QUALITY ASSURANCE IN TECHNICAL EDUCATION
AND VOCATIONAL TRAINING

Deliverd by:

Dr. Agni Prasad Kafle
Member-Secretary
CTEVT, Nepal

Assuring quality and standard in technical education and vocational training provides a philosophy as well as a set of tools for improving quality. In quality education and training customers and their interest should come first with high degree of commitment. The continuous improvement is an incremental change which should be the aim for total quality management journey. Figure 1 shows the quality standards: product and service standards and customer standards.

Figure 1. Quality Standards Product and Service Standards Conformance to Specification Fitness for Purpose or Use Zero Defects Right First Time, Every Time

Customer Standards
Customer Satisfaction Exceeding Customer Expectations
Delighting the Customers Source: Sallis, 1994.

"Quality assurance is an establishment and maintenance of documented procedures designed to ensure that design, development and operational activities results in products or services which meet customer's stated or contracted requirement" (European Training Foundation, 1997).

The quality of a skilled workforce depends on the quality of skill training in schools and in the workplace. Quality training at the school and the workplace depends on, among many factors, the quality of instructors and supervisors. The quality of instruction at the technical education and vocational training (TEVT) level has been a major problem in attaining quality skill training for workers. Education reform reports such as the National Education System Plan (Ministry of Education and Culture, HMG/Nepal [MOEC], 1971), the Report of the National Education Commission

Technical education and vocational training is an integration of education and training involving the transfer of psychomotor, affective and cognitive skills in learning and teaching which enables workers in the vertical and horizontal mobility in jobs or occupation adopting the new changes of technology. Such education and training is given in a long term regular basis or short term job oriented training (Asian Development Bank, 1990). The system and networking of all technical education and vocational training institutions and stakeholders which develop and maintain the system (European Training Foundation, 1997).
 
Technical education is education designed to produce competent workers in mechanical, industrial arts, and other applied sciences at upper level and middle level work-force in technical studies and vocational skill training from technical schools, technical vocational training centers, and university campuses. It is education enabling trainees to perform the required practical skills for occupations and jobs based on science and technology training (European Training Foundation, 1997).

(Ministry of Education, HMG/Nepal [MOE], 1992), and the 1998 Report of the High Level National Education Commission (HLNEC) have highlighted the voices of criticism regarding low quality education and have demanded reform in teacher preparation for quality education and training in order to meet the future manpower needs of the society.

A considerable investment in both money and effort has been made by the public and private sectors to develop technical education and vocational training in Nepal. The Council for Technical Education and Vocational Training (CTEVT) offers full-fledged specialist training for 2,500 regular students and 4,000 short-term trainees from its 13 public technical schools in agriculture, health, construction, tourism, and industry related trades. One hundred eighteen CTEVT affiliated private technical schools provide vocational training for about 10,000 students in virtually all districts of Nepal. About 3,000 technicians receive post-secondary education from 22 campuses of Tribhuwan University in health, agriculture, engineering, and forestry. In the Ministry of Education, 14 percent of the vocational subjects have been provided by 2,309 secondary schools for 290,143 students at the secondary level. Apart from CTEVT, MOE, and university campuses, other ministries, including the Ministry of Labor, Ministry of Women and Social Welfare, Ministry of Industries, Ministry of Communication, Ministry of Tourism, and Ministry of Water Resources, also provide technical and vocational training. After the political change towards democracy in 1990, many international and national non-governmental organizations (NGOs) have been involved in human resource development through vocational training in the districts, towns, and villages of Nepal (The Planning Commission, HMG/Nepal, 1998; Nepal South Asia Centre, 1998; Sharma, 1998).

