Curriculum Issues in Nepal: A Study on Graduates' Perception

Bhurtel, Anup

doi:10.3126/jtd.v2i0.15439

Cited by 1 publication

(5 citation statements)

References 10 publications

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“…Young people's experiences of intervention quality included three themes, curriculum and content, instruction and instructor, and management and administration. The majority of participants in 13 studies that contained evidence of curriculum and content reported negative experiences (Apunda et al 2017;Bhurtel 2016;Botea et al 2015 Young people's learning experiences were also affected by the quality of instruction and instructors (Adhikari 2018;Apunda et al 2017;Bhurtel 2016;Ling 2015;Sedighi et al 2015;Veazey 2014). While few participants considered their instructors competent (Apunda et al 2017), others lamented the textbook-based authoritarian pedagogy that discouraged them to develop intellectual curiosity and critical thinking ability (Veazey 2014).…”

Section: Intervention Qualitymentioning

confidence: 99%

“…In addition, ineffective administration and management of interventions compromised participants' learning (Adhikari 2018;Botea et al 2015;Bhurtel 2016;Korzh 2013;Ling 2015;Nagamuthu et al 2019; Van der Bijl and Lawrence 2019). Poor administrative support for course enrollment, equipment maintenance, stipend distribution and transcript issuance disrupted young people's study and even made some participants quit.…”

Section: Intervention Qualitymentioning

confidence: 99%

“…On the one hand, participants who were previously excluded from formal education system increased their employability in formal employment with certificates to testify their skills level (DeJaeghere et al 2019;Murtaza et al 2018;Nagamuthu et al 2019). Certificates from reputable programs brought extra value to young people's job prospect (Bhurtel 2016;Neroorkar and Gopinath 2019).…”

Section: Cultural Capital Related Consequencesmentioning

confidence: 99%

“…Some participants were disillusioned that the job opportunities promised by their program never came through (Darkwah 2013). Poor working conditions, long working hours, erratic working practices and delayed wages were often cited as key concerns of job quality (Bhurtel 2016;Walker 2007).…”

Section: Economic Activitiesmentioning

confidence: 99%

“…In comparison with vocational and technical education and training, apprenticeship and on-the-job training included in this review had less structured content that were largely subject to each provider, leading to a variation of training quality. Although few participants appreciated the practicality of training content(Bhurtel 2016;Nagamuthu et al 2019;Neroorkar and Gopinath 2019;Spaaij 2012), young people in several studies were reportedly assigned to non-skilled menial work as cheap labor without proper guidance and personal growth(Apunda et al 2017;da Luz et al 2012; Donkor 2012;Koo 2016;Neroorkar and Gopinath 2019).…”

mentioning

confidence: 99%

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Young people’s participation experiences of technical and vocational education and training interventions in low- and middle-income countries: a systematic review of qualitative evidence

Shi

Bangpan

2022

Empirical Res Voc Ed Train

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Technical and vocational education and training (TVET) has attracted wide attention with its potential to alleviate poverty and improve youth employment in low- and middle-income countries (LMICs). However, no agreement has been reached on its impact on participants’ wellbeing and livelihoods. Most previous reviews were restricted to economic and employment-related outcomes through statistical meta-analyses and failed to examine participants’ comprehensive experiences. This systematic review investigated young people’s learning process and consequences of TVET participation in LMICs by reviewing qualitative evidence across 31 published and unpublished studies from 2000 to 2019. Adopting a framework thematic synthesis approach, this study revealed that TVET participation had a multi-dimensional impact on young people’s cultural capital (skills and knowledge, credentials and socio-emotional competencies), social capital (bonding, bridging and linking social relationships), aspirations, and health, beyond economic consequences. Participants’ mixed experiences were collectively shaped by multiple factors, including intervention features, intervention quality (curriculum and content, instructor and instruction, administration and management), learning environment (physical environment, instructor-learner relationship and peer relationship), individual characteristics, and social norms. Findings also indicated that disadvantaged youth particularly benefitted from TVET participation, which highlighted the potential of TVET to improve education access and equity. A framework was distilled from evidence synthesis to inform future research and practice that aim to design, implement and evaluate TVET in a way to enhance young people’s overall wellbeing in the developing context.

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