vocational Skill Development) in low and middle income countries.

Methodology: The methodology of paper was comparative study of six countries; Bangaladesh, Combodia, Ethiopia, Laos, South Africa and Vietnam. For data analysis field information’s was taken from close and open questionnaires and analysis was drawn by using descriptive statistics process.

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Key findings: The findings of the paper were, • Lifetime earnings and company benefits.(Human Capital Theory) • Company transformation and growth.

• Networking (Linkage) Relevance: The session theme was sociology of TVET so the presentation seems relevance with theme the presenter explain about six different countries comparative chart in his presentation. In the context our country we can conduct such types of research in seven provinces.

Novelty: In the presentation session presenter explained about the factors influencing the industry that may union pressure, wage bargaining by labor.

Comments from participants: In this presentation some queries were raised by audience especially how do you select six countries what are the bases /criteria.

Which country did you see best practice in VSD? What were the common tools for data collection?

How well the comments are address by the presenter: Finally he answered all questions of audience by addressing their question with satisfactory answer.

Presentation No: 2 Surya Neupane Purpose: To empower community by conducting home stay (Especially for Tharu and Bote women) Indigenous group of community in Nawalpur District.

Methodology: For this study researcher applied qualitative method, for that he used focus group discussions, key informant’s interview and observation. The population size was 29 women.

Key findings: Women are using their traditional and new learn learned skills in home stay. That changes the living standard of the community. Women are becoming economically, socially and culturally empowered. Women are highly activate in planning, implementing and decision making process of community works.

Relevance: This study was focus for Indigenous group Tharu and Bote women.

Such types of activities can be applied for other caste and community.

Comments from participants: Actually his presentation was impressive but some queries were from audience that was why you select two different castes in together (Tharu and Bote). What about sampling method, is it realistic? How do you analysis before and after establishment of home stay.

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How well the comments are address by the presenter: The presenter answered the audience comments according to his observation of the real situations.

Before home stay he found more domestic violence, maximum use of alcohol, child marriage, poor sanitation, internal conflict in community, not initiated for girl’s education etc. Likewise after home stay women are empowered in different sector such as social, cultural, political and economical.

Presentation No: 3 Kamal Giri Purpose: To find out how foreign employment is influencing Nepalese family structure and relationship.

Methodology: Interpretative and qualitative strategies. It is based on literature review respondent selection by purposively. The respondents were six.

Key findings: Majority of participant responses that there is positive experience from foreign employment which was supported to child education, family expenses and country remittance. Other aspect was family separation, divorce, internal migration rural to urban or semi urban area and decreasing agricultural production.

This study was more focus on social aspect rather than economical aspects.

Relevance: This study is trying to relate our real social scenario. Foreign employment plays positive and negative roles.

Comments from participants: In this presentation audience raised some clarification. That was is there more negative aspect of foreign employment? What about remittance they are contributed for country? What about brain drain?

How well the comments are address by the presenter: He answered the audience queries there are mixed influences of foreign employment. People are entering foreign because of the situation of the country, low chances of getting jobs in country. High ambitions to earn more money in a short duration.

Overall reflection of this Session The session was designed for four presenters. But only three presenters were presented their paper. Among them one was from foreigner and two of them were Nepalese. The session theme was sociology of TVET. I think the first presentation was comparative study of six countries. Other two were highly sociological aspects of Nepalese country. The methodology, three of them was qualitative studies. In gender perspective three of them were male.

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e session was interesting, interactive and fruitful for the participant. The overall session was conduct smoothly.

Day II

September 12, 2019 Kathmandu University Dhulikhel

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Comparative analysis of Vocational Education and Training (VET): How to establish strong linkages between actors of the education and employment systems?

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Ursula Renold

Head of Division Comparative Education System Research, ETH Zurich

Watch the Keynote Address on

.

https://www.youtube.com/watch?v=Jn8FwC69WZE

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Abstract The keynote deals with the governance, institutional configuration and functions and structure of education systems. Education systems can be described in different ways, and the most relevant features are: understanding forms of education, the functions and structure of the VET system, the embeddedness of the VET pathways within the education system as a whole, the transition mechanisms from one level to another in order to improve permeability, and the system’s governance and involved institutions. Those features have an impact on the educational process and should therefore be analyzed carefully. The goal of the keynote is to get an understanding of how to compare education systems and assess whether your own education system has an appropriate governance, as well as appropriate configurations of social institutions. Ideally, such a system is able to offer career pathways leading to adequate employment and/or progressive routes to higher education.

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Theme A: LELAM Team Presentation Papers and Presenters: -

Paper I: Meta-analysis: Assessing the impact of TVET programs on youth labor market outcomes • Johanna Kemper

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• Andrea Ghisletta

• Jonathan Stoeterau

Paper II: Challenges of scaling up an apprenticeship pilot: A case study of Nepal

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• Thomas Bolli

• Mahesh Nath Parajuli

• Binayak Krishna Thapa

• Johanna Kemper

Paper III: Contractual choice in informal apprenticeship training • Bart Kudrzycki

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• Ursula Renold

• Johanna Kemper

Paper IV: Reform of vocational education and training system in Benin: An exploration of social anthropological field • Guy Sourou Nouatin

• Esaïe Gandonou

Session Chair: Ursula Renold Rapporteur: Deepak K.

Rapporteur’s Note: Not available.

• Rubain Bankole

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Theme L: Sociology of TVET Papers and Presenters: - Paper I: Teacher’s perception of critical thinking: Beneficial or time consuming?

• Sulochana Nepal - Paper II: Identity construction of female through TVET • Tara Paudel - Paper III: Needed Innovative Practices among Public Private Partnership Stakeholders in Technical and Vocational Education for Enhancing Skill Training of the Underprivileged • Raymond Emmanuel • Ajunwa Joseph • Mohammed Aminu Mohammed - Paper IV: TVET for labour migrants: Exposure to trade • Sunila Baniya - Paper I: TVET in higher education in Nepal: Opportunities and challenges • Niroj Dahal Session Chair: Dhanapati Subedi Rapporteur: Kishor Chandra Sharma Rapporteur’s Note: Only three papers were presented. The first paper presenter was absent.

Presentation I: Sunochana Nepal Purpose: This paper provides concepts of critical thinking among students, starting from the classroom. and also provides an overview of teachers’ perceptions and practices of it while teaching..

Methodology: This is a qualitative study. She was conducted under Paulo Freire’s Banking approach of Education with purposeful sampling technique as a methodology. She was collected data through in-depth interviews with teachers who have more than five years of experience in the academic field.

Key Finding/s: The findings of the research provided insight that education though technical education and vocational training’s main purpose is to develop skills.

Teachers still prefer relying on teacher centered method and are depriving students of the critical thinking skills which they are in need of.

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Relevance: I think this paper / research is somehow relevant to the main them of the conferences is Employment, income and job quality these three things are directly related to the critical thinking of a TVET graduate for the job quality and growth of income.

Novelty: While I study and see the presentation, I could not find any Novelty in this research because we following same method in our TVET institution.

Level of participation: Good.

Other remarkable points observed: None.

Presentation II: Tara Paudel Purpose: The main purpose of this study is to explore the identity construction of female in the field of TVET. Methodology: Four female are selected for the purposively study and adopted narrative inquiry as research method for the analysis of the study. She has adopted Vygotsky's self in cultural-historical activity theory as a theoretical perspective.

Key Finding/s: The findings of the research is females are facing problems in their day- to- day life, it is critical for them to stand on their own and construct their identity. In this regard, to support the identity of a female, the family has to be encouraged, influenced and persuaded about TVET skills.

Relevance: I think this paper / research is somehow relevant to the main them of the conferences is Employment, income and job quality these three things somehow are related to the income level in Nepali society.

Novelty: While I study and see the presentation, I found topic is very interesting but researcher not justify the topic.

Other remarkable points observed: Good presentation, and comments from the floor were however not addressed satisfactorily.

Presentation III: Sunila Baniya Purpose: The main purpose of this study is to explore the Condition of labour migration of Nepal and impact of vocational training for them.

Methodology: Quantitative research had don by Ms. Sunila she has conduct a telephone survey was conducted with 106 research respondents between September, 2016 and March, 2017. The research, capability approach was used as theoretical tool in the study.

ICTVET-2019 Report Key Finding/s: The findings of the study showed that with a month long intensive technical and vocational training, the migrant workers enhanced their capability resulting trade exposure in the destination. They were placed at work in the trade that they have been trained at. With this, they gained the opportunity to upgrade themselves in the career ladder.

