Abstract
The dominant category of the labour forces of Nepal are the workers from the informal sectors where basically informal skills learning occurs during the work. However, informal skills learning is not only limited to informal sector jobs. It can take place in all types of organizations, enterprises, and institutions of both formal and informal sectors. It is estimated that more than eighty percent of workers in Nepal acquire their occupational skills during their work. However, it is not evident what are the typologies of working places of those informal skills learners. Taking a qualitative approach of inquiry, this paper analyses the existing legal frameworks and literature from domestic cultural practices. Based on this analysis, it presents a typology of informal skills learning places in Nepal developed mainly considering the points prescribed by Bailey (1994). It is claimed that the typology provides a sound conceptual basis for the identification of main categories and sub-categories of informal skills learning places in Nepal.
Highlights
The informal sector is a dominant economic sector of Nepal where more than 80 percent of the total workforce is involved (Ministry of Labour and Employment [MoLE], 2014; World Bank, 2019)
The dimension of the informal economic sector and the informal skills learning is broad in Nepal but it is a less researched area (International Labor Organization [ILO], 2004)
This paper provides a sketch of informal skills learning places in Nepal
Summary
The informal sector is a dominant economic sector of Nepal where more than 80 percent of the total workforce is involved (Ministry of Labour and Employment [MoLE], 2014; World Bank, 2019). It provides a typology that helps to understand the informal skills learning places and their formality This would support on achieving goals of increasing access of interested people to TVET and making TVET Funds efficient by minimizing training costs (Government of Nepal [GoN], 2012). The typology developed by Guile and Griffith (2001) is presented in a matrix that contains five different models of work experience—traditional, experimental, generic, work process, and cognitive— in columns, and six different features of work experience in the rows Those features include purpose of work experience, assumption about learning and development, practice of work experience, management of work experience, outcome of work experience, and role of education and training provider. Main Purpose Finance the expansion and delivery of initial training before employment
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