Open University of Nepal initiative

Dhakal, Pramod; Rasali, Drona; Adhikari, Ambika P.; Adhikari, Raju

doi:10.4324/9781351139205-13

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most people with spinal injury were laid off from work immediately and their families contributed huge money to serve the treatments. Dhakal (2019) mentioned that not only is therapy expensive, but most persons with disabilities come from low-income families who cannot afford to pay for it. Loss of productivity after the accident is a severe impediment to economic recovery.…”

Section: Spinal Cord Injury (Sci)mentioning

confidence: 99%

“…The researcher discovered the significance of social interaction in the classroom for enhancing the inclusive vocational training system in Nepal. Dhakal (2019) recently tried to find out challenges that persons with physical disabilities face in the country and links between difficulties and the social system in Nepal. He revealed that most physically disabled people are lacking proper medical treatment for their impairment.…”

Section: Empirical Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Technical and Vocational Education and Training (Tvet) Program Experiences for Persons with Traumatic Spinal Cord Injury in Nepal: A Narrative Inquiry

Lee

2024

JER

View full text Add to dashboard Cite

This study explores the experiences of TVET programs for persons with traumatic SCI in Nepal. Recently, the National Planning Commission published the 15th plan that aims to encourage the country as a prosperous, independent, and socialist-oriented national economy through healthy, educated, decent citizens who enjoy equal opportunity (National Planning Commission, 2019). In terms of economic growth, it ensures inclusive and equitable access to quality technical education and vocational skill development. Persons with traumatic spinal cord injury are eligible for ensuring the aforementioned equitable access and high living standards. TVET emphasizes linking persons with traumatic spinal cord injury and the labor market to achieve economic success. The deepening stories by the research question that how do persons with traumatic spinal cord injury narrate their experience of TVET programs are included in the study. Through are view of disability and TVET related literature, I learned that the TVET program acted as a bridge between employment and disability. Besides, employment made affirmative impacts on economic independence for persons with traumatic spinal cord injury. Several types of research justified showing a significance of the program in diverse Asian countries such as Taiwan, Bangladesh. I could not find the study associated with TVET and spinal cord injury patients in Nepal. Many researchers investigated the effects of TVET on persons with physical disabilities, but the cases were blended with different types of disabilities. Thus, comprehensive findings could be partially applicable for persons with the injury. In this study, I used a narrative inquiry within the interpretative framework. Also, I conducted an in-depth interview to pay attention to the voice of persons with traumatic spinal cord injury. The interview helped me to understand the stories. Especially five participants who were experienced in TVET programs were purposefully selected for the study. I considered that my participants are the range of twenty-one to forty years of ii age. The participants were six months post-injured. A total of five participants were interviewed physically and through telephone communication. The stories and information were analyzed and interpreted based on the theory of the social model. The social model concentrated on social oppression to make unjust circumstances rather than physical impairment. The stories of the study show that persons with traumatic spinal cord injury are excluded from the main stream in TVET program. They have frequently been deprived of the opportunity of participating in the program due to physical limitations. To be specific, their stories interpreted some similarities that motivation: encourage to be independent, low accessibility: information, disability-friendly educational environment, lack of awareness of disability in society, limited training curricula, devasting economic consequences. Reintegration signifies not economic empowerment but emotional independence. As firstly said, despite persons with traumatic spinal cord injury has faced uncountable barriers in training, it is sure that supported them to reintegrate into the community. On the other hand, TVET provides an essential opportunity to back to the community, but circumstantial constraints restrict the chance. Most private TVET institutes are not prepared for disability-friendly education environments. For instance, the institution is located on the 2nd floor without a lift. People with wheelchairs have no access to the program. Like this, disability is not considered training conditions, insufficient space to move a wheelchair, steps have prevailed. Financial hardship was a critical problem for my participants. Moreover, they appealed to the attitude of TVET educators. When TVET stakeholders whom my participants met, they showed disrespectful attitudes about disability. Although participants were in difficulties, they succeeded in completing the vocational training. The training led them to innovate life through generating income. Now they could maintain livelihood, looking after children. By discovering participants' stories, I came to know the importance of hearing their experiences in the TVET program. Otherwise, fundamental interests and needs overlooked TVET programs are likely to be planned. It may decline the effectiveness iii of the program. My participants’ experiences refer that ensuring education rights in TVET programs is the first step to improve the quality of life of persons with traumatic spinal cord injury.

