TEVT teacher licensing as key issue in Nepal

Abstract

Technical Education and Vocational Education (TVET) teacher licensing as an important educational quality policy issue has been emerging as a key issue in Nepal. Unlike in TVET sector, the government of Nepal has laready established the teacher licensing system in general education at school level. The TVET policy-2012 of Nepal and now the strategic plan of CTEVT for 2014-2018 have highlighted this concern as one of the major strategies to address the quality issue of TVET in Nepal. Currently, above 463 TVET providing institutions with around 10,000 TVET teachers produce about 30,000 graduates annually. The bitter reality is that, till date, there is no system to provide teaching license to these 10,000 above TVET teachers. Since the quality of TVET outcomes is determined by the role played by the TVET teachers, the government of Nepal should not delay to materialize licensing system for them. Most of the developed countries have well established TVET teacher licensing system. Based on the licensing practices in the global context, the writer has suggested a simple but context specifi c TVET teacher licensing system so that the system could be materialized as far as possible without much hurdle.