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Council for Technical Education and Vocational Training (CTEVT)

Established:1989 A.D.
Vice-Chancellor:Dr. Devi Prasad Ghimire
Education Body Type:National(Other Affiliations)
Language of Education:Nepali and English


The Council for Technical Education and Vocational Training (CTEVT), constituted in 1989 A.D. (2045 BS), is the policy formulation and coordination body for Technical Education and Vocational Training (TEVT) programs in Nepal. It is a national autonomous body committed to the development of human resources for Nepal. In particular, CTEVT is concerned with basic and middle level technical education and vocational training. It has an assembly with 24 members and a governing board of nine members, which is known as Council. Minister of Education chairs the Assembly and the Council. The Council has a full time Vice-Chairman and a Member-Secretary and its headquarters is located at Sanothimi, Bhaktapur. The system has about 850 personnel to carry out its functions.

The Council for Technical Education and Vocational Training (CTEVT) sector can be traced back to 1930 when an engineering school was established to produce skilled workforce in the country. Similarly, the Butwal Technical Institute (1962) and the Balaju Technical Training Centre (Mechanical Training Centre, 1963) have been substantially contributing to produce trained and skilled workforce in the country.


On the recommendation of the National Education Commission (1954), secondary level curriculum and regulations were amended to accommodate vocational education in secondary and multi-purpose secondary schools. As a result, the National Vocational Training Centre (NVTC) as backbone for the national Education System Plan (NESP) was established, which introduced vocational education in the secondary education curriculum throughout the country.


The formal system of technical education evolved after 1980, when the Karnali Technical School, the first technical school in the country, was established. After the termination of New Education System Plan (NESP), a Technical and Vocational Education Committee was formed with the responsibility of managing technical schools following the establishment of the Directorate for Technical and Vocational Education (DTVE), which was a division of MOES.


The directorate's functions were to coordinate the training activities of technical schools, design curricula, conduct final examination and certify successful candidates and approve the programs of each technical school and allocate resources.


The head quarter of CTEVT is stationed at Sanothimi, Bhaktapur. The council has now its own Training Institute for Technical Instruction (TITI), two Rural Training Centres, 1 polytechnic, and 12 Technical Schools. Together with these, 173 private training centres (to run TSLC programs) are affiliated with CTEVT, out of which only 114 are running. Similarly, 32 private training institutes (to run Diploma programs) are affiliated with CTEVT. In addition, CTEVT has 5 Diploma programs in its Technical Schools.

We believe that no Nepali should be unemployed due to lack of access to TEVT program.

At CTEVT, Workforce Development is our key responsibility.


In order to achieve and attain the mission and vision, CTEVT has set the following goals:

  • Ensure organizational stability and continuity.
  • Develop policies for managing TEVT sub-sector.
  • Coordinate TEVT stakeholders for enhancing efficiency, effectiveness and responsiveness.
  • Provide services to TEVT sub-sector and maintain quality of its programs and services.
  • Increase self-reliance through income generating activities.
  • Prepare competent workforce for TEVT sub-sector.
  • Promote training and basis of employment.
  • Broaden the access and equity in TEVT activities.
  • Encourage participation of business and industry in TEVT activities.

Guiding Objectives
The programs and activities of CTEVT are designed as mentioned below. CTEVT will:

  1. Improve the quality and cost efficiency of the TEVT sub-sector.
  2. Fulfill its social obligations towards broad access and poverty alleviation.
  3. Use "rate of employment" as its primary measure for training program success.
  4. Become a more customer focused and service-oriented organization.
  5. Shift its focus from implementing to guiding, facilitating and regulating.
  6. Contribute to the protection of the national job market.