Relevance: I think this paper / research is relevant to the main them of the conferences is Employment, income and job quality these three things related to Training, labour migration and their income.

Novelty: While I study and see the presentation, I found topic is very interesting and new things in the context of Nepal.

Other remarkable points observed: Good presentation, and comments from the floor were addressed properly.

Presentation IV: Niroj Dahal Purpose: To explore the TVET scholars’ of master level experiences on skills, knowledge and competencies in relation to their professional and personal life.

Methodology: Narrative inquiry as qualitative research method for meaningmaking, his study foregrounds the voices and experiences of some expert ideas aligned with literature.

Key Finding/s: TVET system in Nepal has a very high demand from school education to higher education to produce the required and quality skill human resources in Nepal.

Relevance: I think this paper / research is relevant to the main them of the conferences is Employment, income and job quality but researcher not justify the topic.

Novelty: None.

Other remarkable points observed: Good presentation, however comments from the floor were not addressed satisfactorily. The presenter tried to answer the comment but himself was confused about the situation of higher education in Nepal.

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Theme A: Integrated Theme Papers and Presenters: - Paper I: Defense of the labor market by the ancestral owners of land: Indigenous landowners now excluded analysis of realities of Latin American exclusion • Eduardo Erazo Acosta - Paper II: STEAM pedagogy in TVET field • Binod Prasad Pant • Bal Chandra Luitel - Paper III: The role of TVET to empower the youth of Nepal • Min Kumar Tamang - Paper IV: TVET and stakeholders’ needs on LMIS in Nepal • Mahashram Sharma Session Chair: Suresh Gautam Rapporteur: Bikash G. Rapporteur’s Note: Not available.

Theme M: Policy, Planning, and Practices Papers and Presenters: - Paper I: Skills gap assessment between TVET institutions and industries of Bangladesh: Perspectives from industrial experts • Md. Shahadat Hossain Khan • Thafimul Islam - Paper II: Applying migrants’ local knowledge and skills of origin community in new contexts • Lal Bahadur Pun - Paper III: Women participation in non-traditional occupations: A case study • Pashupati Joshi - Paper IV: Skill formation regimes in Nepal: Two steps forward, one step back • Sohan Prasad Sha Session Chair: Agni Prasad Kafle & Jiwak Raj Bajracharya Rapporteur: Milan Shrestha

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Rapporteur’s Note: Presentation I: Md. Shahadat Hossain Khan This is a research paper and it aims to explore the key aspects of vocational education in Bangladesh and identified skills requirement in Bangladesh. For achieving these purposes, this paper employed mixed method approaches and identified the missing skills requirement of industries and skill provided by TVET graduates and showed the relationship between industries and TVET institutions. This study further identified three skills sets such as crucial, urgent and reasonable skills set that are required in industries for future employment.

This paper is associated with conference theme policy, planning and practices.

Finally, the scholar well addressed the comments from audiences.

Presentation II: Lal Bahadur Pun This is a research paper and it aims to explore how migrants from Bharse have been utilizing their traditional knowledge and skills in the migrated location, which were propagated in the previous community. For achieving its purpose, this paper employed ethnography research design which is qualitative in nature and derived the ttraditional knowledge and skills are context-specific because it is propagated to live up in particular environmental and cultural contexts. In addition, this paper explored the pattern of life is mostly different so is the application of traditional knowledge and skills.

This paper is poorly allied with conference theme policy, planning and practices.

Instead of this it only focused in the migrant’s traditional knowledge. Finally, the scholar also well addressed the comments from audiences.

Presentation III: Pashupati Joshi This is a research paper and it aims to explore the experiences of women in nontraditional occupation. For achieving its purpose, this paper employed the case study which is qualitative in nature and it derived that joining vocational occupations is the new practice for women and the self-interest has become a crucial factor for the participation.

This paper is poorly allied with conference theme policy, planning and practices in TVET sectors. Finally, the scholar also well addressed the comments from audiences.

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Presentation IV: Sohan Prasad Sha This is a research paper and it aims to provide a critical appraisal of skill formation regimes in Nepal using insights of the field work regarding school based TVET implemented by MOE. For achieving this purpose, this paper employed quantitative approaches and obtains that policy makers at times turn to take essentialist approach to TVET as one size fits all uniform integrated and centralized form of governance that fails to assess the objective reality of the skill formation regime in Nepal to achieve the optimum balance of the four E’s.

This paper is strongly allied with conference theme policy, planning and practices in TVET sectors. Finally, the scholar also well addressed the comments from audiences.

Overall reflection of this Session This session incorporated the four presentations in the common theme as policy, planning and practices in TVET sectors. More specifically, some of the presentation is deviated from the session theme but they all were success in exploring the issues related with TVET sector. The first presentation divulges the missing skills in vocational education and second scholar gave emphasis to the traditional skills associated with the migration. In addition, the third presentation opens the discussion about non-traditional occupations and last one talk about critical appraisal of skill formation regimes. While considering these presentations, all were research paper.

Overall, the all presentation was able to achieve their purposes, and they also got the constructive feedbacks from the listener. However, the half of presentation is not able to match the session theme.

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Theme B: Governance and Power Sharing Papers and Presenters: - Paper I: International TVET project partnerships: A case study of staff engagement • Ryan Gifford - Paper II: Governing TVET in federal Nepal: Centralized or decentralized management?

• Thakur Prasad Bhatta - Paper III: TVET skill mapping strategy in Nepal: Linkages between skill development and employment • Pramod Bahadur Shrestha - Paper IV: Aspiration of Local TVET System of Gaindakot • Suraj Dawadi • Anil Muni Bajracharya • Dil Chandra Pandey Session Chair: Christiane Eberhardt Rapporteur: Durga B. + Mani G. Rapporteur’s Note: Not available.

Theme A: Integrated Theme Papers and Presenters: - Paper I: Foreign employment and livelihood: A case of foreign migrant workers • Ramesh Pathak - Paper II: Digital leadership in TEVT sector: Addressing pedagogical change and work place skill needs using ICT • Shesha Kanta Pangeni - Paper III: Industry Sector Human Resource Need Survey in Bangladesh - The gap between what job market demand and what TVET institution offer • Takujiro Ito • Yoshinaga Nakamura • Yumi Yamaguchi - Paper IV: Integration of ICTs in open and distance learning as an opportunities: Teachers’ perspectives • Anila Jha Session Chair: Jackeline Garcia Fallas Rapporteur: Devendra Adhikari

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Rapporteur’s Note: Presentation I: Anil K. Gupta 1. Type of paper: Empirical research 2. Purpose: to explore and interpret the experience of foreign workers , in regard of their livelihood 3. Methodology: Interpretive case study/ purposive 4. Key findings: Improved livelihood can be explained through income, well being, improved food security ,physical asset, social asset , TVET to migrant worker can empower them but equally the social evils have emerged through foreign youth employment 5. Relevance : Relevant with the skilling of the youths 6. Novelty: Yes 7. Comments from participants: a) What is the working definition of "workers" in your paper? b) Do you have demographic data for migrant workers? c) When the migrant workers returned, was the skill acquired useful here? d) By social evils, what do you mean?

8. He replied all the queries maturely and professionally as: a) Workers here means persons going for gulf countries for work and students doing part time jobs in abroad b) Yes I have presented the data c) Yes, they have begun enterprising activities here with the learned skills: like home stays, poultry, and encouraging newer generation to learn skills. They begun initiating new ideas by fusing the traditional skills d) I mean it as eloping of wife along with property, while the husband is struggling hard in gulf country. It has brought family disintegration Reflection: 1. Focus of the papers: Well 2. Clarity of presentation (argument): Well 3. Level of participation: Well

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4. Conclusion (Essence of the presentations): In the sector of skilling the youths aspiring to go abroad for work, and skill transfer of the returnees to the youths here 5. Other remarkable points observed: None Presentation II: Krishna P. Paudel 1. Type of paper: Empirical research 2. Purpose: To explore the trends in use of ICT in TVET sector and to assess the readiness of the leaders for innovations 3. Methodology: qualitative, Interpretive 4. Key findings: a) Status: depending on traditional teaching method b) Leadership perspectives: School level leaders lack capacity and resources c) Challenge: Private sector has only profit making mindset d) Prospect: Urgent need to follow the pace of technological development e) Young mind with vision and mission should be recruited f) Digital leadership is new concept with number of potentials for TVET sector reform in Nepal 5. Relevance : Yes 6. Novelty: Yes 7. Comments from participants: a) Out of 7 dimensions of leadership you presented, why did you measure 4 components only? b) Why you choose the particular theory? c) This is a qualitative research. You are saying, but it seems you are testing the dimensions, which is guided by post-positivist paradigm. Is not there contradiction?

