Enseignement et formation techniques et professionnels de qualité pour les jeunes (QualiTY) (angl.)

The QualiTY project will support Nepali youth including from disadvantaged groups benefit from quality TVET and better employment prospects.
Financé par
  • Direction du développement et de la coopération DDC

2022 - 2026

Expected Results

Outcome 1: MoEST provides coherent national standards for TVET and procedures and monitors quality of their implementation.

  • 1 national accreditation standard and 1 accreditation procedure are endorsed by the Intergovernmental Council.
  • 1 national instructor licensing standard and 1 licensing procedure are endorsed by the Intergovernmental Council.
  • 250 TVET schools are accredited to “level A”.
  • 100% of the accredited schools receive the level of subsidy from provincial or local governments defined in the accreditation procedure.
  • 1’000 instructors are licensed, 500 from disadvantaged groups, out of which 300 are women.

Outcome 2: The Office for TVET in the Provinces implements the accreditation procedure and collaborate with local governments to manage TVET schools.

  • 70 TVET school principals receive coaching support through the Office for TVET.
  • 90% school principals are satisfied with mentoring and coaching/supervision provided by the Office for TVET.
  • 280 TVET school Principals receives orientation from the Office for TVET for applying for accreditation.
  • 75% of school principals seeking accreditation are satisfied with the procedure.
  • The Office for TVET processes 250 applications for accreditation submitted by TVET schools.
  • 250 accreditation verification visits (1 per school) are conducted by the Office for TVET and local governments to assess schools using national quality standards.

Outcome 3: TVET schools enrol and retain youth, including from disadvantaged groups, in quality TVET programmes.

  • 90% of 280 TVET schools supported by QualiTY apply for accreditation.
  • 60’000 youths are enrolled in TVET programmes in schools supported by phase 1, including 36’000 from disadvantaged groups, out of which 18’000 are women
  • 50 % of decrease in drop-out rate compared to baseline in TVET schools benefiting from the project’s support.