Technical education and vocational training has been a key element in preparing a well qualified workforce within the global economy (Frantz, 1999). The economic growth of a nation depends upon the quality of the workforce, their performance, marketable skills, attitudes, and productivity. A considerable improvement in these areas can be provided through an appropriate state leadership, administrative support, and well qualified, motivated instructors who can demonstrate efficiency, efforts, and interest using innovative strategies to accomplish educational goals (Greenan et al., 1999). Lynch (1997), referring to Dewey's philosophy, suggested to link technical education and vocational training to society providing equal opportunity, affirmative action, individualized education, multiculturalism, and human rights. Lynch further argued that the role of technical education and vocational training should be to prepare students for careers rather than just preparing for a single job.
 
The United States and other developed countries are eliminating hundreds of thousands of low-skill jobs. Those jobs are replaced by machines which are controlled by computerized automated systems but they are monitored by very few knowledge workers. On the other hand, thousands of youths in the world are seeking jobs without appropriate skills and knowledge. Human resources are more important for both industrialized situations and places where there are limited natural resources. The evidence is that the water-locked countries of Singapore and Japan, and a land-locked country, Switzerland, made tremendous economic development with human resources rather than with natural resources (Sie, 1992).

Gilpin (1999) saw human capital as a vital source of national wealth which is equally applicable in both industrialized and developing countries. Gilpin commented that depending on natural resources is an old idea and ". . . is no longer true for the future" (p. 68). Hence, what is needed in the future is preparation of a world-class workforce to make industries and firms competitive. The new global economic environment will demand a highly skilled workforce with a body of knowledge to increase productivity and services. Acker and Taylor (2000), emphasizing the globalization of agriculture education, quoted the 1997 Ford Foundation in stating that ". . . the rapid and accelerating world wide movement of technology, goods, people, and ideas" (p.17) demands the design of teaching, research, and extension programs to satisfy an interdependent world community.

Curtis Finch (personal communication, May 8, 2000), defining world-class workforce and world-class workplace, emphasized global standardization following the total quality management (TQM) in technical education and vocational training. Finch suggested graduates should be prepared to meet the needs of the worldwide customers, world-class workplace, and world-class business and industries. The world-class workplace as defined by Finch includes (a) places in manufacturing, production, marketing, distribution, sales, service, education and training; (b) places where quality training is provided with international standard named ISO 9000 for performance specification, mass customization, and continuous improvement; (c) places where flexible work assignments such as teambuilding, group planning, and decision making are provided; and (d) places where employees utilize a wide range of interpersonal, academic, and technological skills. Worldwide talent competition in the global market is possible because of mass communication and rapid expansion of modern technology.

Quality assurance is primarily concerned to the organization's inputs, systems and outputs those are fit for the purpose/use and customers' requirements. There are both internal and external purposes for quality  assurance: Internal quality assurance within an organization provide confidence to the management while external quality assurance provides confidence to the customers of various levels and others. In technical education and training customer's can be categorized as primary beneficiaries or primary internal customers, secondary customers and tertiary customers. Primary beneficiaries are learners who pay directly for goods or services. Parents, governors,  and  employers are secondary external customers who use the services of learners by paying someone else for value added skills, knowledge and attitude. Society, government and labor market are tertiary external customers who seek quality assurance to meet the demand and need of the users at all levels (Edward, 1994).

Quality circle in TEVT institutions

Effective TEVT institution needs strong and purposeful quality circle or circles that deals with leadership, strategy, system development, quality tools, monitoring and evaluation, staff motivation, and teamwork.

Leadership and commitment to quality must come from the top. In TEVT institutions the head must demonstrate strong and sustained commitment to lead trainers, staff and students for quality training making serious efforts at all levels.