8. He replied all the queries maturely and professionally as: a) This is preliminary research only .I have not completed the final paper b) He replied the answer , but I could not focused c) I am not testing the dimensions. I am just connecting them with my findings.

9. Reflection: 1. Focus of the papers: Well

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2. Clarity of presentation (argument): Well 3. Level of participation: Well 4. Conclusion (Essence of the presentations): Ideas on imparting ICT based skills in school curriculums 5. Other remarkable points observed: None Presentation III: Bibek Kumar Pandit 1. Type of paper: Survey/ Empirical 2. Purpose: to assess the gap between the human resource need and TVET sector in 2 cities of Bangladesh 3. Methodology: Survey 4. Key findings: a) Electronics product factory demand more workers b) TVET institutions should develop the internship programs c) Need to develop curriculum as per market need d) Whole report included , which sector demands , which skills in Bangaldesh 5. Relevance : Help to explore the market demand of particular skills 6. Novelty: Yes 7. Comments from participants: a) In Bangladesh, electrical industry needs problem solving skills as well as cognitive skills. But garment sector needs more technical skills b) How the sample was selected? c) How can you categorized industry there?

8. He replied all the queries maturely and professionally as: a) Thanked for additions b) I selected export based companies with 100-500 employees . No small enterprises were selected. c) We can select by the industry zones through chamber of commerce Reflection: 1. Focus of the papers: Well 2. Clarity of presentation (argument): He was presenting the report findings 3. Level of participation: Well

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4. Conclusion (Essence of the presentations): The survey tools, methodology could be useful in assessing the skills demands and skill supply scenario in other South Asian countries 5. Other remarkable points observed: Prof. MD Shahadat from Bangladesh added the inputs Presentation IV: Kul Prasad Khanal 1. Type of paper: Empirical research 2. Purpose: to explore the opportunities why integrating ICT in ODL mode of instruction from teacher's perspectives 3. Methodology: Qualitative (interpretive), in depth interview, observation 4. Key findings: a) flexibility: cultivate own pace and place b) affordability: creating market values c) accessibility d) life-long learning e) integrating of ICT always bridge point to tutors and learners, ODL could remove the barriers of learning opportunities and enhance employability skills and support teachers 5. Relevance : Help to identify the prospects of open and distance learning (ODL) 6. Novelty: Yes 7. Comments from participants: a) What kind of moodle you use in the open university? b) How your finding can relate with your finding with the theory is important? c) Better to change the affordability theme to pedagogical use of ICT d) You need clear connection among different theories used e) I think, you need social-constructivist learning theory as in today's context we massively use social medias in online instruction 8. She replied all the queries maturely and professionally as: a) It is open by default b) I have related it as ‌. c) She thanked for the valuable inputs

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Reflection: 1. Focus of the papers: Good 2. Clarity of presentation (argument): Good 3. Level of participation: Good 4. Conclusion (Essence of the presentations): Promoting the formal education through technological innovations 5. Other remarkable points observed: None Overall reflection of this Session 1. There was a fruitful interaction among the presenters and the audience 2. The presenter from Japan presented his survey findings from Bangladesh.

Surprisingly, one of the audiences was the professor from Bangladesh. He shared his ideas also. The session became interesting. The two became friends afterwards. It would be better if the professor from the Bangladesh was the chair (as a vice chair).

Can't we select the chair, who have more ideas in the context of paper, especially when the name of particular country is mentioned.

3. The professor from Bangladesh is working as the director of ODL there (as he said).

His inputs could be useful developing the ODL educational system here. The conference organizing committee could arrange a knowledge sharing session among him and the ODL university personals as a part of informal session. This could benefit a lot in developing the distance learning education system here 4 The professor from Bangladesh is the editor of several world - class journals, as he said. His or other international experts know how could be shared with the MTVET students or other KU scholars in writing and publishing papers. This could be done after ending of the conference on the regular KU classes at Hattiban (if their staying VISA permitted). Similar other guests' lectures could be organized.

5 I think we missed a great opportunity to advertise "Visit Nepal 2020" with the participants from 6 different continents.

6 We missed to create an online "TVET community" through social sites. We could create a face book page and make network among the presenters, audience, volunteers, chairs, MCs of the ICTEVT 2019. It could be a good learning and sharing platform of TVET ideas. It can be done now also.

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Theme B: Governance and Power Sharing Papers and Presenters: - Paper I: TVET in the community school of Nepal: Opportunities and challenge • Prem Singh Shintan - Paper II: Neo liberal economic policy and the issues of TVET education in Nepal • Shobha Prasai - Paper III: Revitalizing Jiri Technical School in a dramatically changed context: Governance, management and employability • Agni Prasad Kafle • Hansruedi R Pfeiffer - Paper IV: MTVET program at KUSOED: An effort to linking education with job market • Prakash K. Paudel • Mahesh Nath Parajuli • Binayak Krishna Thapa Session Chair: Andre van der Bijl Rapporteur: Kul P. Khanal Rapporteur’s Note: Presentation I: Prem Singh Shintan Focus: The paper focused on exploring the situation of teaching occupation, business and technology (OBT) education subject at grades 6-8 in public school of Nepal.

Clarity of presentation/Argumentation: The paper raised the argument about the effectiveness of vocational education in school level. It stated that vocational education in the school – useful but effectiveness is low; limited technical capacity in teachers to conduct the vocational classes; constraints of resources; and challenges in practical assessment.

Level of participation: Mostly queries were raised about the usefulness of vocational education in the pre-secondary level school. Few questions were also related to the methodology and linkage of the study with technical stream education recently introduced in the education system of Nepal. The presenter was able to clarify the queries by stating his limitation and delimitation of the study.

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Conclusion (Essence of the presentation): The paper seemed to have been concluded by highlighting the weakness or drawbacks of vocational education. Main areas of improvement detected were: content, method, learning resource and assessment, limited understanding on goal of pre-vocational education; and educating for economic participation/ self-government.

Other remarkable points observed: The paper was not clear about methodological approach: quantitative or qualitative.

Presentation II: Shobha Prasai Focus: The focus of the paper was reasons behind unequal access to TEVT in Nepal.

Clarity of presentation/Argumentation: The presenter clearly articulated the various reasons responsible for unequal access of TEVT in Nepal. Key reasons she pointed out were: Under investment in TVET; Expensive and long term trainings; Regional disparity; Minimal scholarship and stipends.

Level of participation: The presentation was thought provoking. The participants raised queries, added comments and demanded clarifications regarding the justification of neo-liberalism, economic class and access to education, and methodology.

Conclusion (Essence of the presentation): The paper concludes with the point that four key reasons were attributable to a larger and overarching process— implementation of neo-liberal policies. It recommends for huge public investment is needed for general and technical and vocational education.

Other remarkable points observed: Good presentation based on secondary sources.

Presentation III: Agni Prasad Kafle Focus: The paper focused on effect of inadequate practical training, including OJT or apprenticeship training, on the employability and learning of TVET graduates Clarity of presentation / argumentation: It also sought to investigate whether a good institutional management and governance provides robust systems for quality training and positive labour market outcomes Level of participation: Queries raised in the presentation were basically related to how governance system affected the coping strategies of JTS; optimistic

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methodological strategies; and marketization of agriculture. The author responded the queries based on his long experience in education.

Conclusion (Essence of the presentation): The paper concludes stating that JTS graduates of TSLC programs seem to be doing better. But the practical parts of the trainings have been heavily curtailed .

Other remarkable points observed: None.

Presentation IV: Prakash Kumar Paudel Focus: The focus of the paper was stakeholders’ perception of MTEVT program at KUSOED. Level of participation: Queries raised in the presentation were basically related to methodology of survey in small scale, overlapping between general education and technical education and open ended qualitative interview. The author responded the queries logically.

Conclusion (Essence of the presentation): The paper concluded stating that perception of students helped to implement the program as well as further planning of MTVET at KUSOED. Other remarkable points observed: None.

Overall reflection of this Session The parallel sessions were vibrant and thought provoking. Time just flashed by and I came away with a wealth of ideas. All presentations, I assume, gave everyone plenty of food for thought. Despite this fact, it would be much better if some of the presentations gave a clear concluding take home message of conclusion.

