Why Skill-Based Courses in Nepali Are Important Today

Why Skill-Based Courses in Nepali Are Important Today: A Foundation for Nepal’s Future

Imagine a young Nepali student, brimming with potential, completing her studies with commendable grades. Yet, as she steps into the bustling marketplace, a disheartening reality unfolds: employers aren’t just looking for degrees; they’re searching for specific, demonstrable skills. They ask, “Can you manage a team, code a solution, or troubleshoot a complex system?” This disconnect between academic achievement and practical competency represents one of Nepal’s most pressing challenges. It is precisely this gap that skill-based courses in Nepali are designed to bridge, offering a lifeline for individuals and a robust pathway for national prosperity.

In today’s rapidly evolving global economy, Nepal stands at a critical juncture. The traditional reliance solely on academic qualifications is no longer sufficient to secure a successful future. The ability to apply learned knowledge to solve real-life problems is paramount, driving the development of goods and services. This blog post delves into the profound reasons why skill-based courses in Nepali are important today, not just as an educational strategy, but as a comprehensive approach to economic development, cultural preservation, and social inclusion for the nation.

Understanding Skill-Based Education: A Paradigm Shift for Nepali Learners

What Exactly Is Skill-Based Education?

Skill-based education is a transformative learning process that prioritizes the development of practical skills and mindsets applicable in real-world scenarios, moving beyond the traditional emphasis on theoretical knowledge and rote memorization. In a competitive world, the application of knowledge is crucial for developing goods and services. This system empowers students to implement their ideas and knowledge to solve real-life problems, equipping them with diverse skills such as technical, digital, communication, interpersonal, leadership, and entrepreneurship abilities, which help them stand out.

Historically, traditional education systems in many places, including Nepal, focused on memorizing concepts rather than applying them, which was a significant drawback. Today, individuals are increasingly judged by their ability to provide services and deal with actual problems, rather than merely holding a degree without practical skills. This shift highlights the critical need for an education system that makes students well-equipped with relevant skills, enhancing their credibility and visibility in a demanding environment. The intent is to prepare students with the necessary tools to face the future and become effective employees. This is a core reason why skill-based courses in Nepali are important today.

Key Characteristics of Skill-Based Learning

• Hands-On Learning: This approach involves operational experience, practical activities, and the direct implementation of ideas. It ensures students acquire competencies that make them marketable.
• Industry-Relevant Skills: Education is tailored to the needs of specific industries, preparing students for the demands of the job market.
• Continuous Feedback: Regular feedback helps learners refine their skills and improve continuously.
• Flexibility and Adaptability: Skill-based learning is often flexible, allowing students to learn at their own pace and adapt to new challenges and technologies.

This modern approach ensures that what is learned in the classroom is directly transferable and valuable in a professional setting, making a compelling case for why skill-based courses in Nepali are important today.

The Stark Reality: Nepal’s Current Socio-Economic Landscape

Nepal, a nation of diverse geography and rich cultural heritage, faces significant socio-economic challenges that underscore the urgency of skill development. The existing education system, while striving for progress, often falls short in preparing a workforce ready for the contemporary global and local job markets.

High Youth Unemployment and the Brain Drain

Nepal is currently grappling with a severe unemployment crisis, particularly among its youth. In 2022-23, the youth unemployment rate among 15-24 year-olds reached 22.7 percent, with the overall unemployment rate climbing to 12.6 percent. Other data for 2024 indicates a staggering youth unemployment rate of 20.8% for those aged 15-24, and about 12.7% for those 25-34. This means approximately one in five young Nepalis actively seeking work cannot find it, highlighting a landscape of limited opportunities.

