DATE & VENUE: Apr 19-23, 2021 | Kathmandu, Nepal |
PROGRAM CODE: 20-21/ICPNPL (In-Country Program) |
ORGANIZERS: Colombo Plan Staff College (CPSC), and Council for Technical Education and Vocational Training (CTEVT), Nepal.
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PARTICIPANTS' PROFILE: This training program is primarily meant for the capacity building of 30-35 practicing TVET teachers/trainers working in the field of TVET development. The program is designed for teachers, professors, officials and educators assigned in technical education and vocational training institutions and agencies in the Nepal. Specifically, the participants should be: (1) Officers in TVET agencies/ institutions, (2) Principals and Directors of TVET institutions, (3) Lecturers/Teachers of TVET institutions. |
Background
The. United Nations declared the Sustainable Development Goals (SDG) 2030 and recommended that all countries take progressive steps to integrate sustainable development into their educational policies and plans at all levels and in all education sectors. Sustainable Development (SD) concerns all levels, settings and types of education and can be conceived as an integral part of any education system. It translates into daily decisions and actions to protect our future.
In this perspective, TVET Skills are increasingly seen as critical to economic development, labour market inclusion and economic growth, making sustainable development one of the priority area of the national education programs. There is now an increasing awareness and recognition among policy makers in the country, the critical role TVET can play in the sustainable development. The growing importance to TVET is reflected in various national initiatives. There are progressive efforts in exploring various alternative strategies for creating engagement with industry to bring value innovations by exploring opportunities for sustainable development in the market places.
TVET takes on a complex and distinctive character with regard to sustainable development. This is because - both directly and indirectly - TVET produces and consumes resources, as well as affects attitudes towards sustainability held by future workers. The manner in which production and consumption are managed can contribute either to sustainability or to practices and conditions that are not sustainable. During education and training, the greater the exposure of trainees to sustainable concepts, practices and examples, the more likely it is that the desired workplace culture change will take place in the future.
Based on research in this area, there is a need to promote sustainable development initiatives and strategies adopted by governments. In particular, the Ministry of Human Education, Nepal is currently conducting technical and vocational training programmes and projects with the help of employers, institutions and training coordinators to an agreed national competency standards. It is therefore important to establish an efficient mechanism to promote advocacy of greening TVET for sustainable development in various programs being offered by the different TVET providers.
CPSC, as an inter-governmental organization for the development of TVET in the Asia and the Pacific Region answers this call. Through the In-country program on Greening TVET for Sustainable Development, CPSC contributes to raising of the awareness and provision of green skills, values necessary to put sustainable development for TVET system into practice. This program aims to provide resources, ideas, strategies, etc. to help those involved in the training and development responsibility to meet the learning needs of today and even the future for achieving sustainable development.
Expected Outcomes and Outputs
After acquiring the basic concepts and skills, the participants are expected to design suitable approaches for greening TVET for sustainable development. Such design would identify the indicators, process as well as tools and techniques to be used. A summary of the expected outcomes is listed below:
- Identifying appropriate approaches and techniques for greening TVET system and outlining the processes and tools to be used in achieving sustainable development;
- Evolving a suitable design of greening TVET for sustainable development and measuring whether the programmes are designed and implemented in a way that will achieve the desired learning outcomes.
Program Contents
- Special Lecture: Greening TVET for Sustainable Development
- Theme Paper 1: Strategies and Practical Approaches for Greening Campus
- Theme Paper 2: Integrating Green skills in TVET Curriculum
- Theme Paper 3: Greening Community to ensure Entrepreneurship and Sustainability
- Theme Paper 4: Greening Research to respond Sustainable TVET
- Theme Paper 5: Greening Culture to develop Institutional Commitment
- Task 0. Structured Learning Exercises: Levelling of Experience @ Sustainable Development
- Task 1. Identification of Major Issues and Challenges of Greening Campus for Sustainable Development
- Task 2. Developing Curriculum of TVET with Green skills
- Task 3. Focus Group Discussion on Promoting Green Community for Entrepreneurship and Sustainability in TVET System
- Task 4. Identify Themes/Topics on Greening Research to respond Sustainable TVET
- Task 5. Live Exercise for Evaluating TVET Institution using specified Green Index Criteria
- Project Work. Action Plan on Promoting Greening TVET for Sustainable Development.