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Theme D: Quality, Equity, and Relevance Papers and Presenters: - Paper I: Employer’s engagement on employability of TVET graduates in Nepal: Rhetoric and reality • Amrita Sharma - Paper II: Use of technology to improve TVET in middle-school science classroom • Roshani Rajbanshi Session Chair: Paola Monserrat Bordon Tapia Rapporteur: Mani Prasad Gaire Rapporteur’s Note: Presentation No: 1 Amrita Sharma Purpose: To find out linkage between education and employment (Employer’s engagement on employability of TVET graduates) Methodology: Case study in depth interview with five employers. The study was qualitative method.

Key finding/s: The TVET graduates should have hands on skills. The trainer should experience of industry standards. Career counseling and apprenticeship is essential for TVET education. In TVET technology is changing rapidly. The employers’ involvement should increase in curriculum development and policy formulation of TVET. Relevance: The theme of session was quality, equity and relevance. So I think the employers’ engagement in TVET policies/strategies will be more beneficiaries both employers as well as employees. TVET graduates should have strong working capabilities with high quality performance. While they perform poor quality they cannot survive in their job. Customers are trying to get quality products. Employers are searching for good performers.

Comments from participants: In this presentation audience put some comments on paper; the study sample is in different sectors employers (Construction, Tourism) and company. How it can generalize in same context. It is only perspective from employers view. What about ethical considerations?

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How well the comments are address by the presenter: The presenter gives answer to the audience questions by logically and convincing.

Presentation No: 2 Roshani Rajbanshi Purpose: Identify the use of technology to improve TVET Methodology: Observation, Study sites/Journal reflections, Interview, Phenomenological study Key finding: The lens of this study was experiential learning .Technology integration in curriculum is important. Providing access, knowledge and use of technology give actual meaning.

Relevance: This paper gives an idea on proper uses of technology in classrooms instruction. Uses of technology are increasing in education sector. Teachers are using technology for instruction, assignment, communicating and reporting.

Comments from participants: Participant comments on this paper are, Topic: the topic seems very much towards the general education. There is clearly stated middle-school science classroom. Another quarry is more focus on hard or soft skills.

How well the comments are address by the presenter: Presenter explained the uses of technology can be applied in critical thinking, problem solving, reasoning, presentation and innovative work. In uses of technology students may excited as well as engaged.

Overall reflection of this Session The session was designed for two presenters. Both presenters were presented their paper. In gender both of them were Nepalese women. The session theme was quality, equity and relevance. I think the presentation was nice. The methodology, both of them was qualitative studies.

The session was interesting, interactive and fruitful for the participants. The overall session was motivational to the participants.

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Theme E: Work, Education, and Training Papers and Presenters: - Paper I: Nursing students’ perspective on their profession: A quantitative study • Khagendra Adhikari - Paper II: Youth attraction toward TVET: A study of Nawalpur • Bikash Gaju • Chandra Prasad Timsina • Dipika Sharma • Devendra KC Session Chair: Dr. Jiwak Bajracharya Rapporteur: Sunila Baniya & Dil Chandra Pandey Rapporteur’s Note: Presentation I: Khagendra Adhikari Purpose: Did not mention.

Methodology: Survey (random sampling) in Kathmandu valley with 303 respondents Clarity: The presentation was not clear. It focused on other aspects such as parents' education, caste, ethnicity, scholarship, age group, time spent in the library, money spent etc.

Key Finding/s: The majority of the students (94.4%) were found to have positive attitudes towards the professional values of nursing. Parents education also affects the learning and performance of the students.

Relevance: The topic is related to the conference theme as the topic denotes the perspective of the students in their nursing profession.

Novelty: None.

Level of participation: The participation of the participants was high and was interested to know more about the how the male and female students perceived this profession. They were curious to know why even though there is overproduction and the nurses are paid very low and employment rate is less still CTEVT is focusing on this profession.

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Q&A: Questions from the participants: There were many questions from the audience  Employment status is low in nursing profession, how can you justify?  There is overproduction of nurses? Why does not CTEVT assess the market demand and then only allocate the quota?  Why do female want to join nursing?  What is the evidence that nursing profession has increased economy of female? Any empirical study done on this regard?  The questionnaire – how did the researcher validated? The topic of the research and the findings are different.

Answer from the presenter: There was not much clarity in the answer. Female want to join nursing because they want to marry the NRN and settle abroad. In this context, nursing profession is good that is why female participation is high in this profession.

Reflection of the rapporteur: The theme of the presentation is very interesting however the research does not speak about the perception of the students towards the profession. It speaks only about the value in terms of one's belief and attitude and is associated with experiences, education, family background and physical environments. The presenter mentioned that the majority of the students (94.4%) were found to have positive attitudes towards the professional values of nursing but what does positive attitude relates was not mentioned at all neither the presenter could explain it. The research question is lost somewhere.

Overall, the presentation as well as the participation of the audience was satisfactory. However, there is no clarity on the findings and the research question.

The answer to the topic of the research is not well articulated. The finding of the perception of the profession is vague and the parameters of positiveness is not well defined.

Presentation II: Mr. Bikash Ghaju and Colleagues Purpose: To explore the youth perception about TVET and the key stimuli to attract youth towards TVET.

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Methodology: Qualitative and quantitative (mixed) study. Empirical Research; 42 youth (19 TVET involved and 23 Non-TVET youth), Questionnaire & Semistructured interview schedule, Descriptive & Thematic Analysis Survey.

Clarity: The presentation was clear and concise. Each of their findings was compared with the literature review. The presenter has done good literature review and findings was good enough though the research was done with less number of sample population.

Key Finding/s: Majority of the respondents felt that they may face difficulty in finding the job even after undertaking TVET. However, they said they would recommend other to take up TVET in future. Majority of non TVET respondents wanted to join technical education. To attract the youth Public awareness and career counseling, word of mouth, favorable government policy for employment, scholarship and training value plays vital role.

Relevance: The topic is very much related to the conference theme. In today’s context when youth are more focused on education rather than vocational education this study is important to understand the youth's view on TVET so as to develop strategies to attract them to TVET which ensures wider job guarantee after taking up the course.

Novelty: The findings of the appropriate measures to attract the youth is very important in today's context where the government, donors, private sector, employers are looking for the ways to attract the youth in vocational education to meet the market demand.

Level of participation: The participation of the participants was high and was interested to know more about the youth's perception to wards TVET and how their interest could be increased so that more jobs could be generated to retain the youth in the country that the government of Nepal has envisioned.

Q&A: Questions from the participants: There were genuine questions from the audience  What measures can be taken to increase the youth participation in TVET?  What are the challenges to assess the TVET system in local context?  Why is TVET perceived as dangerous?  What are the interest of the youth?

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Answer from the presenter: Though the presentation was good the presenter could not clarify the queries of the audience. All the answers were in the presentation but missed the chance to answer the question with substance.

Reflection of the rapporteur: The theme of the presentation is very interesting however the research could not answer the question that is being asked. The topic is relevant in today's context and further research could be done in this topic. One of the audience from donor community was very much curious about the findings and how can the projects increase the attraction towards vocational skills. Because the youth feel that general education is better than technical education which gives them higher prestigious and opportunity to earn. Therefore, this research is worth expanding further.

Overall, the presentation was well articulated and the enthusiasm of the audience could be observed. The find was that of short term skills trainings and the youth have moderately positive perception towards TVET. However to increase their participation different strategies were mentioned by the youth such as scholarship, public awareness, parental influence, job certainty could attract youth towards TVET. Therefore, it is important that this research is done at the wider scale so that the sample size and findings are useful enough to contribute in the TVET policy.

Theme M: Inclusion in TVET Papers and Presenters: - Paper I: Learning and earning: Youth in the city • Suresh Gautam - Paper II: STEM and gender differences in tertiary vocational education: The case of Chile • Miski Peralta Session Chair: Tikaram Poudel Rapporteur: Debendra P. Adhikari + Deepak Rapporteur’s Note: Not available.

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Workshop I Title and Workshop Runners: - Workshop Title: Complexities of institutional relationships for the promotion of TVET system in Nepal • Dev Bir Basnyet • Bhawani Shankar Subedi Rapporteur: Devendra Adhikari Rapporteur’s Note: 1.

2.

3.

