Quality TVET for Youth (QualiTY)
The overall goal of the project is for Nepalese youth to benefit from quality Technical and Vocational Education and Training (TVET) and better employment prospects. To achieve this, the project will support the federal, provincial and local governments of Nepal to establish an accreditation and coaching system so that TVET schools can improve and meet national quality requirements. The project capitalises on Switzerland’s long-standing and unique expertise in TVET federalisation.
- Foreign private sector North
Sector according to the OECD Developement Assistance Commitiee categorisation GOVERNMENT AND CIVIL SOCIETY
Sub-Sector according to the OECD Developement Assistance Commitiee categorisationDecentralisation and support to subnational government (incl. accountability)
Education policy and administrative management
Cross-cutting topics The project supports partner organisation improvements as a priority
Aid Type Mandate with fiduciary funds
Mandate without fiduciary fund
|Background||In Nepal, TVET is a vector of social and economic development. The importance of young people having adequate competencies to find employment in formal sectors has become even more visible with the COVID-19 pandemic, which has pushed many informal workers, especially women, back to poverty due to the absence of safety nets. While TVET is relevant to ensure that youth can integrate the formal labour market with the right competencies, the progress in improving the quality of TVET programmes remains limited in Nepal. This is mainly due to the fact that there is no national accreditation system for TVET schools (accreditation is the third-party evaluation of schools against recognised standards). The absence of an accreditation system results in inconsistent and poor quality education, high number of student drop-outs and low trust from employers in the TVET system. The federalisation of the TVET sector provides an opportunity for the Government of Nepal to establish a national accreditation system, whereby the federal government can execute its constitutional mandate in standards setting and quality assurance, and provincial and local governments in their implementation. Provincial governments are indeed mandated by the constitution to manage TVET programmes at secondary level and above, while local governments manage TVET courses up to secondary level. Quality TVET for Youth will thus provide expertise to all tiers of government to establish this system, including to provincial governments to form a dedicated Office for TVET that will be responsible to implement accreditation in each Province and establish a coaching mechanism to mentor TVET schools Principals.|
|Objectives||Nepalese youth, including from discriminated groups, benefit from quality TVET and better employment prospects.|
Primary target group: Nepalese youth who will ultimately have better employment prospects if they attend and graduate from programmes in quality TVET schools. Target: 35’000 youths will find employment by the end of phase 1 including 21’079 from discriminated groups, out of which 10’539 are women.
Secondary target group: All three tiers of government and TVET schools. Target: 250 TVET schools are accredited (both public and private).
Outcome 1: The Ministry of Education, Science and Technology (MoEST) provides coherent national standards and procedures and monitors quality of their implementation.
Outcome 2: The Office for TVET in the Provinces implements the accreditation procedure and collaborate with local governments to manage TVET schools.
Outcome 3: TVET schools enrol and retain youth, including from discriminated groups, in quality TVET programmes.
Output 1.1: MoEST develops a participative Plan of Action for TVET.
Output 1.2: The Council for Technical Education and Vocational Training (CTEVT) develops national accreditation standard and procedure.
Output 1.3: CTEVT establishes a national licensing procedure for TVET instructors.
Output 1.4: CTEVT elaborates national curriculum frameworks & models.
Output 2.1: The Ministry of Social Development/Education (MoSD/E) forms and capacitates the Office for TVET.
Output 2.2: The Office for TVET develops provincial TVET schools accreditation procedure on behalf of CTEVT.
Output 2.3: MoSD/E facilitates coordination with local governments for relevant resources allocation to manage TVET schools.
Output 3.1: TVET school principals are mentored and implement a school improvement plan.
Output 3.2: TVET schools have scholarship policy and communication strategies in place.
Results from previous phases:
Basline study conducted with 212 TVET schools and with 108 local governments in all Provinces:
- Enrolment rate in TVET schools (2019-2020) was below 50%; Out of the students enrolled, 51% graduated (24% from discriminated groups);
- 5% of schools have a strategic plan; 7% of schools prepare academic calendars; 4% of the Schools’ Management Committees have terms of reference;
- On average TVET schools get funds through: tuition fee (54% of their funding), federal government (21%), provincial government (7%), local government (7%).
|Directorate/federal office responsible||
|Coordination with other projects and actors||QualiTY complements the Enhanced Skills for Sustainable and Rewarding Employment (ENSSURE) and the National Vocational Qualifications System (NVQS) projects of DDC.|
|Budget||Current phase Swiss budget CHF 8’000’000 Swiss disbursement to date CHF 1’437’174|