Instructional Strategies
The delivery of the program design follows a spiral learning approach, beginning with an overview of core concepts and followed by progressively deeper application of the concepts and finally a self-directed learning approach through action planning. To achieve the intended outcome, the following strategies will be adopted during the training program:
- Blended learning including face to face (F2F) and special lectures, video presentation and interactive web-based teaching learning systems
- Case Study and Experience Sharing
- Group Tasks and Discussion
- Study Visit and Field Studies
- Action Planning
Program Management
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He is a dynamic leader, certified project assessor, strategic planner, experienced project manager, TVET Institution Quality Assessor, TVET Expert, and a seasoned manager, attested by the awards received such as the Prabal Gorkha Dakshin Bahu IV from the Late King Birendra Bira Bikram Shah Dev and Global Educational Leadership Award by the World Education Congress; scholarship from Ryutaro Hashimoto Foundation, Japan; and Humphrey Fellowship from Fullbright Foundation, USA. He has presented papers in a number of international conferences and meetings on TVET. He has authored and co-authored publications on TVET in various thematic areas - accessibility, greening, entrepreneurship, financing, equality, and image building. Dr. Lamichhane earned his PhD and MPhil in Education Leadership from Kathmandu University in Nepal. He has a degree in Educational Administration, Planning and Policy from Peabody College/Vanderbilt University, Tennessee, USA. |
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Experience of 28 Years in TVET sector in different positions as an Agriculture Instructor, Technical Officer, Skill Testing Officer, Accreditation Officer, Senior Supervision Officer, Training Manager, Project Manager and Director, contributed to make him the Chief Executive Officer (Member Secretary) of CTEVT. He has participated and delivered paper presentations in several national/international conferences, meetings, seminars and workshops on TVET. Dr. Wagle was awarded a Doctor of Philosophy in Technical Education and Vocational Training from Sangam University, India. He has a degree on Environment Management from Pokhara University, School of Environmental management and Sustainable Development-Nepal and a bachelor’s in agriculture from Tribhuvan University, Institute of Agriculture and Animal Science, Nepal. |
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He worked as an Individual Consultant with UNESCO, Bangkok, UNESCO-UNEVOC, International Centre, Bonn, Germany. He was involved as an International Specialist, Skills Standards and Curriculum [ICT/Business Sector] for the Asian Development Bank (ADB) funded TVET Project. He was also associated as a Faculty Consultant of Colombo Plan Staff College for Technician Education (CPSC) appointed by the Governing Board of CPSC an Inter-Governmental International Organization in Asia and the Pacific region based in Manila, Philippines. He was actively involved in various joint activities with UNESCO-UNEVOC and GIZ, Germany. He has acquired highly professional experiences through his various engagements in the different facets of Technical Education such as human resources development, academic consultancies, implementing innovations in Technical institutions, establishing strong linkages with various client systems including industries and in planning, conducting, administration, monitoring and evaluation of programs and projects. |
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Prof Shrestha is the first Professor (1993) in Mechanical Engineering in Nepal and retired as a Professor from the Institute of Engineering, Tribhuvan University in 2007 after 34 years of service at the Institute of Engineering, Tribhuvan University. On 13 June 2018, Prof. Shrestha was appointed the Team Leader of the High-Level National Task Force formed by the Government of Nepal to develop the National Policy for the Technical Education and Vocational Training (TVET) sector in Nepal. Prof. Shrestha and his Task Force submitted the Report to the Government of Nepal on 26 October 2018. Apart from his academic, research and administrative leadership at the Institute of Engineering, Prof. Shrestha as Secretary General of the Federation of Engineering Institutions of South and Central Asia (FEISCA) during 1984-1987 and as Secretary General of the Nepal Engineers’ Association during 1989-1991 was actively involved in the promotion and advancement of professional engineering institutions in South and Central Asia. Prof. Shrestha has written several papers on Technology and Innovation