This widespread joblessness is a primary driver of mass labor migration, one of Nepal’s most significant contemporary phenomena. Hundreds of thousands of Nepalis leave the country each year in search of work, resulting in a deeply negative net migration of -401,282 in 2024, signifying a massive outflow of the nation’s human capital. This exodus has reshaped Nepal’s economy, leading to an astonishing 33.1% reliance on personal remittances from abroad as a percentage of the nation’s Gross Domestic Product (GDP). While remittances provide a crucial lifeline for countless families, this economic model is a double-edged sword, masking deep structural weaknesses within the domestic economy and fostering dangerous dependency. It is not a sustainable growth strategy but a national survival mechanism, vulnerable to global economic downturns and shifts in labor demand. Breaking this cycle necessitates building a robust internal economic engine powered by local talent, further emphasizing why skill-based courses in Nepali are important today.

Beyond macroeconomic data, there is a profound human cost. Many Nepali migrants, particularly those who are rural, poor, and unskilled, face precarious and exploitative conditions abroad, characterized by long working hours, low wages, inadequate safety, discrimination, and poor living conditions. Creating opportunities within Nepal is not just an economic imperative but a social and moral one, to retain the young, energetic, and ambitious population who should be innovating and driving domestic progress.

The Skills Mismatch Crisis: A Chasm Between Education and Industry Needs

The paradox of high unemployment coexisting with a constant outflow of labor points to a fundamental flaw: a deep and persistent “skills gap”. This is a significant discrepancy between the qualifications produced by Nepal’s traditional education system and the actual needs of its economy. For many graduates, the implicit promise of a secure future through academic degrees remains unfulfilled, as they possess theoretical knowledge but lack the practical, professional, and technical competencies employers are desperately seeking. Reports indicate that 43 percent of TVET (Technical and Vocational Education and Training) graduates struggle to find meaningful employment, and 48 percent of workers never attended school, yet digital proficiency and specialized skills are increasingly in demand.

Direct evidence from industry stakeholders reveals an urgent demand for skilled workers across Nepal’s key economic sectors. A labor market inquiry by the Asian Development Bank (ADB) found that virtually 100% of employers in construction, 99.5% in service, and 96.3% in manufacturing expected an increase in demand for skilled labor. Employers expressed frustration with the lack of industry-relevant training among the local workforce and often resorted to hiring foreign labor, leading to economic leakage where wages that could support Nepali families are sent abroad. This systemic misalignment – a nation with high youth unemployment importing labor – clearly illustrates why skill-based courses in Nepali are important today.

Specific market needs are well-documented:

• Construction sector: High demand for masons, joiners, concreting specialists, rod-benders, and shuttering construction workers. In 2008, this sector employed over 367,000 people, but 30% of workers were illiterate and 46.6% had only up to Grade 8 education without technical training.
• Service sector: Requires housekeepers, chefs, cooks, waiters, and technicians skilled in renewable energy system installation and maintenance. This sector contributes nearly half of Nepal’s GDP.
• Manufacturing: Employers seek multi-skilled industrial helpers, steel fabricators, welders, and garment production workers.
• Digital Services: Freelancing platforms show 43 percent of Nepal’s online workforce is engaged in software and technology development, pointing to a need for digital literacy and specialized IT skills.

The current situation highlights that the challenge is not a scarcity of jobs, but a systemic failure to prepare the workforce for available roles. The narrative must shift from “no jobs in Nepal” to “not enough skilled workers for the jobs in Nepal”.

Educational Context and Policy Initiatives

Nepal’s education system, historically modeled on the system of the old British Raj, has undergone significant changes since the birth of Nepalese democracy in 1951, which opened formal education to a more diverse population. Education is managed by the Ministry of Education, with the National Examinations Board supervising standardized tests. The system includes pre-primary, eight years of basic education (Grades 1-8), and four years of secondary education (Grades 9-12). Vocational education begins after basic level education, offering two-year curricula for a Technical School Leaving Certificate (TSLC) and one-year skill development programs.

The Council for Technical Education and Vocational Training (CTEVT), established in 1989 (2045 BS) with the motto “Skilling Nepal for People’s Prosperity,” serves as the apex body responsible for managing and developing technical education and vocational training in Nepal. CTEVT plays a crucial role in producing skilled human resources for various industries, offering 49 diploma and 33 pre-diploma courses through its 1169 affiliated schools and colleges across Nepal. So far, 504,103 students have graduated from CTEVT-affiliated colleges. Technical and vocational education (TVET) in Nepal is considered distinct from general education, orienting learners toward practical experiences and workplace learning to prepare a competent workforce.