Evaluation refers to quality evaluation-- approval, registration, certification, or accreditation of total TEVT system. Effective TEVT institutions need strong and purposeful strategies to improve quality. These include:

• a clear vision and mission
  
  
• a clear customer focus
  
  
• a strategy for achieving the vision and mission
  
  
• the empowerment of staff
  
  
• the assessment and evaluation

There are more than one hundred quality tools for total quality management focusing to (a) delight the customers-- customer satisfaction, internal customers are real, (b) management by fact-- all work is process measurement,  (c) people-based management-- teamwork, people make quality and (d) continuous improvement-- continuous improvement cycle (Kanji and Asher, 1996).  Those tools can be grouped into management methods, Analytical methods, idea generation, data collection analysis and display. Teamwork can bring people together for quality improvement through effective communication, collaboration, problem solving and new ways of doing things. Motivated people make quality in a training organization. Monitoring and evaluation is a foundation for planning, implementing and assuring quality management of TEVT programs. Monitoring measures the continuous progress of planned activities while evaluation ensures the effectiveness and relevance of those activities as ell as objectives (CPSC 2004).

In Nepal, TEVT institutions are accredited within CTECT system and across TEVT system. Within CTEVT new institutions are established with set criteria and standards. All institutions are regularly monitored based on set criteria and standards. In national system professional councils as well organizations and professional unions are regularly invited for accrediting TEVT institutions standard monitoring tools. This is done two to three times a year. Based on findings institutions are advised and supported for quality improvement and some are closed if not found to the standard.
Some of the skill standards available for testing and certifying skilled workforce of informal, non-formal and formal setting of TEVT sector:

Figure 2. Technical/Vocational Skill Standards/Tests Available in Nepal 

 

A. MECHANICAL
1	Light Vehicle Mechanic	L-1
2	Light Vehicle Mechanic (Engine)	L-2
3	Light Vehicle Mechanic (Brake)	L-2
4	Light Vehicle Mechanic (Transmission)	L-2
5	Light Vehicle Mechanic	L-2
6	Light Vehicle Mechanic (Electrical)	L-3
7	Light Vehicle Mechanical	L-3
8	Lathe Setter Operator	L-1,2,3
9	Mechanical Fitter	L-1,2,3
10	Welder (Arc)	L-1
11	Structural Fabricator	L-2,3
12	Motor Cycle Mechanic	L-2,3
13	Milling Machine Setter Operator	L-2,3
14	Refrigeration & Air Conditioning	L-1,2,3
15	Middle and Heavy Vehicle Service Mechanic	L-1
16	Sheet Metal Worker	L-2
17	Boiler Operator (Attendance)	L-1
18	Rump Set Operator	L-2
19	Heavy Vehicle Mechanic	L-2,3
20	Tractor Mechanic	L-2
21	Production Foreman Cement Plant	L-2
TOTAL		31

B. CONSTRUCTION
1	Brick Layer/Mason	L-1,2
2	Stone Layer/Mason	L-1,2
3	Plasterer	L-1,2
4	Construction Carpenter	L-1,2
5	Concrete Layer	L-1
6	Plumber	L-1
7	Furniture Maker	L-1,2,3
8	Bar Bender	L-1
9	Household Plumber	L-2,3
10	Scaf Holder	L-1,2
11	Drafting Technician	L-2
TOTAL		19

C. ELECTRICAL
1	Building Electrical	L-1,2,3
2	Industrial Electrical	L-1,2,3
3	Lineman	L-1,2
4	Electrical Machine Winder	L-1
5	Electrical Motor Repairer	L-2
6	Cable Jointer	L-1
7	Switch Board Operator	L-1
8	Electrical Appliance Repair	L-2
9	Solar Electrical Technician	L-1,2
10	Transformer Repair Technician	L-2
11	Micro Hydro Operator	L-1
12	Armature Rewinding	L-2
TOTAL		18

D. ELECTRONICS
1	Radio Repair Technician (Broadcasting)	L-1,2,3
2	Color TV Technician	L-1,2,3
3	B&W TV Repair Technician	L-1,2
4	Tape Recorder Repair Technician	L-1
5	Computer Service Technician	L-2
6	Computer Operator	L-1
TOTAL		18

