C OMPARATIVE P ERSPECTIVE IN M ANAGING T ECHNICAL E DUCATION AND V OCATIONAL T RAINING IN N EPAL By Prof. Tanka Nath Sharma

I NTRODUCTION Technical and Vocation Education and Training (TVET) has gained attention these days because: It is important to increase economic productivity, poverty reduction and social development, The purpose of this paper is to discuss comparative overview on how TEVT is organized and how management arrangements are to be made in a upcoming federal context. This paper will not focus on organizational management, but elaborate on the system level management practices to be adopted in Nepal supplemented by the regional comparative perspectives, 9/10/2015 2

S OCIO -E CONOMIC C ONTEXT Nepal has a population of 26.6 million, with annual average growth rate of 1.40 Nepal’s Human Development Index is with a rank of 157 out of 187 countries (UNDP, 2013) Despite significant progress made in health and education, Nepal’s economic performance is not encouraging. The Third Living Standard Survey 2010/11 indicated at 25.2 percent of the total population below the poverty line. 9/10/2015 3

C ONTEXT Increasing portion of Young population: 40% of the population below 15 years of age; 30% between 15 and 49 years of age; and 56% of people years of age. With 40 percent of the population currently under the age of 15, (officially reported) Only 2 percent of the population in Nepal is unemployed. More than 81 percent of workers continue to engage in ‘vulnerable employment’, defined as unpaid family workers 9/10/2015 4

C ONTD … Broad based economic growth and poverty reduction is the development agenda of Nepal (ILO, 2013). Slow economic growth - <4% for several years; Low employment opportunities Increasing trend of labor mobility to the international job market However, foreign employment has contributed to sustain the national economy from the remittance of migrant workers. Education and skill levels of labor force are essential predictors Education and training relevance to the needs of the labor market is also important to facilitate employment and economic productivity (ADB, 2011). Often the educational programs are disconnected from the demands of the labor market 9/10/2015 5

C ONTEXT growing number of out of school children in the labor market Most of the children drop their schooling in early grades The reasons for the growing number of out of school children: poor economic condition of the family, unfavorable school environment for the children, cultural belief and tradition, parental ignorance about the importance of education, engaging children in household chores, disability of children, early marriages etc. Low level of education of the labor force NLSS(CBS, 2011) 9/10/2015 6

L EVEL OF E DUCATION AMONG WORKING AGE POPULATION, 2008 Source: Nepal Labor Force Survey, /10/2015 7

C ONCEPT OF T ECHNICAL E DUCATION AND V OCATIONAL T RAINING (TEVT) (a) an integral part of general education, (b) a means of preparing for occupational fields and for effective participation in the world of work, (c) an aspect of lifelong learning and preparation for responsible citizenship; (d) an instrument for promoting environmentally sound sustainable development; and (e) a method for facilitating poverty alleviation. UNESCO/ILO (2001) Education or Training for the preparation for work 9/10/2015 8

M ANAGING E DUCATION INPUTS Environmental Constraints, Resources Mission Policy Materials Methods Equipment Instructors OUTPUT Achievements Job Satisfaction Educational success Absenteeism Dropout rate Overall Quality Structural System Cultural System Political System Individual System Cognition, Motivation Learn teach Lear n Teach Actual vs expected ENVIRONMENT 9/10/2015 9

Philosophy Essentialism Pragmatism Reconstructionist stance Context Social Political Economic Cultural Technological School Reform Contextual Skilled HR Sound Foundation for Tertiary Education Student Learning Needs Public Expectation Practical Applicable Useful Productive Curriculum Learner Teacher Education for Work Management & Governance Educating Components TEVT Enterprise Ed. Employability Skill Foundation knowledge Curriculum Outcome Educational Labour Market Pshyco-social Incusiveness Mobility Financing EfW Conceptual Framework 9/10/

T ECHNICAL E DUCATION AND V OCATIONAL T RAINING IN N EPAL CTEVT is an Apex body established by the Act of parliament in 1989, formulating TEVT policies, coordinating TEVT providers, Ensure quality of TEVT Implementing or facilitating to implement all types of TEVT programs to produce skilled workforce, Other responsibilities: curriculum development, Examination, testing and certification, teacher training, accreditation of training institutions required to bring changes in the existing socio- economic conditions in the country. 9/10/

