Context: This article explores the lived experiences of learners with disabilities who were attending short-term skills-based training programs in Nepal. The research questions addressed were how the learners with disabilities had been experiencing learning with their peers without disabilities and whether the vocational training was inclusive from the perspectives of learners with disabilities. Approach: Based on a phenomenological design, eight learners with disabilities were purposively selected. In-depth interviews were held with the participants. Data were collected in the forms of audiotaped recordings, field notes, and institutional records. The thematic analysis technique was employed to explicate the transcribed data.Results: The results showed that learners with disabilities faced difficulty in commuting to and from the training center. The physical learning environment was insufficiently accessible, and this affected the learning of students with disabilities. Although the learners with physical disabilities had no problem in understanding the subject matter taught in the mainstream classrooms, the learners with visual impairments and those who were with hard of hearing had, at times, difficulty in following their instructors. The learners with disabilities had trouble with socialization and with forming friendships though they had supportive instructors. The participants' statements revealed that the existing inclusion practices were not enough to address the needs of persons with disabilities. However, they viewed inclusion as a much better option to cater to the needs of differently abled people.Conclusion: Inclusive technical and vocational education and training (TVET) is in practice throughout the world. This qualitative research paper has presented the perspectives of learners with disabilities (LWDs) about the inclusive practices in the Nepalese TVET sector. More importantly, this study has given a voice to the LWDs from mainstream vocational training centers in Nepal.

This paper has explored how job descriptions are developed in todays organizations. As job descriptions are the foundations of jobs, they have to be prepared following certain guidelines. However, organizations follow different formats and put contents in those formats differently. This paper has searched for if there is a common ground in developing job descriptions. The paper is based on secondary sources of data. It compares and contrasts information from the available sources. The paper is an attempt to consolidate the pieces of knowledge that were already there.In doing so, it has also highlighted the gaps found in writing job descriptions which become remarkable avenues for further research. It concludes with the message that organizations can benefit if they follow the common practice of writing job descriptions discussed in the paper.

DOI: http://dx.doi.org/10.3126/jtd.v1i0.13082Journal of Training and Development Vol.1 2015: 1-2

The purpose of the present study was to explore the perceptions of supervisors on performance appraisal in relation to employee development adopting a qualitative design. In line with its research objective, data obtained from semi-structured interviews conducted with 14 supervisors from the proposed 10 model technical schools and the head office of the Council for Technical Education and Vocational Training (CTEVT), Nepal was analysed. The study brought forth that supervisors perceived the existing performance appraisal system less effective as it was used merely for getting employee-promotion. The supervisors were unable to appraise non-permanent employees; and even for permanent classed employees, they were obliged to keep the results confidential. They were thus unable to discuss the results with the concerned employees and jointly set goals for their further development. The study calls for establishing a comprehensive performance appraisal system for all employees in which results were analysed, and linked with plans for employee development. As the paper was confined to exploring the perception of 14 supervisors, further research could be done in future with greater number of samples. Moreover, there is room for studying the appraisees' perception so that this issue can be explored from wider perspective aiding in the employee performance.

The present study has explored the motivational factors to join the vocational training programs among persons with disabilities in Abstract