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The Challenges of Policy Transfer in Vocational Skills Development

National Qualifications Frameworks and the Dual Model of Vocational Training in International Cooperation


Edited By Markus Maurer and Philipp Gonon

In the context of renewed global interest in the development of vocational skills, policy makers in many countries as well as representatives of technical organisations often hope to reform existing training systems by borrowing models and policies that seem to work elsewhere. One of these prominent models is that of ‘National Qualifications Framework’, the use of which now spans the entire globe. On a much smaller scale, the ‘Dual Model’ of vocational training – a systematic combination of school and workplace-based learning that is common in a number of countries in Western Europe – has also gained attention in international cooperation.
Bringing together contributions from authors involved in both the theory and practice of vocational skills training development, this volume analyses the challenges that are tied to the transfer of these two dominant models in the context of international cooperation, sheds light on how they are being implemented, and discusses alternatives to the standard approaches to policy transfer.
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Youth skill development in Nepal: An approach to human security and sustainable peace: Poorna Kanta Adhikary



Youth skill development in Nepal: An approach to human security and sustainable peace


There is a huge gap between educational institutions and labour market realities in Nepal. The high inefficiency and ineffectiveness of the formal education system causes many school age children, mostly from disadvantaged and marginalised communities, to be out-of-school. The technical and vocational education and training (TVET) programmes are either insufficient or not dynamic enough to become responsive to the changing market reality. ICPD-LSDF-EDC have jointly provided a workable model at the non-governmental level in Nepal to respond to the needs of out-of-school youth, by providing them with skills training and linking them to employment and self-employment schemes. It is also argued here that the gainfully employed skilled youth provide a strong basis for human security, democracy and sustainable peace. The sustainability of the model could be ensured through sales of services and products; and its extension to other parts of the country could be achieved through community initiated self-help approaches. Building an NVQF for Nepal that is compatible with other initiatives around the world can provide a system of work-study-work opportunities that impart employable skills to the disadvantaged out-of-school youth.

1.Youth, education and the labour market in Nepal

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