T ECHNICAL E DUCATION AND V OCATIONAL T RAINING IN N EPAL GON has approved TEVT Policy, 2069 with following three main Goals: facilitating expansion of effective, relevant and inclusive skill development opportunity accessible to all, Recognize traditional skills, competence and qualifications through integration of formal, non- formal and informal modes of learning and offer quality TEVT relevant to the demands of the national and international labor market. Maximize utilization of resources, infrastructure and services through coordination and collaborative support networks. MOE, /10/

C URRENT S ITUATION : FORMAL TEVT Integration of TEVT soft skills in general schools 6-8 grade (Piloted in 100 secondary schools) A separate TEVT Stream Secondary Schools -100) Occupational subjects in grade 11 and 12 Expansion of ANNEX Programs TECS (73) Government Supported TEVT Institutions (Technical schools and polytechnic Institutions) Constituent -21 (14 Technical Schools, 2 VTCDs, 2 Polytechnic, 2 Partnership programs) Affiliated – 155 TSSC programs; 195 Technical Diploma = 350 Private providers in TVT 9/10/

Enrollment capacity in Ashad 2069 BS (July 2012) S.N.SectorConstituents’ Capacity Affil. Institutions ’ Capacity TECS Schools Total TSL C Dip.TSL C Dip.TSLCDip.TSLCDiplo ma 1Health/Medicine Engineering Agriculture Forestry Others (Hotel mgmt., TSLC in office mgmt., social mobilize; entrepreneurship) Total Table 1: Enrollment capacity in TSLC and Diploma/PCL program in CTEVT institutions: Source: Joshi (2014). Technical and vocational education and training development journal, No: 14, Volume: 1 9/10/

N ON - FORMAL TEVT P ROVIDERS CTEVT, Department of Cottage and Small Industries (DCSI), Cottage and Small Industries Development Board (CSIDB), Vocational Training programs under Department Labor Nepal Academy of Tourism and Hotel Management (NATHM), Vocational Skills Development Training Centers (VSDTC) Skill training from other sectoral ministries, NGOs, private providers 9/10/

C URRENT P ROJECTS FOR S KILL T RAINING Skills for Employment Project under CTEVT (2 nd phase in the progress) Poverty Alleviation Fund Youth Self-Employment Program Micro Enterprise Development Program Rural Employment Promotion Programs of Ministry of Agriculture Employment Fund Nepal EVENT Program Community Learning Centers and Income generation programs) Karnali Employment program 9/10/

Supporting Agencies and Providers 2008 Female Total 2009 Female Total 2010 Female Total Vocational Training Centers Government Agencies Projects Private Livelihood Training Grand Total Table 2: Vocational training providers and number of people trained from Source: CTEVT, 2012) 9/10/

I SSUES AND C HALLENGES OF M ANAGING TEVT IN N EPAL Inadequate TEVT provisions: Every year young people join the national workforce without any systematic preparation for work, while in contrast only about 99,000 (as of 2012) were given a chance. Opportunity only for <3% Exclusion and inequitable distribution of the TEVT Opportunity and resources: The majority of this “early-out-of-school” youth consist of women, disabled, Dalits, marginalized groups and poor and disadvantaged youths from remote and isolated rural areas and of conflict victims are deprived from the access to TEVT 9/10/

I SSUES AND C HALLENGES OF M ANAGING TEVT IN N EPAL Uncoordinated and Fragmented Vocational Skill Development programs : Skill development initiatives in Nepal are fragmented and uncoordinated leading to duplication of efforts and inefficient use of resources. Poor Quality and relevance in TEVT : Quality of TEVT programs and measure of improving relevancy and connectivity with the world of work remained unaddressed to the extent it was needed Poor Collaboration and support services from the community : The employers’ community, is not yet sufficiently oriented enough to support development and financing the TEVT system. 9/10/

I SSUES AND C HALLENGES OF M ANAGING TEVT IN N EPAL Inadequate financing: TEVT financing has not been adequate and appropriate, which is characterized by inability to connect policy implementation with financing (ADB, 2014), lack of prioritization of training programs resulting in too much funding for some and limited funding for others. Centralized management of CTEVT CTEVT has centralized its management and has strong control over resources including human resources, curriculum, programs and operational decisions leaving very little management space to public TEVT institutions 9/10/