The Nepalese government has recognized the importance of vocational education, allocating NPR 8.3 billion in recent budgets towards vocational and technical education out of a total education budget of approximately NPR 198.6 billion. New systems are emerging, such as the National Vocational Qualifications System Project, which helps certify skills for individuals who haven’t learned through formal channels. The European Union (EU) has also partnered with CTEVT to enhance technical and vocational training, aiming to improve education quality and better align training with labor market needs, fostering socioeconomic growth. These efforts highlight the growing understanding of why skill-based courses in Nepali are important today.

However, challenges remain. TVET in Nepal is often criticized for being supply-driven, meaning educational institutions lead most processes without sufficient input from the employment sector. This results in a gap between skills taught and skills demanded by the world of work. Furthermore, TVET is often associated with blue-collar jobs and lower social status in Nepali society, sometimes seen as an option for those academically weak.

Why Skill-Based Courses in Nepali Are Important Today: A Multifaceted Imperative

Skill-based education is not merely an enhancement; it is a fundamental shift that directly addresses Nepal’s economic and social challenges. The following points elaborate on the critical reasons why skill-based courses in Nepali are important today.

Bridging the Gap Between Education and Employment

One of the most significant reasons why skill-based courses in Nepali are important today is their ability to bridge the persistent gap between academic learning and employment opportunities. Traditionally, a huge disconnect existed between the skills individuals possessed and those required for jobs. Skill-based education, by tailoring an individual’s skills to industry requirements, keeps people updated with the changing dynamics of job demands and helps them acquire relevant competencies. Employers today prioritize problem-solving skills and practical experience over mere academic degrees.

For instance, hands-on experience, coding proficiency, strong communication, and leadership skills are highly valued by employers. The specific requirements vary by sector, and individuals who acquire job-specific skills significantly increase their chances of being hired. These skills assure employers of the value an individual can add to a company.

The current job market in Nepal demands “21st-century skills” from students. The skills gap, as identified by the ADB, shows overwhelming demand for skilled workers in construction, service, and manufacturing sectors. Specific in-demand skills include masons, joiners, concreting specialists, rod-benders, shuttering construction workers in construction; housekeepers, chefs, cooks, waiters, and renewable energy technicians in services; and multi-skilled industrial helpers, steel fabricators, welders, and garment production workers in manufacturing. This direct alignment with market needs is a powerful argument for why skill-based courses in Nepali are important today.

Enhancing Employability and Earning Potential

Skill development directly translates into increased employability and higher earning potential, making it a critical aspect of personal and national growth. In today’s competitive job market, a degree alone is often insufficient. Employers seek candidates who can immediately contribute and perform efficiently. Vocational training has demonstrated strong positive effects in Nepal. A study on a youth training program (launched in 2009) revealed that three years post-training, participants saw a 28 percentage point increase in non-farm employment and average monthly earnings rose by approximately NPR 2,167 (around USD 29), representing a 171% increase over baseline for some groups. A World Bank report on the Employment Fund (EF) intervention, which provided skills training to over 40,000 youth, found an increase of 15 to 16 percentage points in non-farm employment three years after training, an overall gain of about 50% compared to a control group, and an average monthly earnings gain of approximately 72%.

For many young people, especially women, this can mean escaping underemployment or reliance on unstable informal work. The more new skills an individual acquires, the higher their employability factor. A study by the American Economic Association indicated that workers continuously engaged in learning and skill-building earn higher wages. This practical benefit is a strong indicator of why skill-based courses in Nepali are important today.