E. TAILORING
1	Tailoring	L-1,2,3
TOTAL		3

F. HEALTH SECTOR
1	Opthalmic Assistance	L-3
2	Eye Health Worker	L-2
3	Community Health Worker	L-1
4	Physiotheraphy	L-1,2,3
5	Laboratory Technician	L-2
6	Opthalmic Helper	L-1
7	Hair Cutting and Beautician Apprentice	L-2
TOTAL		7

G. HOTEL AND TOURISM
1	Kitchen Helper	L-1
2	Front Office Reception	L-1
3	Bell Boy	L-1
4	Cook	L-1,2
5	House Keeping Cleaner	L-1
6	Assistant Waiter	L-1
TOTAL		6

H. LIBRARY
1	Senior Library Information Document Assistant	L-3
2	Senior Library Assistant	L-4
TOTAL		2

I. AGRICULTURE
1	Agriculture JTA (Agronomy)	L-2
2	Village Animal Health Worker (VAHW)	L-1
3	Live Stock Junior Technical Assistant	L-2
4	Veterinary Junior Technical Assistant	L-2
5	JTA (Dairy)	L-2
6	Vet. JTA	L-2
7	Vegetable Production	L-2
TOTAL		7

J. MUSIC AND DANCE
1	Music and Dance	L-2
TOTAL		1

K. PRESS
1	Binding Technician	L-3
2	Printing Technician	L-3
TOTAL		2

Source: CTEVT, Nepal

REFERENCES

• Acker, D., & Taylor, S. (2000). Globalization of the learning environment: Results of the baseline study of selected indicators of globalization at North Central Colleges of Agriculture. National Association of Colleges and Teachers of Agriculture, 44(1), 17-24.
  
  
• CTEVT 2005. National Standards of Skill Testing. National Skill Testing Board, Nepal
  
  
• CPSC (2004). Accreditation and Certification for TET Institutions. HRDS Korea,  Seoul.
  
  
• CPSC (2004). Monitoring and Evaluation of TET Programs. CTEVT Kathmandu,  Nepal.
  
  
• European Training Foundation (1997). Glossory of Labor Market Terms and Standard  and Curriculum Development Terms.
  
  
• Frantz, N. R. (1999). The identification of national trends and issues for workplace preparation and their implications for vocational teacher education. Retrieved May 10, 1999, from the World Wide Web: http://scholar.lib.vt.edu/ejournals/JTVE/v14n1/JTVE-1.html
  
  
• Gilpin, W. (1999). Workforce education: The nexus between capitalism and democracy. Journal of Industrial Teacher Education, 33(4), 66-69.
  
  
• Greenan, J., Mingchang, W., Ramlee, B. M., & Lisa, B. N. (1998). Attitudes and motivations of vocational teachers regarding program improvement. Journal of Industrial Teacher Education, 35(3), 6-23.
  
  
• Kanji G. and  Asher M. (1996). 100 Methods for Total Quality Management. Sage
  Publications. India
  
  
• Lynch, R. L. (1997). Designing vocational and technical  teacher education for the 21st century: Implications from the reform literature. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, The Ohio State University.
  
  
• Ministry of Education and Culture, HMG/Nepal. (1971). National education system plan (1971-1976). Kathmandu: Author.
  
  
• Ministry of Education, HMG/Nepal. (1992). The report of the National Education Commission. Kathmandu: Author.
  
  
• Nepal South Asia Centre. (1998). Nepal human development report 1998. Kathmandu: Author.
  
  
• Sharma, T. N. (1998). The role of technical education and vocational training in the broader perspective of Nepal's employment and training system. Unpublished doctoral dissertation, University of Southern Illinois, Carbondale.
  
  
• Sie, H. Y. (1992). Trainer /instructor training in Singapore. A seminar paper presented in regional seminar at OVTA Center Chiba, Japan organized by Asia Pacific Skill Development Program.
  
  
• Sallis E. (1994). Total Quality Management in Education. Cogan Page Limited  London.

 

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