नेपाल सरकार श्रम, रोजगार तथा समाजिक सुरक्षा मन्त्रालय अन्तर्गत रहेको राष्ट्रिय व्यवसायिक प्रशिक्षण प्रतिष्ठान तथा राष्ट्रिय व्यावसायिक प्रशिक्षण प्रतिष्ठान विकास समितिले नेपाल सुनचाँदी व्यवसायी संघलाई सम्मान गरेको छ । सुनचाँदी र रत्नपत्थर सम्बन्धी लेभल १ को पाठ्यक्रम निर्माण गर्ने संयोजक, विज्ञ व्यक्तिहरुलाई सम्मान र प्रशंसा पत्र प्रदान गरेको छ ।

नेपाल सुनचाँदी व्यवसायी संघले सीप विकास तालिम पाठ्क्रम निर्माण तथा मानव संशाधन विकासमा पुर्‍याएको उल्लेखनीय योगदानलाई कदर गर्दै राष्ट्रिय व्यावसायिक प्रशिक्षण प्रतिष्ठानको दोस्रो बार्षिकोत्सवको अवसरमा उक्त सम्मान तथा प्रशंसा पत्र प्रदान गरिएको हो ।

सुनचाँदी क्षेत्रमा आधारित व्यावसायिक तालिम पाठ्यक्रम निर्माण तथा कार्यान्वयन प्रक्रियामा संयोजकको हैसियतले प्रभावकारी, प्रशंसनीय र नेतृत्वदायी भूमिका निर्वाह गरेको योगदानको कदरस्वरुप नेपाल सुनचाँदी व्यवसायी संघ, केन्द्रीय कार्यालयका अध्यक्ष महेन्द्र रत्न शाक्य, विज्ञ सदस्यहरु महासचिव मनिष शाक्य, र बरिष्ठ प्रशासक हेबेन्द्र शाक्यलाई श्रम, रोजगार तथा सामाजिक सुरक्षा मन्त्री राजेन्द्र सिंह भण्डारीज्यूबाट प्रशंसा पत्र प्रदान गरिएको छ ।

सुनचाँदी क्षेत्र अन्तर्गत श्रम बजारको माग अनुसार तयार गरिएको ट्रेडमा आधारित आधारभूत सिपमुलक तालिम विशेष गरी सुनचाँदी गाल्ने तथा खार्ने कालिगढ जस्ता प्राविधिक बिषयमा दक्ष जनशक्ति उत्पादन गर्नका लागि तयार गरिएको पाठ्यक्रम निर्माणमा महत्वपूर्ण योगदान पु¥याउनु भएको योगदानको कदरस्वरुप संस्थालाई सम्मान र बिज्ञ व्यक्तित्वहरुलाई प्रशंसा पत्र प्रदान गरिएको हो ।

राष्ट्रिय व्यावसायिक प्रशिक्षण प्रतिष्ठान र प्राविधिक शिक्षा तथा व्यावसायिक तालीम परिषद् बाट आवश्यक सहयोग प्राप्त भै हालै मात्र Skill Test Assessor Trainer का रुपमा सुनचाँदी मुल्यांकनकर्ता (Assessor) हरु चार जना, नेपाल कै पहिलो सुनचाँदी सम्बन्धी पाठ्यक्रम निर्माण गर्ने बिशेषज्ञ (Curriculum Developer Expert) का रुपमा दुई जना र प्रशिक्षक प्रशिक्षण तालिम (TOT) चार जनाले प्राप्त गरी प्रमाण पत्र समेत लिई सक्नुभएको छ ।

नेपाल सुनचाँदी व्यवसाय संघले आगामी दिनमा पनि सरकार तथा सम्बन्धित निकायहरुसँग सहकार्य गर्दै सुनचाँदी क्षेत्रको सीप विकास, रोजगारी सृजना र प्राविधिक जनशक्ति उत्पादनमा थप सशक्त भूमिका निर्वाह गर्ने प्रतिवद्धता जनाएको छ ।