R EVIEW OF I NTERNATIONAL T RENDS IN M ANAGING TEVT South and South East Asian countries share similar issues and constraints in managing TEVT system. Main Issues are: (a) improving the quality of TEVT system and establishment of national and regional vocational qualification framework, (b) ensuring evidence-based TEVT planning and sufficient financing provisions, (c) ensuring relevance of TEVT curriculum to industry needs through education industry collaboration and (d) encouraging national governments to put greater focus on quality of TEVT teachers preparation. Jeradechakul (2013) 9/10/

C ASE S TUDY : A FGHANISTAN TVET system is characterized by fragmentation, lack of coordination between different delivery partners, and lack of standard qualifications, Ministry of Education (MoE) is responsible for mid-level technical graduates at the grade 12 level and skilled technicians at the grade 14 level Non-formal TVET public institutions run under The Ministry of Labour, Social Affairs, Martyrs and Disabled (MoLSAMD), The National Skills Development Program (NSDP) that falls under Ministry of Labor introduced competency based training in the country and have developed National Occupational Skills Standards (NOSS) The Committee on Education and Skills Policy (CESP), under the Office of the First Vice President, is in the process of developing legal, regulatory, and operational frameworks for the ANQA and TVET Board ( ; 9/10/

C ASE S TUDY : B ANGLADESH More than nineteen Ministries operate TEVT institutes including Ministry of Labor and Employment& Ministry of Education, One of the most popular is the basic trade course of 360 hours over six months with some 18,000 + students registered. Government TVET institutions 200, & private sector institutions number more than 3000 The Bureau for Manpower Employment (BMET) operates 38 technical training centers which have a focus on training workers for overseas including apprenticeship training, Besides, many private training organizations, NGOs and donors also deliver skills training, both formal and informal ADB, /10/

C ASE S TUDY : B ANGLADESH The TVET system in Bangladesh has three levels: (i) basic course <360 hours; (ii) secondary divided into two stages—secondary school certificate (SSC [voc]) and higher secondary certificate (HSC [voc]) of 2 years’ duration each; and (iii) 4-year diplomas at polytechnics and mono- technic institutions. TEVT Types: (a) public (delivered to varying degrees by numerous ministries); (b)private (commercial training institutions including madrashas); (c) NGOs (not-for-profit institutions); and (d)Industry based (institutions managed by industry and training delivered in the workplace, including apprenticeships). 9/10/

C ASE S TUDY : B ANGLADESH The four TEVT reform initiatives (ILO, 2011): (1) development of national skill development policy with wider stakeholders’ consultation process; (2) development of National Technical and Vocational Qualifications Framework, along with the development of competency standards and connecting these standards with curriculum development process; (3) high quality training modules design, training materials preparation, establishing four Industry Sector Councils, and (5) the creative models that are being successfully pursued for social inclusion, including the mainstreaming of the disabled; the high levels of outreach and links 9/10/

C ASE S TUDY : B HUTAN Bhutan has a well-organized apex ministry for skills development, Ministry of Labour and Human Resources (MoLHR) a comprehensive national policy, systematic quality assurance procedures for registration and accreditation of private providers, occupational standards in four fields and the start of competency-based training, effective apprenticeship training, and a tested model for training villagers for income generation. 9/10/

C ASE S TUDY : B HUTAN Under the Department of Human Resources: 7 vocational training institutes (VTIs), 5 VTIs offer certificate courses in construction, electrical engineering, automobile engineering, driving having 2 years of course duration and driving (light/heavy vehicle) course is of six months duration. The total course enrolment in 5 VTIs is 750 students. Likewise, 2 Zorig Chus um Institutes (traditional arts and crafts) offer diploma and certificate course in traditional arts and crafts trade like, painting, wood curving, embroidery, sculpture etc (Department of Occupational Standards: Ministry of Labor and Human Resources, 2013) 9/10/

C ASE S TUDY : B HUTAN The Department of Occupational Standards (DOS), as mandated to regulate and improve the quality of TEVT in the country, has developed the Bhutan Vocational Qualifications Framework (BVQF) through a consultative process with key stakeholders to streamline and unify TVET system in the country & Intends to: (a) nationally recognized unified national vocational qualification; (b) TVET system responsive to industry needs; flexible learning and career mobility; © the recognition of prior learning (RPL); (d) facilitate linkage between TVET and Tertiary Education; and (e) the provision of credit for part of a qualification; 9/10/

