Abstract
Unemployed youths in Nepal have been receiving vocational training through different projects with the support of international donor communities. Many of these projects simply meet their objectives by fulfilling the quotas of the training participants. There are some TVET projects in Nepal, which do not have priorities in sharing the learning and good practices that were gained during their implementation period due to the lack of Knowledge Management (KM) and disseminating mechanism. The purposes of this article are (i) to disseminate some activities and learnings gained by a Technical Education and Vocational Training (TVET) Project in Nepal which trained nearly 3000 youths from 2012-2016, and (ii) tracing out the importance of the KM practices in every TVET projects. This is a case study research in which secondary information such as the review of the project documents and the reflections of the author as a practitioner-scholar have been used as data. The findings of this research reveal that every TVET project in Nepal has gathered vast sources of knowledge and data. These learning will be beneficial to other forthcoming projects of similar nature. If these data and knowledge are shared among other TEVT project's, then huge financial resources of the state will also be saved. This research article could help us to consider about the importance of KM system in TVET projects.
Highlights
Context The Government of Nepal has been providing shortterm vocational training to thousands of youths annually to enhance their livelihood
The first group included the households listed in the Resettlement Plan (RP), whose land or any physical
The knowledge gained by the road project could be helpful to the policymakers and TVET practitioners in formulating appropriate plans and policies for the improvement of the TVET sector
Summary
Context The Government of Nepal has been providing shortterm vocational training to thousands of youths annually to enhance their livelihood. It organized the National Skill Testing Board (NSTB) level one vocational trainings to the people who had been either affected or benefitted from the road. The training programs were conducted from January 2015 to December 2016 in 27 different NSTB level one occupations This concept of skilling the youths was guided by the welfare state model of development where the "state's power is deliberately used to modify the normal play of economic forces to obtain a more equal distribution of income for every citizen" The purposes of this research paper are (i) to disseminate some of the learnings and good practices of the TVET component of the project, and (ii) to identify the need of a knowledge management mechanism in TVET projects in Nepal
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