त्यस्तै कार्यक्रममा सुनचाँदी रत्न पत्थर बजारको लागि आवश्यक मानव संशाधनका रुपमा रहेका कालिगढ, बिक्रेता, लेखापाल, कारखाना संचालक, लगानीकर्ता र उपभोक्ताहरुलाई ज्ञान, सीप र मनोबृत्ती सम्बन्धी प्रबद्र्धनात्मक कार्यक्रम संचालन गरी यस क्षेत्रलाई थप विस्तार र विकास गर्ने प्रतिबद्धता संघका अध्यक्ष महेन्द्र रत्न शाक्यज्यूले आफ्नो मन्तव्यमा राख्नु भएको छ । यसै सन्दर्भमा नेपालको एउटा दुर्गम बेरोजगार नमूना गाउँलाई सुनचाँदी रत्न पत्थर सम्बन्धी आधार क्षेत्रको रुपमा विकास गर्ने र यसैका लागि सुनचाँदी र रत्न पत्थर तालिमको शुभारम्भ हुन लागेको पनि उहाँले जानकारी गराउनु भयो ।

-Narayan Prasad Sapkota

Once, my fifth-grade son returned from school with a project that required him to write a summary of one of the stories in his graded readers. Burdened with the work, he asked for my help. I asked if he was acquainted with the concept of summary and the techniques of writing it. He said, 'No'. I did not get the way to deal with him immediately. 'We should make it short,' he added. He was right – the summary is shorter. To cut a long story short, I guided him in an ad hoc manner. And, the task was accomplished.

I am not sure what other parents experience, but I face a similar situation day after day. The students are not made clear what the matter is and how exactly they can handle it. The students are then compelled to struggle simply to get things done. To my understanding, before assigning students to write a summary, the teacher must have a session on the summary itself with clear enabling objectives (EOs). The teacher should then provide step by step performance guide (PG) to create a summary. After this, she should also deliver a demo class involving all the students.

This is what we strictly follow in technical instruction. Whether it be preparing a cup of tea, we develop a performance guide, set enabling objectives, design terminal performance objectives (TPOs), develop check list for product evaluation, and ensure that the skill is learnt.

Writing a summary is, no doubt, a cognitive skill rather than a hands-on skill. A good instruction of cognitive skills, however, also requires fulfillment of enabling objectives and terminal performance objectives. What happens if we break the task, say summary writing, into small units and make students learn step by step?

Modern scholarship has treated general education and technical education as two separate and competitive streams. General education is often viewed as cognitive and theoretical, and technical education is considered practical and skill-oriented. This type of binary distinction and polarization cannot accurately reflect the realities of modern societies, nor can it adequately address the evolving needs of the world of work. If education is for guiding society, a radical shift in the understanding of general and technical education is urgent. Such a remedial approach is to view the two streams as complementary, not contrastive ones.

There can be give and take relationship between general education and technical education. Based on my instructional experience in both the technical and general streams, I find each stream is waiting for the scaffolding of the other. This new direction is to technicalize general education and humanize technical education.

General education is important to prepare citizens as desired by the country. It plays a crucial role in developing foundational knowledge, intellectual capacity, and civic sense in students. However, when general education remains vague, disconnected from practical application, students often lose motivation to opt for it. As a result, gaining education becomes something caught between a rock and a hard place. The solution is then to technicalize the general education. Technicalizing general education means delivering concepts like a skill.

Thus, technicalizing general education requires integrating systematic approach of delivery, practical skills, technological awareness, and problem-solving approaches into traditional academic subjects. Mathematics, science, language, and social studies become more meaningful when they are linked to real-world contexts and delivered in clear step-by-step methods within the classroom. It would be better if they are further connected to evolving technology and everyday experiences.

Technical education, on the other hand, must go beyond training students to operate tools, equipment, machines, or systems, and work like a machine. Technical competence is essential. However, it is not sufficient on its own. Humanizing technical education means adding softer sides of human life to skill instruction. It can be achieved by embedding values, ethics, communication skills, and social responsibility into skill-based training. The technical education curriculum should incorporate the spirit of empathy, creativity, critical thinking, human values, and emotions. Only then technical graduates can function effectively in modern workplaces and contribute to society positively.

Technicalizing general education and humanizing technical education is, thus, a holistic approach that ensures education is not only an economic enterprise but also a tool for social and cultural development. Let's march ahead together for the better future of humanity.