The rise of the global gig economy, valued at over USD 204 billion globally, presents significant opportunities for Nepali speakers, with Nepal contributing substantially through platforms like Upwork and Fiverr. Approximately 49 percent of online freelance work involves Nepali speakers in technology development. International companies are increasingly seeking native Nepali speakers for interpretation services, with roles paying $27-39 per hour, and full-time positions offering up to 7 lakh NPR annually. This is a substantial income opportunity, especially considering Nepal’s per capita GDP of $1,399. These figures underscore the direct economic benefits and are compelling arguments for why skill-based courses in Nepali are important today.

Promoting Lifelong Learning and Adaptability

The modern world is characterized by constant change, driven by rapid technological advancements such as artificial intelligence, machine learning, and big data. In this dynamic environment, promoting lifelong learning and adaptability is crucial. Skill-based education keeps people updated with evolving job requirements and helps them acquire new skills, preparing them to adapt to future challenges.

Cultivating a mindset of continuous learning is essential for future-proofing careers, as professions and industries are constantly evolving. The ability to upskill and reskill becomes vital for professionals to remain competitive and seize emerging opportunities. By investing in agile workforce development, businesses can adapt quickly to technological changes and consumer demands, preparing for the future and avoiding sudden, large-scale shifts. This continuous evolution of the job market profoundly illustrates why skill-based courses in Nepali are important today.

Fostering Personal Growth and Self-Empowerment

Beyond professional benefits, skill-based education significantly contributes to personal growth and self-empowerment. Acquiring skills that align with one’s interests and career aspirations can lead to immense success, both professionally and personally. Learning new skills increases job satisfaction and boosts an individual’s confidence and self-efficacy. The feeling of competence in performing a job naturally enhances inner satisfaction and motivation.

Skill courses can unleash creativity, allowing individuals to explore diverse fields from coding to photography or creative writing. They offer flexible and affordable ways to learn at one’s own pace, fitting into busy lifestyles and empowering individuals to take on new challenges and responsibilities. This personal transformation is another key reason why skill-based courses in Nepali are important today. The development of problem-solving skills and practical experiences gained through project-based learning are crucial for students to confront real-life situations effectively.

Moreover, skills education recognizes the importance of nurturing human aspects of work, such as effective communication, critical thinking, creativity, adaptability, and emotional intelligence, which are increasingly valued for professional success. These “soft skills” weave together collaboration, innovation, and effective problem-solving in the workplace.

Fostering Entrepreneurship and Innovation

Skill-based education is a powerful catalyst for fostering entrepreneurship and innovation, equipping individuals with the practical mindset to turn ideas into viable businesses and contribute to societal progress. Equipped with strong skills, individuals can not only secure good positions in companies but also build their own businesses, contribute to mankind, and live their dream lives. Entrepreneurship, for example, is a skill that can be acquired through training.

Skill-based education helps students implement their ideas and knowledge to solve real-life problems. This hands-on approach cultivates problem-solving skills and inventiveness, which are fundamental for entrepreneurial ventures. Career options rooted in skills, such as IT, fashion design, and various vocationally trained professions (electricians, chefs), often lead to self-employment and business creation. The ability to generate new ideas and approaches to problem-solving, often associated with creative skill development, is critical for identifying opportunities and driving innovation. This dynamic aspect is a significant reason why skill-based courses in Nepali are important today.

Boosting Economic Development and Reducing Unemployment

A highly skilled workforce is one of the main stimuli for a country’s economic growth. Investments in youth skills commonly bring innovation, industrial productivity, and foreign investment. Systematic upskilling and technical training programs can enhance GDP in developing countries. Paving the way for education centered on skills can lead to substantial returns in the long run. This directly addresses Nepal’s economic challenges and is a key reason

Why skill-based courses in Nepali are important today.

Skill-based education equips learners with the necessary skills to gain meaningful jobs, directly combating youth unemployment, which persists particularly among graduates with general qualifications. Providing specific vocational training can solve this problem. By developing domestic skill capacity, young people can find decent jobs within Nepal, reducing the costly and often unstable reliance on foreign employment and the associated “brain and brawn drain”. This approach strengthens the internal economic engine, fostering innovation and sustainable growth from within.

