GLOCAL Fostering Innovation and Skill Development

Glocal held a roundtable discussion on the theme of ‘Fostering Innovation and Skills Development: The Intersection of Industry-Academia Collaboration in Dual-VET Apprenticeship Programmes’ on April 7. This was a part of a variety of events conducted during the 5th edition of Skill Week, an initiative taken by Glocal After School to build an ecosystem for ‘Skill Education to Employment’’. The intention of the discussion was to encourage open dialogue and exchange of ideas between industry leaders, academic representatives and implementing agencies to develop a more collaborative and effective approach to skills development and innovation. It was held to highlight the challenges and opportunities in education and workforce development, while identifying and stressing the need for collaborative efforts among academia, industry and policymakers to enact meaningful reforms.

Asish Thakur, Chairman and Executive Director of Glocal, chaired the session with the participation of distinguished individuals including Rabindra Bahadur Singh from Enhanced Skills for Sustainable and Rewarding Employment (ENSSURE), Shailendra Jha from Kathmandu Metropolitan City - City Planning Commission (KMC-CPC), Mahesh Aryal from United College, Rajiv Sharma from Jobs Dynamics, Sushil Bhakta Mathema from Nepal College of Management (NCM), Birendra Raj Pandey from Confederation of Nepalese Industries, Pankaj Parajuli from SDC, Er. Anoj Bhattarai from the Council for Technical Education and Vocational Training (CTEVT), and Youb Raj Shrestha from Hotel Association Nepal. The discussions started by identifying skill needs and curriculum alignment.

Industry experts have emphasised the critical importance of collaboration between academia, industry and government to address skill gaps and update curricula to meet modern industry demands. They highlighted initiatives such as the formation of the Manufacturing Sector Skills Committee under CNI which allows members to continually update skill requirements, providing continuity in the process of identifying skill needs and developing curricula. Employers’ active involvement in this process ensures continuity and enhances course development by accurately understanding and responding to demand.

There was advocacy for Sector Skill Councils similar to CNI’s Manufacturing Council with a goal of establishing 20 councils in the next decade to streamline skill development efforts across sectors.

Attention was drawn to the outdated nature of many courses in Nepal, particularly those offered by CTEVT, which primarily focus on certificate issuance. The need for adopting a new curriculum suited to modern industry demands was emphasised, with data presented to illustrate the discrepancy between credentials issued and actual job placements. Urgency was stressed in updating the curriculum to address the brain drain phenomenon caused by a lack of relevant skills.

A revamped philosophy was introduced by CTEVT, embracing a triple helix model harmonising industry, academia and quality assurance. The crucial connection between education and business was emphasised, along with the collaborative approach to curriculum development, where feedback from academia and industry shapes the material. Flexibility in curriculum building to adapt to changing demands, particularly in fast-paced fields like technology, was highlighted. The involvement of industry representatives in the curriculum development process and endorsement based on the National Occupational Skill Standard (NOSS) was advocated.

Concerns were raised about the absence of regional data collection systems to determine unique skill requirements for specific industries. Instances such as Microsoft offering free platforms to colleges for talent development were cited, with a call for organisations like CNI and CTEVT to invest in physical and digital platforms for comprehensive skill development.

The disconnection between employers and job seekers due to outdated university courses was addressed, along with the need for regular updates in technology courses to align with industry skill standards. Concerns were raised about overwork and dropout rates among apprentices, emphasising the importance of collaborative efforts between businesses and schools.

Discussions also touched on the necessity of hands-on training and apprenticeship programmes to meet industry demand for skilled workers. Challenges in Technical and Vocational Education and Training (TVET) programmes were acknowledged, along with proposals for three-year diploma programmes and addressing limitations in practical training opportunities due to the small scale of Nepal’s businesses.

Industry’s role as excellent training centres due to well-equipped facilities was emphasised, along with the integration of academic degrees into professional processes.

The importance of incentivising industry apprenticeship programmes and addressing bureaucratic obstacles were highlighted. Calls were made for educational reforms to focus on genuine learning, experimentation and experiential learning opportunities for all learners. The necessity of collaboration between academia and industry to address motivational deficits and enhance workforce preparedness was underscored.

The discourse highlighted the multifaceted challenges and opportunities in education and workforce development, emphasising the urgency for collaborative efforts between academia, industry and policymakers to enact meaningful reforms and ensure societal prosperity.

Key Takeaways and action plan from the Roundtable Discussion on Fostering Innovation and Skills Development

• There is a major disconnect between industry needs and the skills taught in academic institutions. Curricula are outdated and lack practical application. Collaboration between industry and academia is crucial for developing relevant curricula and practical training opportunities.
• Establishing Sector Skill Councils, like the one under CNI for manufacturing, can bridge the gap between industry needs and skills development.
• Dual-VET apprenticeship programmes provide valuable on-the-job training and experience, preparing students for the workforce.
• Streamlining the legal framework for competency standards and skill development can make the process more efficient.
• Educational systems need to be reformed to promote critical thinking, problem-solving and entrepreneurial skills. Educational programmes should integrate practical learning experiences and hands-on training for better knowledge retention and application. Educational institutions and industries need to focus on developing skills relevant to the 21st-century workforce.

Increased investment in Research and Development is necessary to foster innovation and create opportunities for domestic production.
By implementing these key takeaways and action plans, Nepal can create a more robust and effective skills development ecosystem, preparing its workforce for the future and fostering innovation and entrepreneurship.