Type of paper: Experience based Key points presented a) There is an institutional fragmentation in Nepal b) Most training programs are supply driven. They are guided by the inclusion perspectives, which do not care the market needs.CBS (2019) has initiated to conduct the TNA, which has identified the potential 19 different occupational trades in far west c) There are many government centers for the TVET programs. The horizontal linkages among them are missing d) The government units and some of the INGOs are directly implementing the TVET programs. Is it a good practice in a well functioning of TVET system? e) For a successful TVET system, we need: competent teachers, cooperation with world of work, flexible learning pathways, lifelong learning, stakeholder's cooperation, quality assurance Additions/views of the participants a) Do you have any ideas for the capacity development of TEPS (training and employment service providers?

Answer: Motivation, no politicizations, no any bureaucratic hurdles. b) There needs strong coordination between public and private sector? But what sort of?

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Answer: Need output oriented contractual mechanism Devi Prasad Dahal added c) TITI alone has several responsibilities. It provides training for instructors, curriculum design and training for institutional managers d) Private sector development in TVET: KU offering MTVET course e) The solution for the developing institutional strength of TVET sector: Need of national TVET fund, it needs to be institutionalized. However, it is only in discussion platform not in policy formats. f) There are 3 levels of governments. There is no clarity. Need federal education act, general education act, TVET acts and consequent policies. g) It would be nice, if you had suggested to streamline this, about the different roles of governments in TVET h) Need not we have to praise the works of INGO in the sector of TVET development Answer: Of course, we should. But we are becoming more dependent. INGOs should be intermediaries. Do not have such institutional strength? If not so, there are many capable private sector institutions for TVET development, why such INGOs are directly implementing the programs 4. In Srilanka, labor-force demand survey is done in every 2 years. It is a good practice 5. Private training service providers, who do not have linkage with the industries cannot guarantee the employment of the graduates 6. Reflection: i.

This workshop became very helpful in digging out the issues of institutional strengthening of private TVET sector ii.

Participants realized the urgent need of educational acts and policies to end the current transitional phase of institutional fragmentation iii.

Need to clarify on the works of INGOs and even government in the neoliberal market iv.

Should rethink on supply driven training programs in the name of inclusion v.

Need horizontal linkages among different TVET service providing institutions vi.

Private sector's role on TVET sector development should be institutionally recognized from the state and donors

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Workshop II Title and Workshop Runners: - Workshop Title: Governance and power-sharing in TVET: The case of Nepal – Sharing of practical experiences • Rajendra Shrestha • Erik Winther-Schmidt Rapporteur: Debendra P. Adhikari Rapporteur’s Note: The overall presentation of the paper was clear and delivered the message especially in governance and power-sharing in TVET. The paper highlighted the gaps in TVET in federal, provincial and local government level due to the transition from unitary system to federal. The sharing was focused in a project Dakchyata which was managed by British Council. The presenters were able to inform the participants about their project and its implementation modality and interventions. They presented four cases to illustrate the project. They were: a) the high-powered TVET Public Private Partnership working groups, b) Macro level national level labour market prioritization, c) Meso level enhancing employer engagement in selected CTEVT schools, and d) TVET training pilots financing through the Dakchayata project. The presentation was systematic. A total of 10 participants asked questions to be clearer about the project and got answer.

Overall Reflection The workshop concluded in time with fulfilling its objective. The role of tri-party especially, government, private sector and trade union are crucial for the successful implementation of the project and to make the market TVET friendly. Despite the excellent presentation and comprehensive project, less focused was given to the trade union. Thus, it would be better to include the role of trade union role in TVET because they have access to the labour market and know the needs of the labour.

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The closing session commenced with Prof. Laxman Gnawali summarizing and reflecting on the overall organization of the conference.

He besides summarizing the key messages and learning of the conference also invited delegates to share their thoughts and experiences on the conference.

Following Prof. Gnawali’s invitation, Ryan Gifford from Australia shared his experiences of the two-day event. He also reflected on his experiences of visiting Nepal back in 2015 and 2019.

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Following Ryan, Prof. Prof. Guy Sourou Nouatin from the Department of Agricultural Economics and Rural Sociology of the Faculty of Agriculture of the University of Parakou, Benin put forward his views on the conference.

Christiane Eberhardt from Germany shared her views on the conference and how the conference has given a platform for TVET scholars to come together and exchange their learning experiences.

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Then Durga Baral, a PhD scholar from the School of Education Kathmandu University presented his gajal delivery – recital of a lyric.

Prof. Gnawali then concluded the closing session by expressed his vote of thanks on behalf of the organizers, to one and all involved in making the conference a success.

Watch the Closing Ceremony on . https://www.youtube.com/watch?v=iI_ezMi4UD8 and https://www.youtube.com/watch?v=jz7EoKQQjpk

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Key Messages Enhance the relevance of TVET Promote the public image of TVET Improve youth employment, income and job quality Integrate innovations in TVET, including ICT, alternative delivery methods, STEAM pedagogy Improve leadership, management and governance of TVET Diversify financing sources in TVET Support flexible learning pathways across education systems Strengthen a national/international network of TVET sector Systematize the practice of building and sharing TVET knowledge

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The International Conference on Technical and Vocational Education and Training, held at Kathmandu University, Dhulikhel, Nepal from September 11 to 12, 2019, concluded with much success. The core team of the LELAM-TVET4INCOME project sat together to review the conference and agreed that the conference was successful in many respects.

Putting together minds from east to west, the ICTVET community discussed an array of issues of and alternative pathways for TVET sector. Participants of the conference reviewed and discussed practical implementation challenges to policy issues, as well as lessons learned and key success factors that have helped to achieve best practices in the field of TVET. They also discussed the contribution of TVET to socioeconomic development. The community specially linked TVET with labor market, especially employment, income and job quality. The core team came up with renewed determination towards promoting TVET education in their respective countries.

Stepping on the success of this conference, the core team of the LELAMTVET4INCOME project decided to hold the second edition of the ICTVET at ETH Zurich, Switzerland on June 4-5, 2020. The team also decided on the theme of “Education and Decent Work for Youth� for the Zurich conference. It will be organized by the Swiss Economic Institute KOF together with NADEL Center for Development Cooperation.

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Annex 1: Program Agenda September 11, 2019 (Day I) 7:45 -8:30 8:30-10:00 10:00-10:15 10:15-10:45 10:45-11:00 11:00- 13:00 13:00 - 14:00 14:00-14:45 14:45-15:00 15:00- 17:00 17:30

Registration and Breakfast Inaugural Session Moving Break Keynote (1) Moving Break Parallel Sessions for Oral Presentation I Lunch Keynote (2) Moving Break Parallel sessions for Oral Presentation II Bus Leaves for Kathmandu

September 12, 2019 (DAY Two) 7:45- 8:30 8:30- 9:15 9:15- 9:30 9:30-11:30 11:30- 11: 45 11:45-13:00 13:00-14:00 14:00-14:45 14:45-15:00 15:00- 16:00 16:00- 16:30 17:00

Breakfast Keynote (3) Moving Break Parallel Sessions for Oral Presentation III Moving Break Workshops (Parallel) Lunch Keynote (4) Moving Break Parallel Sessions for Oral Presentation IV Closing Ceremony Bus Leaves for Kathmandu

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Detailed Program Wednesday, 11 September 2019 (Day I) Time 7:45 8:30

8:30 10:00

Venue

Activities

Front Desk

Registration and Breakfast

Main Hall

10:00 - 10:15 10:15 10:45

Keynote I (Main Hall)

10:45 -11:00 11:00 - 13:00 Parallel Sessions 11:00 11:30 Room 1 11:30 12:00 12: 00 12:30 12:30 13:00

Chair: Johanna Kemper Rapporteur: Debendra P. Adhikari

Inaugural Session  Mahesh Nath Parajuli - Dean, KUSOED  Ursula Renold – KOF Swiss Economic Institute, ETH Zurich, Switzerland  Pushpa Raman Wagle – Member Secretary, CTEVT  Elisabeth von Capeller - Ambassador of Switzerland to Nepal  Ram Kantha Makaju Shrestha - Vice Chancellor, KU Break Recognizing non-formal and Tanka Nath informal learning leading to Sharma national qualifications in TVET Moving Break Parallel Sessions for Oral Presentations I Theme A: Integrated Theme Model of employability skills for strategic implementation of technical and vocational programs Developing a typology of informal skills learning places in Nepal

Author(s)  Anil Muni Bajracharya  Abichar Bohara Durga Prasad Baral

TVET Funding Mechanisms of Gaindakot Municipality

 Sabin Sing  Sunila Baniya  Pushpa Pyakurel  Pushpa Basnet

Perception and Practices of Integrity: A Qualitative Study of Technical Schools in Nepal

Rupa Munakarmi

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Venue

Activities Theme B: Governance and Power Parallel Sessions Sharing Room 2 11:00 Job accountability in Nepali 11:30 bureaucracy: What does matters?