Levels School Education Vocational Education University Education Monastic Education 8 Doctoral Khenpo 7 Masters Geshey 6 Bachelor Tencho 5ND1 & ND2 Diploma Madhamik 4BHSENC2 & NC3 3BCSCNC1 2LSE Sheyrim 1PSE PE= Primary Education; LSE= Lower Secondary Education; BCSE = Bhutan Certificate for Secondary Education; BHSEC= Bhutan Higher Secondary Education Certificate; NC= National Certificate; ND= National Diploma Bhutan Qualifications Framework – DOS, /10/

C ASE S TUDY : S RI L ANKA The estimated number of training institutes in Sri Lanka is over 5,000, which include government, private and non-government organizations. TEVT in The public Sector: Department of Technical Education and Training (DTET) under the Ministry of Vocational and Technical Training (MVTT), National Apprenticeship and Industrial Training Authority (NAITA), Vocational Training Authority (VTA), and National Youth Services Council (NYSC)— Approximately 65,000 students are trained annually throughout their training centers network located throughout the country. Coverage of public TVET is widespread -200 institutions located in rural areas 9/10/

C ASE S TUDY : S RI L ANKA In 2005, the Sri Lankan National Vocational Qualifications Framework (NVQF) was established, The NVQ of Sri Lanka are based on national competency standards identified by the industry stakeholders. The competency standards include relevant technical and employability competencies 9/10/

Level No.QualificationGeneralized Description Level 1 National Certificate Level 1 recognizes the acquisitions of entry level competencies Level 2 Level 3 Level 4 National Certificate Levels 2, 3, and 4 recognize increasing levels of competencies. Level 4 qualification provides for full craftsmanship/ workmanship. Level 5 Level 6 National Diploma Levels 5 and 6 recognize the increasing levels of competencies of technicians including supervision and process management. Level 7Bachelors Degree Level 7 recognizes the vocational/technological competencies at Bachelors Degree level National Vocational Qualification Framework of Sri Lanka – ADB, /10/

C ASE S TUDY : I NDIA (M AJUMDAR, 2008) Mainly two ministries are responsible for TEVT: The Ministry of Human Resource Development (MHRD) and the Ministry of Labour and Employment (MoLE) are the main central government agencies involved in the funding and management of the VET programs. At the national level, the Directorate General of Employment and Training (DGET) under the Ministry of Labor and Employment the day-to-day administration rests with the respective state governments and union territory administrations Each governmental ministry/department at the central as well as state levels is responsible for workforce development in its own sector. – some offer formal or non- formal courses, some use trained by MHRD and MoLE 9/10/

C ASE S TUDY : I NDIA (M AJUMDAR, 2008) TEVT under Ministry of Human Resources (a) Centrally Sponsored Scheme on Vocationalization of Education: Vocational Education programs for students who has completed ten years of school education (b) Career Oriented Program at First Degree Level: students are given certificate, diploma or advanced diploma in addition to conventional degrees with support of UGC (c) Scheme of Jan Shikshan Sansthans: multifaceted adult education program aimed at improving vocational skills and quality of life of working population. (d) Community Polytechnics Scheme: polytechnics are expected to served as the centre for technology transfer and training youths and disadvantaged groups in employable skills (e) Community College Program: The community colleges offer diploma courses (Majumdar, 2008). 9/10/

C ASE S TUDY : I NDIA (M AJUMDAR, 2008) Ministry of Labor and Employment Craftsmen Training Scheme (CTS): skilled workers for the industry. CTS have been offering skill training to school leavers and youth in Industrial Training Institutes (ITI)- has grown from 54 in 1953 to 5000 in 2004 with annual training capacity of 750,000 offering training in 92 trades, Apprenticeship Training Scheme was introduced in industrial establishments under Appr enticeship Act, DGET, responsible for implementing the scheme in government undertakings acts through six Regional Directorates of Apprenticeship Training. Crafts Instructor Training is organized for potential and existing instructors of training institutes, with annual intake of 1099 in 27 trade areas at five advanced training institutes Training for Women is organized through 11 exclusive training institutes for women Training Schemes for Persons with Disabilities: The Ministry of Labor and Employment has established 17 Vocational Training centers to train disabled persons in various trades 9/10/