show abstract

Section: Spinal Cord Injury (Sci)mentioning

confidence: 99%

Section: Empirical Reviewmentioning

confidence: 99%

Technical and Vocational Education and Training (Tvet) Program Experiences for Persons with Traumatic Spinal Cord Injury in Nepal: A Narrative Inquiry

Lee

2024

JER

View full text Add to dashboard Cite

show abstract

“…Microfinance has evolved as an economic development approach intended to benefit people who earn a low-income by providing financial services and products such as microcredit, savings and other services such as business development services to assist the exceptionally poor in expanding or establishing their businesses (Dhakal & Nepal, 2016). The beguiling simplicity of the concept MF has achieved a record of success, not only in promoting financial resilience, but also in achieving other social objectives (Perkins, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Among the most inspiring developments in the world of social and economic developments, the microfinance industry around the globe is experiencing a period of rapid change (Dhakal & Nepal, 2016). It has made an ill-bred and exciting period for MF, marked equally by the stunning potential of the cell phone to transform the face of financial services and, disturbing reports of suicide due to over-indebtedness.…”

Section: Introductionmentioning

confidence: 99%

Exploring Financial Literacy Programmes Delivered by the Sri Lankan Microfinance Institutions: A Case Study Approach

Premarathne

Abeysekera

2020

Kelaniya J Manage

View full text Add to dashboard Cite

According to the Global Financial Literacy Survey done by Standard & Poor's Ratings Services, in 2014 only 35% of adults were financially literate in Sri Lanka. However, Microfinance Institutions (MFIs) were struggling to improve this rate and there is a dearth of research covering this critical area utilizing a qualitative approach. Thus, the purpose of this paper is to focus on the critical, yet an under-researched dimension of Microfinance (MF), the intercession of MFIs in delivering FL to the MF clientele focusing on profiles such as delivering channels, importance, constraints and strategies to address. The multiple case study method was used in this study as the research methodology. The data were gathered from a purposive sample using in-depth interviews. The findings show that channels of delivering Financial Literacy (FL) are Social Mobilization Programmes, seminars, training programmes, community committees, and credit societies, and the importance of delivering FL is; enhancement of human capital, the sustainability of industry and firm, upgrade new venture survival, client protection, social and economic empowerment and development. Further, the barriers to deliver FL; budget, industry competition, in active participation, attitudes of clients, the contribution of inactive regulatory bodies and external barriers were investigated with the strategies adopted in addressing barriers; community awareness, motivational strategies, regulatory framework and cost addressing strategies. These findings contribute to both the knowledge and practice domains. They have implications for policy makers in paying attention to make a financially literate clientele in the MF discipline.

show abstract

Higher education initiative challenges based on multiple frames of leadership: the case of Nepal Open University

Khanal

Gaulee

Simpson

2021

Open Learning: The Journal of Open, Distance and e-Learning

View full text Add to dashboard Cite

Open University of Nepal initiative

Cited by 4 publications

References 0 publications

Technical and Vocational Education and Training (Tvet) Program Experiences for Persons with Traumatic Spinal Cord Injury in Nepal: A Narrative Inquiry

Technical and Vocational Education and Training (Tvet) Program Experiences for Persons with Traumatic Spinal Cord Injury in Nepal: A Narrative Inquiry

Exploring Financial Literacy Programmes Delivered by the Sri Lankan Microfinance Institutions: A Case Study Approach

Higher education initiative challenges based on multiple frames of leadership: the case of Nepal Open University

Contact Info

Product

Resources

About