Chair: The role of information technology 11:30 - Thomas Bolli in modernizing the courts: A case of 12:00 Nepalese judiciary Rapporteur: 12: 00 Bureaucratic hurdles of employment Devendra 12:30 in Nepal: From insider’s lens Adhikari Managing technical education in 12:30 community school: An 13:00 accountability perspective Parallel Sessions Theme C: Cost-benefit Analysis 11:00 11:30 11:30 12:00

12: 00 12:30

Social support affecting transfer of training in Nepal An empirical study on the education return of Chinese floating workers based on the perspective of labor Chair: Indra market segmentation M. Yamphu Implementing skill development policy in India from the perspective Rapporteur: of UN sustainable development Milan goals Shrestha Learning through practice in TVET

Parallel Session

11:30 12:00

Anil Kumar Gupta Krishna Prasad Paudel Bibek Kumar Pandit Kul Prasad Khanal Author(s) Anup Bhurtel

Room 3

12:30 13:00

11:00 11:30

Author(s)

Room 4 Chair: Guy Sourou Nouatin

Theme D: Quality, Equity, and Relevance Technology integration in TVET program Relationship between physical resources and students satisfaction in Kalika Medical and Technical College, Gaidakot, Nepal

Fang Minye

I-Hsuan Cheng  Indra Mani Shrestha  Bal Chandra Luitel  Binod Prasad Pant Author(s) Jiwak Raj Bajracharya  Deepak Khanal  Ishwor Rimal  Mani Gaire

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Venue Rapporteur: Ishwor Rimal

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Total quality management in education: The practices of TVET Role of academic leaders to bridge 12:30 gaps between the world of work and 13:00 the world of learning Theme E: Work, Education, and Parallel Session Training Integrating the world of work into 11:00 Room 5 initial TVET teacher education in 11:30 South Africa Chair: Md. 11:30 Education, training and work of Shahadat 12:00 women in online business in Nepal Hossain 12: 00 An exploration for demand based Khan 12:30 TVET in Nepal Skilling youth through industry 12:30 - Rapporteur: linkages: What is and what should Bikash G. 13:00 be case of Nepal?

Theme F: Development and Parallel Session TVET Vocational training and labour 11:00 market outcomes in India: 11:30 Evidences from NSSO data Vocational education and livelihood Room 6 11:30 improvement of young people in 12:00 Nepal Chair: Making entrepreneurial intent Suresh 12: 00 count: Why vocational and Gautam 12:30 technical skills and education Rapporteur: matters Enhancing technology education Suraj D. student’s enterprising skills in 12:30 renewable energy technologies: A 13:00 veritable tool for poverty alleviation and energy security

 Kishor Chandra Sharma Krishna Bahadur Rai Dhanapati Subedi Author(s)  Andre van der Bijl  Vanessa Taylor Sharmila Syangtan Binod Krishna Shrestha Anoj Bhattarai Author(s)  Pradeep Kumar Choudhury  Deepak Kumar Rojee Joshi

Sanjay Hamal  Tswanya Moses Saba  Emmanuel Raymond

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Parallel Session 11:00 11:30 Room 7 11:30 12:00 12: 00 12:30 12:30 13:00

Chair: Takujiro Ito

15:00- 17:00 Parallel Session Room 1

15:30 16:00

Activities Theme G: Institutions and systems TVET through open and distance learning mode in Nepal: Prospects and challenges TVET trail and traits: An account of the development of TVET in Nepal

Vocational qualifications framework: An instrument to Rapporteur: enhance employment, income, and Dil Chandra job quality Pandey Cultivation of ethics of critique in TVET schools: Does ethical sensitivity matter?

12:00 – (Main Hall) 13:00 13:00: 14:00 14:00- Keynote II 14:45 (Main Hall) 14:45-15:00

15:00 15:30

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Chair: Günther Isabel

Workshop on Entrepreneurism

Author(s) Rebat Kumar Dhakal Binayak Krishna Thapa Devi Prasad Dahal

Prakash Chandra Bhattarai Noel Ginsburg

Lunch The power of youth apprenticeship Moving Break

Noel Ginsburg

Parallel Sessions for Oral Presentations II LELAM Team Presentation Descriptive analysis of the students entering MEP Professional Technical Colleges (CTPs), graduating from the CTPs and entering the University of Costa Rica (UCR)

Rapporteur: Financial flow in TVET in Nepal: Durga Baral Transiting from the Old to the New + Bikash G. Constitution

Author(s)  Jacqueline García Fallas  Silvia Camacho Calvo  Mahesh Nath Parajuli  Ursula Renold  Usha Bhandari  Hari Lamsal

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Venue

78 Activities

16:00 16:30

Evaluation of a curriculum HFW in Switzerland: Employers’ perception

16: 30 17:00

Social institutions in education and training programs: A theoretical framework

Parallel Session

Integrated Theme Conscientiousness and motivator 15:00 factors: Can they contribute with 15:30 Room 2 each other among TVET teachers?

The locus of local governance in Chair: 15:30 TVET: An inquiry in policy Ethirajan 16:00 preparedness of Kathmandu Bhaskaran Metropolitan city 16:00 TVET policies of Nepal: A critical Rapporteur: 16:30 discourse analysis Kul P. Adverse market economy to use Khanal + vocational training skills: An Suraj D. 16: 30 alarming economic challenge for 17:00 female ex-combatants in post-war settings Theme H: Financing and Fund Parallel Session Sharing Financing small and medium 15:00 Room 3 enterprises: A case study of 15:30 Kathmandu, Nepal Chair: 15:30 Financing of TVET in Nepal Andre van 16:00 der Bijl 16:00 - Rapporteur: TVET financing and fund sharing 16:30 Rupa M. + 16: 30 Dil P. Knowledge management in TVET 17:00

 MaldonadoMariscal, K.  Ursula Renold  Rageth Ladina  Sritharan Aranya  Ursula Renold  Rageth Ladina  Caves, K.  Bürgi Jutta Author(s) Milan Shrestha

Gunjan Khanal

Tikaram Poudel

Debendra Prasad Adhikari

Author(s) Bishnu Prasad Pathak Baikuntha Prasad Aryal Hari Lamsal Devendra Adhikari

ICTVET-2019 Report Time Venue Parallel Session

79 Activities Theme I: Teaching and Learning

15:00 15:30

Aspirations of secondary school students towards pursuing TVET Room 4 Exploring student’s choice to staff 15:30 nursing education: A narrative 16:00 Chair: inquiry Dhanapati Teaching tourism skills to less Subedi educated persons: Challenges and 16:00 opportunities explored from a rural 16:30 tourism destination in Chitwan, Rapporteur: Central Nepal Deepak K. Teaching and learning in TEVT 16: 30 field: A case of a TECS school from 17:00 Jajarkot Theme J: National and Parallel Session International Case Studies 15:00 Automobile Maintenance Repairs in 15:30 Nigeria “The Hidden Treasure’’ Challenges and opportunities of 15:30 Room 5 TVET in developing Countries: A 16:00 cases from Sudan Chair: Jiwak Notions and evaluation practices Raj based on the approach for Bajracharya 16:00 competences of several specialties 16:30 implemented in the professional Rapporteur: technical colleges of Costa Rica Kishwor S. What is worth a qualification?