C ASE S TUDY : I NDIA The national government is advised by two tripartite bodies, the National Council for Vocational Training (NCVT) and Central Apprenticeship Council, for the purpose of laying down the policies and skill training standards, trade testing and certification, The introduction of new trades and deletion of obsolete trades are also done with the recommendation of these councils, State Councils for Vocational Training (SCVTs) have been constituted at the state levels by the respective governments the All India Trade Test is arranged by the National Council of Vocational Training (NCVT) twice a year National Apprenticeship Certificate is awarded to the successful candidates – recognized by private organizations In addition to MHRD and MoLE, various VET programs and schemes are carried out under several other central ministries 9/10/

C OMPARATIVE PERSPECTIVES IN TEVT M ANAGEMENT Several training providers both in government and private sector difficult to coordinate them, South Asian Countries reviewed are characterized by: large disparities in income, high unemployment and low wages ; all of which human capital investment helps defeat. Increasing an individual’s skill level is expected to produce results in higher employability and increases in wages. Although increased wages and decreased unemployment rates can be viewed as economic benefits, they are critical to the social wellbeing of developing countries. TEVT in these countries have not been that successful to produce these expected outcomes because of the poor management of the system. 9/10/

C OMPARATIVE PERSPECTIVES IN TEVT M ANAGEMENT The cases presented above and recent reviews of TEVT in Asian Countries (ADB, 2014) revealed that planning, financing and regulating responsibility should be given to the government where as the private sector takes gradually increasing responsibility for the provision and delivery of skill training services. Korian experience of building public private partnership for promoting skill development for economic productivity is a lesson for other developing nations to adopt. Even though policies of the countries reviewed appears supportive for operation autonomy, there appears no documented evidence that to claim for its implementation. Introduction of National Vocational Qualifications (NVQ ) framework in Sri Lanka, Bhutan and Bangladesh have brought several positive changes in the management of TEVT. 9/10/

C OMPARATIVE PERSPECTIVES IN TEVT M ANAGEMENT A central government’s capacity to manage the decentralization process is crucial for its own success. This role is particularly important for service delivery outcomes as it relates to setting national priorities, ensuring minimum or core standards, and guiding local governments in their new functions, The review of the country cases and recent review by ADB (2014) has observed several good practices from which other countries could benefit: 9/10/

B EST P RACTICES There is an increasing cooperation between TEVT authorities and those in industry (for example, India, Bangladesh). In cooperation with the labor market partners the training providers: (a) designing courses competency –based training; (b) growing trend in many countries to provide contextual learning and also integrate traditional discipline into a single course such as “mechatronics” Japan; (c) emphasis on training of multi-skilled workforce especially in New Zealand and Australia; (d) training contents are selected for its relevance to a specific job Korea and Singapore; 9/10/

B EST PRACTICES enterprise training (in Bhutan, Bangladesh and India), effective skill training for the disadvantaged from NGOs(Nepal, Bangladesh, India), creation of legally strong Apex body (Nepal, Bhutan, Sri Lank), development of National Qualification framework for streamlining and harmonizing the skill development programs offered by various institutions and agencies (Bhutan, Sri Lanka, Bangladesh), and employers led skill training (Brazil). Growing willingness of employers to participate in skill development (India, Sri Lanka, and Bangladesh), growing willingness of organizing TEVT within the framework of national qualifications (Nepal, Afghanistan ), and 9/10/

B EST PRACTICES Sharing the TEVT responsibility by Ministry of education and Ministry of Labor and Employment (India, Bhutan, and Bangladesh) Development of national competency standards and national qualification framework in countries such as Australia, New Zealand, Sri Lanka, Bhutan and Bangladesh; Development of dual system in India, Bangladesh, Indonesia, integration of work-based learning in institution-based training as well as Operation of TEVT school managed enterprises in conjunction with education programs in China and Encouragement of the private sector to take major role in providing education and training in Thailand (UNESCO- UNEVOC, 2013). 9/10/

C OMMON M ANAGEMENT PROBLEMS (a) inadequate public finance for physical infrastructure and equipment; (b) inadequate supply of adequately trained instructors; Managers; Professionals (c) problems of labor market information is not available to connect TEVT with labor market; (d) inadequate technological inputs in the training process; (d) inadequate system capacity in terms of central planning agencies, research and development capabilities, standard setting bodies, etc.; and (e) poor system management capacity of the agencies responsible for leading National TEVT. 9/10/

