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dc.contributor.authorShrestha, Sheel Manjuen_US
dc.date.accessioned2014-03-14T21:15:04Z
dc.date.available2014-03-14T21:15:04Z
dc.date.issued1991en_US
dc.identifier.otheretd-06192006-125712en_US
dc.identifier.urihttp://hdl.handle.net/10919/38618
dc.description.abstractThe purpose of this research was to analyze the vocational education plans of Nepal through an historical study by identifying their successes and failures. The specific objectives of the study were (a) to provide an historical background of general education and vocational education, (b) to analyze the strengths and inadequacies of the vocational education systems implemented in Nepal since 1950, (c) to review vocational education components implemented in other developing countries, and (d) to provide implications for Nepal's vocational programs. Relevant historical documents were the basis of this research. The publications of the Ministry of Education of Nepal, Tribhuvan University of Nepal and its numerous colleges, international organizations, and authors knowledgeable in the Nepalese education field served as primary and secondary sources. The development of formal vocational education in Nepal was traced, beginning with its origin in the traditional occupational and social structure. Descriptions, salient features, and objectives of three different education plans implemented since 1950, namely, (a) the basic education system, (b) the multipurpose education system, and (c) the national education system, were compiled. Each 'of these systems increasingly emphasized vocational education and produced many significant results, yet each of these systems was abandoned because of its limited successes. The strengths and weaknesses of these systems were identified and analyzed. Aspects of female education were separately studied because of their special relevance to vocational education in developing countries. The reasons behind the adoption and the failure of these systems were also discussed. External influence in the formulation of the programs, dependence on foreign financial assistance, ambitious expansions, lack of qualified teachers and educational materials, and the lack of coordination among different agencies were identified as the main problems.en_US
dc.format.mediumBTDen_US
dc.publisherVirginia Techen_US
dc.relation.haspartLD5655.V856_1991.S544.pdfen_US
dc.subjectVocational education Nepal History.en_US
dc.subjectEducation Nepal History.en_US
dc.subject.lccLD5655.V856 1991.S544en_US
dc.titleHistorical analysis of vocational education in Nepalen_US
dc.typeDissertationen_US
dc.contributor.departmentVocational and Technical Educationen_US
dc.description.degreeEd. D.en_US
thesis.degree.nameDoctor of Educationen_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineVocational and Technical Educationen_US
dc.contributor.committeechairBurge, Penny L.en_US
dc.contributor.committeememberCulver, Steven M.en_US
dc.contributor.committeememberHillison, Johnen_US
dc.contributor.committeememberOliver, J. Daleen_US
dc.contributor.committeememberStewart, Daisy L.en_US
dc.contributor.committeememberTiou, Josiah S.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-06192006-125712/en_US
dc.date.sdate2006-06-19en_US
dc.date.rdate2006-06-19
dc.date.adate2006-06-19en_US


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