Management, Technology Transfer, Technical and vocational education and training, Total Quality Management, Strategic Management and Leadership Development, Management of Organizations, Entrepreneurship Development, Impact of Technology on Society and Curriculum Development. He has also addressed a number of international professional meetings/seminars/conferences and training programs as visiting Professor, Keynote speaker and lead speaker in Sweden, Norway, Japan, Thailand, the Philippines, Malaysia, China, South Korea, Italy, Switzerland, Germany, Belgium, England, Australia, Canada, USA, Sri Lanka, India, Pakistan, Bangladesh, Bhutan and Iran. He is also a certified Lead Quality Auditor (Certification No: PP3 – 1061), ISO 9000:2000 Series, Quality Management System, IRCA/IATCA QMS Auditor Certification Schemes, United Kingdom, issued by NEVILLE CLARKE, Philippines, 29 October, 2001. In 1999, Government of Nepal awarded Prof. Shrestha with an “Education Day Gold Medal” for his Meritorious Service at the Institute of Engineering and the students of the Institute of Engineering also selected him as the “Best Teacher” in 1998 and 1999. Prof Shrestha was also awarded letters of appreciation form the Government of Iran, Bangladesh and Bhutan for his outstanding contribution in the field of Technical and Vocational Education during his service at the Colombo Plan Staff College for Technician Education in Manila. In 2010, Prof. Shrestha was awarded with the title of Paul Harris Fellow by the Rotary International on the recommendation of a Rotary Club of Belgium for his contribution in bringing some smile and hope in the life of the visually and hearing challenged people in Nepal through his organization, the Early Rehabilitation Centre (ERC) www.erc.org.np in Nepal. Prof. Shrestha is also the Founder Management Board Member (at present also) of the first Orthopedic Hospital (Nepal Orthopedic Hospital, established August 1998 www.noh.org.np) |
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Under his leadership, 12,163 employment-seeking youths including excluded and vulnerable women of Nepal capacitated in vocational skill development training targeting to provide in-country and/or foreign employment. He has worked under the component of vocational skill development training for EVENT/WBG/MoE (600 trainees), EIG/USAID/Winrock (3000 trainees), SaMi/Helvetas/SDC (1600 trainees), LYDP/WVI (300 trainees), SajhedariBikas/ USAID/PACT (348 trainees), CTIP/World Education (15 all-women trainees), Advancing Women Economic Empowerment-AWEE (2,000 trainees) funded by Government of Finland, Future We Want-FWW (300 trainees) funded by Zonta International and Education Joint Programming-Education JP (4,000 trainees) funded by KOICA. He has managed all phases; career counseling, trainees selection, vocational training, psycho-social counseling, business & entrepreneurship training, linking trainees with financial institutions for loan to start a enterprise, monitoring of on-going training, managing on-the-job training, linking with potential employers, job placement,establishing micro-enterprises, and income verification. He has provided Training of Trainers (ToT) to 500 plus technical instructors and teachers in Nepal, Bhutan, Albania, Uganda, and India. He has developed courses like active learners’ methodology, training of trainers, the use of mini-tiller in commercial farming, as well as pesticide management and application. He has experience in capacity building in different areas; TVET, agriculture, trade & fiscal policy, food security, value-chain, pesticide management, and soft-skills training. |
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Ms. Shrestha was the former Executive Director of Training Institute for Technical Instruction (TITI) for five years. The institution provides professional development training and services to the instructors and staff of TVET institutions. As the quality delivery of instruction is one of the major components of TVET, she has been advocating for quality TVET training delivery. She worked as Director of the Training Department of the institute. She has facilitated in management and leadership training, different pedagogical training and curriculum development nationally and internationally. She also presented thematic papers on different forums. She served as the principal of Schools of Health Sciences Bharatpur- Bagmati province which produces diploma level health related mid-level human resources. Ms. Shrestha worked in Education for Income Generation as the Component Manager of vocational skills training for the employment component implemented by Winrock International / USAID. She also worked for Nepal-UK Forestry Research project in Ministry of Forest as a soil chemist. |