16: 30 Labour migration and skills 17:00 recognition Theme K: Occupations and Parallel Session Occupational Areas 15:00 15:30

Room 6

Traditional occupations threatened in community forestry in Nepal

Author(s) Sanam Maskey Raju Moktan

Chet Nath Kanel

Tilak Bahadur Khatri Author(s) Muhammad Shuaibu Birniwa Abdelmoiz Ramadan

Silvia Camacho Calvo

Christiane Eberhardt

Author(s) Bhola Bhattarai

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Venue

15:30 16:00

Chair: Devi Prasad Dahal

80 Activities Traditional leather shoe occupation, TVET, and socio- occupational Riban Mangrati dignity

Rapporteur: Indigenous skill transfer and employability among ‘Shilpakar’ Sunila B. community Gender stereotypes on Technical 16: 30 and Vocational Education and 17:00 Training (TVET) Theme L: Sociology of TVET Parallel Session 16:00 16:30

15:00 15:30

15:30 16:00 16:00 16:30 16: 30 17:00 17:30

Room 7 Chair: Prakash C Bhattarai

Employability, skill and occupation of youth and marginalized community: An analysis from Sociological perspective-underclass

Linking VSD to inclusive growth: Why labour processes and context matter Empowering Tharu and Bote Rapporteur: women through vocational skill: A Mani G. case of Amaltari home stay Influence of foreign employment in Nepalese family structure and relationship Bus Leaves for Kathmandu

Sanjog Shiwakoti

Indra Mani Yamphu Author(s)  Purna Bahadur Nepali  Mohan Singh Sunar  Sushant Bhandari Hannes TeutoburgWeiss Surya Neupane

Kamal Giri

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Thursday, 12 September 2019 (Day II) Time 7:45- 8:30

Activities

Author(s)

Breakfast

9:15- 9:30

Comparative analysis of Vocational Education and Training (VET): How to establish strong linkages between actors of the education and employment systems?

Moving Break

9:30- 11:30

Parallel Sessions for Oral Presentation III

Parallel Session

Theme A: LELAM Team Presentation Meta-analysis: Assessing the impact of TVET programs on youth labor market outcomes Challenges of scaling up an apprenticeship pilot: A case study of Nepal

8:309:15

Keynote III (Main Hall)

9:30 10: 00 10: 00 10:30

Room 1 Chair: Ursula Renold

10:30 11:00

Rapporteur: Contractual choice in informal apprenticeship training Deepak K.

11:00 11:30

Parallel Session 9:30 10: 00

Room 2

Ursula Renold

Author(s)  Johanna Kemper  Andrea Ghisletta  Jonathan Stoeterau  Thomas Bolli  Mahesh Nath Parajuli  Ursula Renold  Binayak Krishna Thapa  Johanna Kemper  Bart Kudrzycki  Johanna Kemper

Reform of vocational education and training system in Benin: An exploration of social anthropological field Theme: Sociology of TVET

 Guy Sourou Nouatin  Esaïe Gandonou  Rubain Bankole Author(s)

Teacher’s perception of critical thinking: Beneficial or time consuming?

Sulochana Nepal

ICTVET-2019 Report Time 10: 00 10:30 10:30 11:00

Activities Identity construction of female Chair: Tikaram through TVET Poudel Needed Innovative Practices among Public Private Partnership Rapporteur: Stakeholders in Technical Kishwor S. and Vocational Education for Enhancing Skill Training of the Underprivileged 11:00 TVET for labour migrants: 11:30 Exposure to trade Parallel Session Integrated Theme 9:30 Defense of the labor market by the 10: 00 ancestral owners of land: Indigenous Room 3 landowners now excluded analysis of realities of Latin American exclusion Chair: 10: 00 Suresh 10:30 STEAM pedagogy in TVET field Gautam 10:30 - Rapporteur: 11:00 Bikash G. 11:00 11:30 Parallel Session 9:30 10: 00

10: 00 10:30 10:30 11:00 11:00 11:30

The role of TVET to empower the youth of Nepal TVET and stakeholders’ needs on LMIS in Nepal Theme A: Policy, Planning, and Practices Skills gap assessment between TVET institutions and industries of Room 4 Bangladesh: Perspectives from industrial experts Chair: Agni Applying migrants’ local knowledge Prasad Kafle and skills of origin community in new contexts Rapporteur: Women participation in nonMilan S. + traditional occupations: A case study Sunila B. Skill formation regimes in Nepal: Two steps forward, one step back

82 Author(s) Tara Paudel  Raymond Emmanuel  Ajunwa Joseph  Mohammed Aminu Mohammed Sunila Baniya Author(s) Eduardo Erazo Acosta  Binod Prasad Pant  Bal Chandra Luitel Min Kumar Tamang Mahashram Sharma Author(s)  Md. Shahadat Hossain Khan  Thafimul Islam Lal Bahadur Pun Pashupati Joshi Sohan Prasad Sha

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Time Parallel Session

Activities Author(s) Theme B: Governance and Power Author(s) Sharing 9:30 International TVET project 10: 00 partnerships: A case study of staff Ryan Gifford engagement Room 5 10: 00 Governing TVET in federal Nepal: Thakur Prasad 10:30 Centralized or decentralized Bhatta Chair: management?

Christiane 10:30 TVET skill mapping strategy in Pramod Bahadur Eberhardt 11:00 Nepal: Linkages between skill Shrestha development and employment Rapporteur: 11:00 Aspiration of Local TVET System of  Suraj Dawadi Durga B. + 11:30 Gaindakot  Anil Muni Mani G. Bajracharya  Dil Chandra Pandey Parallel Session Integrated Theme Author(s) 9:30 Foreign employment and livelihood: Ramesh Pathak 10: 00 A case of foreign migrant workers 10: 00 10:30

Digital leadership in TEVT sector: Addressing pedagogical change and work place skill needs using ICT Chair: 10:30 Industry Sector Human Resource Jackeline 11:00 Garcia Fallas Need Survey in Bangladesh - The gap between what job market Rapporteur: demand and what TVET institution offer Devendra 11:00 Integration of ICTs in open and Adhikari 11:30 distance learning as an opportunities: Teachers’ perspectives Parallel Session Governance and Power Sharing 9:30 TVET in the community school of 10: 00 Nepal: Opportunities and challenge Room 7 Room 6

Shesha Kanta Pangeni  Takujiro Ito  Yoshinaga Nakamura  Yumi Yamaguchi Anila Jha Author(s) Prem Singh Shintan

ICTVET-2019 Report Time 10: 00 10:30 10:30 11:00

11:00 11:30

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Activities Neo liberal economic policy and the issues of TVET education in Nepal Chair: Andre van Revitalizing Jiri Technical School in der Bijl a dramatically changed context: Governance, management and Rapporteur: employability Kul P. MTVET program at KUSOED: An Khanal effort to linking education with job market

11:30- 11: 45

Workshop (Parallel)

Workshop -1 Rapporteur: Devendra Adhikari + Bikash G. 11:45Workshop -2 13:00 Rapporteur: Debendra P. Adhikari + Suraj D. 13:00-14:00

Complexities of institutional relationships for the promotion of TVET system in Nepal

14:00Keynote IV 14:45 (Main Hall) 14:45-15:00

Small island countries in the North Pacific: Lessons for global action Moving Break

15:00- 16:00

 Agni Prasad Kafle  Hansruedi R Pfeiffer  Prakash Kumar Paudel  Mahesh Nath Parajuli  Binayak Krishna Thapa

Governance and power-sharing in TVET: The case of Nepal – Sharing of practical experiences

Author(s)  Dev Bir Basnyet  Bhawani Shankar Subedi  Rajendra Shrestha  Erik WintherSchmidt

Lunch Wayne Mendiola

Parallel Sessions for Oral Presentation IV

Parallel Session 15:00 15:30

Shobha Prasai

Moving Break

11:45-13:00 11:4513:00

Author(s)

Room 1

Theme D: Quality, Equity, and Relevance Employer’s engagement on employability of TVET graduates in Nepal: Rhetoric and reality

Author(s)

Amrita Sharma

ICTVET-2019 Report Time 15:30 16:00

Chair: Paola Monserrat Bordon Tapia

Rapporteur Mani G. Parallel Session 15:00 15:30 15:30 16:00

Room 2

Activities Use of technology to improve TVET in middle-school science classroom

Room 3 Chair: Tikaram Poudel Rapporteur: Debendra + Deepak Parallel Session

Theme E: Work, Education, and Author(s) Training Nursing students’ perspective on their profession: A quantitative study Khagendra Adhikari

Theme M: Inclusion in TVET Learning and earning: Youth in the city STEM and gender differences in tertiary vocational education: The case of Chile

Theme E: Work, Education, and Training 15:00 TVET in higher education in Nepal: Room 4 15:30 Opportunities and challenges Chair: Dhanapati 15:30 Student friendly teaching learning Subedi 16:00 environment: Experiences from Rapporteur: TVET schools in Kathmandu Valley Sanjay + Kishwor S. 16:00 – 16: 30 Closing Ceremony 17:00

Author(s)

Roshani Rajbanshi

Chair: Youth attraction toward TVET: A Roshani study of Nawalpur Rajbansi Rapporteur: Dil+Sunila

