Addressing Informal Skill Learners' Challenges in Skill Test in Nepal

Abstract

In Nepal, more than eighty percent learners gain skills through work and experiences. The informal sector is dominant in the nation. If the skills acquired by the work and experiences are accredited through the testing authority, underemployment and underpayment can be addressed and decent employment and gainful income assured. The recognition of the informally learned skill will transform the path for the formal stream. Despite having the benefits of recognition of the prior learning and establishment of testing authority for forty-five years, the number of the informal skills learners appearing for the accreditation is not encouraging. In this context, this paper explains the challenges of the informal skill learners that encounter during the accreditation of their skills through the National Skill Testing Board. I came up with the qualitative research with seven participants, including informal skill learners and testing authority officials. As the informal skill learners explore the lack of information, awareness and orientation of the skill test system, the information provided must be clear, short, user friendly, precise and free from complexity. Similarly, the testing authority and informal skill learners shared that the skill-testing certificates are less valued by the employers during the recruitment.

Skill Test of Workers from Informal Sectors for their Recognition and Employability: A Thematic Study

“…Likewise, Bajracharya (2022) asserted that in the context of Nepal, a substantial majority, exceeding eighty percent of workers, acquire their skills through practical work experiences. The prominence of the informal sector is particularly noteworthy within the nation's economic landscape.…”

“…The prominence of the informal sector is particularly noteworthy within the nation's economic landscape. Bajracharya (2022) contends that the skills obtained through hands-on work and experiential learning hold significant potential for economic transformation and social progress in Nepal.…”

“…It is characterized by a predominantly informal sector and witnesses a substantial portion of its population acquiring skills organically through practical engagement in various fields. Bajracharya (2022) highlights the inherent value embedded in these skills, emphasizing that they represent a formidable resource for the nation's workforce. However, the challenge lies in the informal nature of skill acquisition, which often leads to a lack of formal acknowledgement and accreditation.…”

“…The potential impact of such an accreditation process is underscored by its capacity to address two critical issues prevalent in the Nepalese context: underemployment and underpayment. Bajracharya (2022) contends that formal recognition of skills acquired through experiential learning can significantly mitigate underemployment, aligning individuals with job opportunities that resonate with their acquired competencies. Furthermore, by establishing a tangible link between skills and formal accreditation, the issue of underpayment can be systematically addressed.…”

“…In essence, Brewer underscores the significance of acknowledging and validating skills acquired through informal learning pathways as a critical factor in improving the employment prospects of the youth. In the case of Nepal as well, Bajracharya (2022) contends that the skills obtained through hands-on work and experiential learning hold significant potential for economic transformation and social progress.…”