C OMMON M ANAGEMENT PROBLEMS These shortcomings are observed in Nepal, Bhutan and Bangladesh. Barriers to access on the demand side may be equally problematic in many of the poorer countries including : (a) low levels of literacy which impede participation in TVET; (b) resources constraints to pay for TVET tuition and materials; (c) inadequate information, awareness building and counseling services with regard to what is available; and (d) cultural barriers which constraints female access to TEVT and employment. (UNESCO, 2006; ADB, 2014; UNIVOC, 2013). 9/10/

C OMMON M ANAGEMENT PROBLEMS Both external and internal efficiency are crucial in the management of TEVT programs – e.g. simply writing a TEVT policy and getting approval from the government, it took 3 years for Bangladesh and more than five years to Nepal (ADB 2014). It was found that either plans are not in place to support external and internal efficiency or are not connected with available resources (both financial and human) were not properly utilized, Successful TEVT management is only possible only if there is an adequate supply of adequately prepared human resources - Expect for India, other countries reviewed had no strong provision to supply adequately trained human resources to manage TEVT Major challenge remains in almost all countries in south Asia is the area of financing – Training levy could be the solution. 9/10/

P ROPOSED M ANAGEMENT OF TEVT R EFORMS UNDER THE F EDERAL S TRUCTURE Distribution of roles and responsibilities for the implementation of TEVT reform measures envisioned by the new TEVT policy (MOE, 2012) assuming that the upcoming federal structure will be a three tire system. Responsibilities of implementation should be distributed among : local level skill development committee, Provincial Council for Technical and Vocational Education and Training (PCTEVT), and National Technical and Vocational Education and Training (NCTEVT). 9/10/

L OCAL G OVERNMENT L EVEL Constitute a coordinated structure participated by the representatives of Ministry of Industries, Ministry of Labor, Ministry of Education, Ministry of Agriculture, employers representative under the leadership of Local government body, This committee will map out the training provisions, identify people who need skill training in the district, provide skill development support that need it and monitor the progress of skill development activities in the district. The committee will develop “District Skill Develop Fund” Overall responsibility for non-formal vocational skill training to address the skill development needs at the district/ local level. 9/10/

P ROVINCIAL L EVEL Provincial government will take full responsibility of implementation of formal TEVT programs in the providence. Arrangements for testing and examination services under the guidance of the central body, Generate resources to finance TEVT at the provincial level Creation of “Provincial Council for Technical and Vocational Education and Training” (PCTVET) will take charge of (With the support of national Council) : (a) Formal Technical Education Programs: Preparing skilled Junior Technicians or occupational workers, (b) Technician and Advance Technician Diploma/ professional Diploma Programs and (c) Life-long learning and Continuing education in TEVT 9/10/

C ENTRAL L EVEL G OVERNMENT The central level government will have overall responsibility to streamline country’s technical and vocational education and training (TVET) through: policy formulation, coordination and networking with sectoral ministries, ensuring quality and relevance of TVET programs, designing national standards of qualification, bring harmony in curricula standards, ensure fair assessment system and ensure sustainable financing. Develop National Qualification System Develop a national fund flow system in TEVT Facilitation and support to provincial council 9/10/

R EFERENCES Asian Development Bank (2014). Innovative Strategies in Technical and Vocational Education and Training for Accelerated Human Resource Development in South Asia. Manila: Author CTEVT (2012). A Profile of technical and Vocational Education Providers. Sanothimi: Author. DOS, (2013). Bhutan Qualification Framework. Thimpu: Department of Occupational Standards: Ministry of Labor and Human Resources. ILO (2013). DECENT WORK COUNTRY PROGRAMME 2013 – Kathmandu: Author Majumdar, Shyamal (2008). Workforce Development in India: Polices and Practices. Tokyo: Asian Development Bank Institute, 2008 MOF (2013). Economic Survey Kathmandu: Author. National TVET Strategy. Available at: tStrategyEnglish.pdf; Downloaded on 31 st Dec tStrategyEnglish.pdf Unesco Institute for Lifelong Learning. Available: at: downloaded at Dec 30, 2014.ttp://uil.unesco.org/fileadmin/keydocuments/LifelongLearning/en/SriLanka.pdf UNESCO-IBE (2011). World Data on Education VII ed. Brazil. Geneva: UNESCO- IBE 9/10/

THANK YOU! 9/10/