Parallel Session 15:00 15:30 15:30 16:00

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Bus Leaves for Kathmandu

 Bikash Gaju  Chandra Prasad Timsina  Dipika Sharma  Devendra KC Author(s) Suresh Gautam

Miski Peralta

Author(s) Niroj Dahal

Ramila Subedi

Laxman Gnawali

ICTVET-2019 Report

Annex 2: Contributors Secretariat Binayak Krishna Thapa Prakash Kumar Paudel Durga Prasad Baral Scientific Committee Prakash Kumar Paudel Suresh Gautam Durga Baral Binayak Krishna Thapa Mahesh Nath Parajuli Prakash C Bhattarai Tikaram Poudel Organizing Committee Conference Convener: Prof. Mahesh Nath Parajuli, (Dean of KUSOED) Conference Advisor: Ursula Renold, PhD, ETH Zurich Chair: Prof. Laxman Gnawali, PhD Members: - Prakash C. Bhattarai (KUSOED) - Suresh Gautam (KUSOED) - Tikaram Paudel (KUSOED)

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Jiwak Raj Bajracharya (KUSOED) Bineeta Baral (KUSOED) Dinesh Dangol (KUSOED) Usha Bhandari (SDC, Kathmandu)

Promotion, Documentation and Publication Panel Rebat Kumar Dhakal Milan Shrestha Devendra Adhikari

IT and Media Jiwak Raj Bajracharya Jagadish Thapa Krishna Sapkota

Hospitality CP Timsina Raju Maharjan

Graphics and Stationery Management Anil Muni Bajracharya Pushpa Basnet

Photo/videography Shiva

Logistics Raju Maharjan Binita Baral

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Annex 3: Rapporteur Allocation Wednesday, 11 September Session

Deepak K.

Session 1.1

Debendra

Session 1.2

Devendra

Session 1.3

Milan

Session 1.4

Ishwor

Kishwor S.

Session 1.5

Bikash G.

Dil P.

Sunila B.

Mani G.

X

Session 1.6

X

Session 1.7

X

Session 2.1

Durga

Session 2.2

Kul

Session 2.3

Rupa

Session 2.4 Session 2.5 Session 2.6 Session 2.7

Suraj D.

X X X X X X X

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Thursday, 12 September Session

Deepak K.

Session 3.1

X

Session 3.2

Kishwor S.

Bikash G.

Dil P.

Sunila B.

Mani G.

Suraj D.

X

Session 3.3

X

Session 3.4

Milan

Session 3.5

Durga

Session 3.6

Devendra

Session 3.7

Kul

Workshop 1

Roshani

Workshop 2

Sanjay

Session 4.1

Roshani

X X

X X X

Session 4.2

X

Session 4.3

Debendra

Session 4.4

Sanjay

X X

X

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Annex 4: List of Contributors Abdelmoiz Ramadan, Presenter Abichar Bohara, Presenter Agni Prasad Kafle, Presenter Ajunwa Joseph, Presenter Amrita Sharma, Presenter Andre van der Bijl, Presenter Andrea Ghisletta, Presenter Anil Kumar Gupta, Presenter Anil Muni Bajracharya, Presenter Anila Jha, Presenter Anoj Bhattarai, Presenter Anup Bhurtel, Presenter Baikuntha Prasad Aryal, Presenter Bal Chandra Luitel, Presenter Bart Kudrzycki, Presenter Bhawani Shankar Subedi, Workshop presenter Bibek Kumar Pandit, Presenter Bikash Gaju, Presenter Binayak Krishna Thapa, Presenter Binita Baral, Staff Binod Krishna Shrestha, Presenter Binod Prasad Pant, Presenter Bishnu Pathak, Presenter BĂźrgi Jutta, Presenter Caves, K., Presenter Chandra Prasad Timsina, Presenter Chandra Sharma, Presenter Chet Nath Kanel, Presenter Christiane Eberhardt, Presenter

Debendra Prasad Adhikari, Presenter Deepak Khanal, Presenter Deepak Kumar, Presenter Dev Bir Basnyet, Workshop presenter Devendra Adhikari, Presenter Devendra KC, Presenter Devi Prasad Dahal, Presenter Dhanapati Subedi, Presenter Dil Chandra Pandey, Presenter Dil Kumar Shrestha, Staff Dipika Sharma, Presenter Durga Prasad Baral, Presenter Eduardo Erazo Acosta, Presenter Elisabeth von Capeller, Ambassador of Switzerland to Nepal Emmanuel Raymond, Presenter Erik Winther-Schmidt, Workshop presenter EsaĂŻe Gandonou, Presenter Fang Minye, Presenter Ganesh Khatiwada, Staff Gunjan Khanal, Presenter Guy Sourou Nouatin, Presenter H. E. Veronica Cody, Ambassador, European Union Delegation to Nepal Hannes Teutoburg-Weiss, Presenter

ICTVET-2019 Report Hansruedi R Pfeiffer, Presenter Hari Lamsal, Presenter I-Hsuan Cheng, Presenter Indra Mani Shrestha, Presenter Indra Mani Yamphu, Presenter Ishwor Rimal, Presenter Jacqueline GarcĂ­a Fallas, Presenter Jiwak Raj Bajracharya, Presenter Johanna Kemper, Presenter Jonathan Stoeterau, Presenter Kamal Giri, Presenter Khagendra Adhikari, Presenter Kishwor Wagle, Presenter Krishna Bahadur Rai, Presenter Krishna Prasad Paudel, Presenter Kul Prasad Khanal, Presenter Lal Bahadur Pun, Presenter Laxman Gnawali, Chair, Closing Speaker Mahashram Sharma, Presenter Mahesh Nath Parajuli, Presenter Mahesh Nath Parajuli, Presenter Mahesh Nath Parajuli, Dean, KUSOED Maldonado-Mariscal, K., Presenter Mandira Dhungana, Staff Mani Gaire, Presenter Md. Shahadat Hossain Khan, Presenter Milan Shrestha, Presenter Min Kumar Tamang, Presenter Miski Peralta, Presenter

91 Mohammed Aminu Mohammed, Presenter Mohan Singh Sunar, Presenter Muhammad Shuaibu Birniwa, Presenter Niroj Dahal, Presenter Noel Ginsburg, Keynote Speaker Pashupati Joshi, Presenter Pradeep Kumar Choudhury, Presenter Prakash Chandra Bhattarai, Presenter Prakash Kumar Paudel, Presenter Pramod Bahadur Shrestha, Presenter Prem Singh Shintan, Presenter Purna BahadurNepali, Presenter Pushpa Basnet, Presenter Pushpa Pyakurel, Presenter Pushpa Raman Wagle, Member secretory, CTEVT Rageth Ladina, Presenter Rageth Ladina, Presenter Rajendra Shrestha, Workshop presenter Raju Maharjan, Staff Raju Moktan, Presenter Ram Kantha Makaju Shrestha, Vice Chancellor, KU Ramesh Pathak, Presenter Ramila Subedi, Presenter Raymond Emmanuel, Presenter Rebat Kumar Dhakal, Presenter

ICTVET-2019 Report Riban Mangrati, Presenter Rojee Joshi, Presenter Roshani Rajbanshi, Presenter Rubain Bankole, Presenter Rupa Munakarmi, Presenter Ryan Gifford, Presenter Sabin Sing, Presenter Sanam Maskey, Presenter Sanjay Hamal, Presenter Sanjog Shiwakoti, Presenter Sharmila Shyangtan, Presenter Shesha Kanta Pangeni, Presenter Shobha Prasai, Presenter Silvia Camacho Calvo, Presenter Sohan Prasad Sha, Presenter Sritharan Aranya, Presenter Sulochana Nepal, Presenter Sunila Baniya, Presenter Suraj Dawadi, Presenter Suresh Gautam, Presenter Surya Neupane, Presenter Sushant Bhandari, Presenter Takujiro Ito, Presenter Tanka Nath Sharma, Keynote Speaker Tara Paudel, Presenter Thafimul Islam, Presenter Thakur Prasad Bhatta, Presenter Thomas Bolli, Presenter Tikaram Poudel, Presenter

92 Tilak Bahadur Khatri, Presenter Tswanya Moses Saba, Presenter Ursula Renold, Keynote Speaker, KOF Swiss Economic Institute, ETH Zurich, Switzerland Usha Bhandari, Presenter Vanessa Taylor, Presenter Wayne Mendiola, Presenter Yoshinaga Nakamura, Presenter Yumi Yamaguchi, Presenter

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Annex 5: Some Snapshots

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