Search results

1 – 2 of 2
Per page
102050
Citations:
Loading...
Access Restricted. View access options
Article
Publication date: 19 June 2023

Thomas Bolli, Johanna Kemper, Mahesh Nath Parajuli, Ursula Renold and Binayak Krishna Thapa

The authors analyse drivers and barriers of implementing and scaling-up a pilot project of a dual vocational and education programme in Nepal.

99

Abstract

Purpose

The authors analyse drivers and barriers of implementing and scaling-up a pilot project of a dual vocational and education programme in Nepal.

Design/methodology/approach

The 5C protocol distinguishes five categories of drivers and barriers of education reforms: commitment, capacity, clients, content and context. The authors build on the 5C protocol to develop a qualitative empirical framework based on semi-structured interviews amongst stakeholders.

Findings

The results show that involved actors are committed. Capacity in terms of available resources also represents an implementation driver, but companies lack information about the programme. Consequently, industry associations should receive a more prominent role in the motivation of companies to provide training places. The content category is the most challenging implementation barrier because the programme represents a substantial change, compared to the current vocational education and training (VET) programmes in Nepal.

Originality/value

First, the authors propose a framework for a qualitative content analysis to analyse the drivers and barriers of implementing and scaling-up education reforms. Second, the authors provide novel information about drivers and barriers of an education reform in Nepal.

Details

Asian Education and Development Studies, vol. 12 no. 2/3
Type: Research Article
ISSN: 2046-3162

Keywords

Access Restricted. View access options
Article
Publication date: 20 February 2023

Prakash Kumar Paudel and Mahesh Nath Parajuli

The purpose of this paper is to discuss the formal workplace learning situation in Nepal and argue that workplace learning is not in priority in Nepali Technical and Vocational…

120

Abstract

Purpose

The purpose of this paper is to discuss the formal workplace learning situation in Nepal and argue that workplace learning is not in priority in Nepali Technical and Vocational Education and Training (TVET) despite a regular policy emphasis.

Design/methodology/approach

Data were gathered using both desk-based review of pre-diploma and diploma-level curricula and semi-structured interviews with eight employers and six technical school principals. Coded themes were interpreted in the meaning-making process.

Findings

Workplace skills learning in Nepal has remained a neglected agenda. Despite some successful implementation practices and policy recognition, it is stagnated. Employers expect skills in graduates relevant to their demands. However, unfortunately, there needs to be more trust for a culture of shared responsibilities among employers and TVET providers for arranging the provisions so that the learners can acquire the skills that the employers need. There is a blaming game between them, which has ultimately resulted in the poor arrangement of workplace learning.

Practical implications

TVET providers’ and employers’ engaged participation in recognizing and developing workplace learning for making the learning as per the needs of the world of work could benefit them and also support students to upgrade and acquire employability skills.

Originality/value

This paper is based on empirical data and contributes new knowledge in academia which is still rare in the context of Nepal.

Details

Journal of Workplace Learning, vol. 35 no. 2
Type: Research Article
ISSN: 1366-5626

Keywords

1 – 2 of 2
Per page
102050