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This paper discusses strategies for developing desirable qualities among the employees of Nepal's Council for Technical Education and Vocational Training (CTEVT) based on the premise that these employees will in turn be training key elements of the wider workforce and so play a critical role in the development strategies of the country. Five determining factors are identified: training, leadership style, autonomy, communication, and organisational culture.

The author asserts that: (1) training, both pre-service and on-the-job should emphasise information access capabilities through incentives; (2) leadership styles should be cordial, warm, and enabling rather than coercive and autocratic; (3) a judicious balance must be struck between encouraging autonomy in individuals and closer supervision in order to build employees' capacity; (4) there should be a free flow of information through the organisation; and (5) an organisational culture of mutual co-existence, collegiate relationships, and humanistic behaviour should be developed. Show less

This publication forms part of a series studying the application of the medium-term expenditure framework (MTEF) in financial planning in the education sector in Asia. The studies were initiated and their implementation co-ordinated by the Education Policy and Reform (EPR) Unit at UNESCO Bangkok. MTEFs have been used in Organisation for Economic Cooperation and Development (OECD) countries for a while, but their history of use in developing countries is more recent, having started in the late 1990s. Over the past decade, however, donor support has provided for MTEFs aimed at strengthening the link between policy, planning and budgeting in many developing countries. In Asia, a number of countries have introduced or are planning to introduce MTEFs, but no studies had been conducted nor any attempts made to document the experiences that countries have had in using MTEFs until this research. Thus, these country case studies are an attempt to address this knowledge gap. They look at Asian experiences with MTEFs, and thereby contribute to understanding the diverse practical aspects of introducing MTEFs, in general, and for the education sector, in particular. The education sector was one of five sectors included in the first MTEF, which was introduced in Nepal in 2002-2003. The Ministry of Education and Sports (MOES) is responsible for the education sector MTEF (E-MTEF), which has the following aims: to link annual programmes and the education sector budget with Poverty Reduction Strategy Paper (PRSP) targets and outcomes; to prioritize programmes, along with costings, outputs and expenditures, in accordance with PRSP objectives; to adjust the annual expenditure on PRSP programmes to reflect resource availability; and to provide funding guarantees to priority projects in the education sector.

Excerpt from publication. Show less