OPERATIONALIZING QUALITY ASSURANCE AND ACCREDITATION IN NEPALESE TVET INSTITUTIONS

Abstract: Quality Assurance and Accreditation (QAA) has become an increasingly important mechanism for strengthening the quality, relevance, accountability, and continuous improvement of Technical and Vocational Education and Training (TVET) systems. In Nepal, the operationalization of QAA is particularly significant as the country continues to strengthen its TVET system amid changing institutional capacities, evolving governance arrangements, labor market requirements, and increasing demands for evidence-based and outcomes-oriented quality assurance. This study examined the current practices, challenges, and opportunities associated with the operationalization and implementation of QAA in Nepalese TVET institutions, with particular attention to Outcomes-Based Quality Assurance (OBQA), institutional self-assessment, industry engagement, digital monitoring, and continuous quality improvement. Employing a descriptive survey research design, the study gathered data from twenty-eight (28) participants of the Colombo Plan Staff College (CPSC) In-Country Program on Quality Assurance and Accreditation in Nepal. A structured CPSC Research Insights Survey was administered, and the data were analyzed using frequency counts and percentage distributions. The findings revealed generally high levels of confidence in key QAA-related concepts, with 89.3% of respondents reporting that they were very or extremely confident in OBQA and 96.4% expressing the same level of confidence in Institutional Self-Assessment (ISA) and School Improvement Plans (SIP). Institutional quality assurance systems and OBQA integration into curriculum were also generally perceived as effective while evidence-based self-assessment emerged as the most widely reported institutional practice at 82.1%. However, important implementation gaps were also identified during the research process. Limited staff expertise in QAA/OBQA was the most frequently reported challenge at 71.4%, followed by weak industry participation at 67.9%. Digitalization also remains an emerging area with only 28.6% of respondents reporting the use of digital dashboards for learner-outcome monitoring and 10.7% reporting the use of AI or automated monitoring systems. Despite these constraints, respondents strongly endorsed capacity building for staff and auditors and the use of evidence-based ISA/SIP tools, each receiving 75.0% support, followed by digitalization of monitoring and reporting at 71.4% and stronger industry partnerships for competency validation at 64.3%. In addition, 67.9% of respondents reported that QAA-related evaluations were conducted either regularly or continuously. The study concludes that participating Nepalese TVET institutions have established important foundations for QAA, particularly in self-assessment, internal quality assurance, and outcomes-based approaches, but further strengthening is required in staff capacity, industry engagement, digital infrastructure, and continuous monitoring. The study recommends an integrated approach to QAA that connects evidence-based self-assessment, institutional improvement planning, staff development, industry participation, digital monitoring, and continuous quality improvement to strengthen the quality, relevance, and responsiveness of the Nepalese TVET.