The integration of industry-based learning into curricula, as seen in various skill universities, leads to an improved rate of graduate employability. For example, vocationally trained students are 35-50 percent more employable than those with conventional degrees. This tangible impact on employment and economic growth underscores why skill-based courses in Nepali are important today.

The Crucial Role of Native Language Instruction: Nepali as a Catalyst for Skill Acquisition

One of the most powerful and locally relevant reasons why skill-based courses in Nepali are important today is the profound impact of native language instruction on learning outcomes. While English proficiency is often seen as a gateway to global opportunities, an “English-first” approach can paradoxically hinder the acquisition of complex technical skills.

Research unequivocally demonstrates that native language instruction enhances comprehension by up to 40 percent compared to foreign language delivery, making complex technical concepts significantly more accessible to learners. This is crucial in a context where many students struggle to even compose simple letters in Nepali, yet are expected to master intricate technical concepts in English. Skill-based courses in Nepali democratize access to education, allowing learners to focus their cognitive resources entirely on acquiring practical skills rather than wrestling with language comprehension.

The distinction between Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) is vital here. While many Nepali students may possess conversational English (BICS), technical and vocational training demands CALP – the deep, nuanced language proficiency needed for understanding textbooks, following complex instructions, and engaging in analytical problem-solving. Without well-developed CALP in English, students often resort to superficial rote memorization, which is easily forgotten.

By conducting vocational courses in Nepali, the linguistic barrier is removed, leading to faster learning, deeper comprehension, superior problem-solving abilities, and greater long-term skill retention. Testimonials from students confirm that well-structured, practice-oriented classes in their native language enable them to acquire skills “very quickly”. This approach is not about choosing between Nepali and English, but about optimizing learning. A more effective pedagogical model involves teaching core technical concepts entirely in Nepali for mastery, followed by a targeted module for specific English terminology relevant to that trade.

This bilingual approach separates the cognitive challenge of understanding the concept from the linguistic task of learning vocabulary, making both more manageable. Furthermore, championing skill-based courses in Nepali is a powerful policy for promoting equity and inclusion. The push for English-medium instruction often creates an artificial barrier for students from rural, marginalized, and non-Nepali-speaking communities who may have strong aptitude for hands-on work but lack English proficiency. By offering high-quality vocational training in Nepali, Nepal democratizes access to opportunity, unlocking the potential of a much broader talent pool and making the TVET system a more effective and equitable engine for national development. This strong connection to local context and inclusivity is a fundamental reason why skill-based courses in Nepali are important today.

Promoting Holistic Development

Skill-based education goes beyond narrowly defined technical proficiencies, fostering holistic development in individuals. It recognizes the importance of nurturing a broad range of skills that are essential for personal and professional success in the 21st century. These include:

• Technical and Digital Proficiency: The ability to adapt to the latest technologies, including AI and automation skills, machine learning, digital literacy, cybersecurity, and cloud computing, is critical for today’s jobs.
• Communication Skills: Effective communication, encompassing public speaking, debate, and interpersonal skills, is vital in all fields, enhancing collaboration and team success.
• Problem-Solving and Critical Thinking: Skill-based learning cultivates the ability to analyze information, make informed decisions, and develop innovative solutions to complex problems.
• Leadership and Teamwork: These courses teach students how to plan, motivate teams, resolve conflicts, and collaborate effectively to achieve organizational objectives.
• Adaptability and Resilience: The rapidly changing work environment demands the ability to adapt to new situations and challenges, which skill-based education instills.
• Emotional Intelligence and Creativity: Nurturing emotional intelligence helps individuals understand themselves and others, resolve conflicts, and enhance the work environment. Creative skill development generates new ideas and approaches.

By integrating these diverse skills, skill-based education empowers individuals to unlock their full potential, make a meaningful impact, and lead lives of purpose and satisfaction. This holistic approach is a profound reason why skill-based courses in Nepali are important today.

Navigating the Roadblocks: Challenges and Solutions for Skill-Based Education in Nepal

While the advantages of skill-based education are clear, Nepal faces several significant challenges in its implementation and widespread acceptance. Addressing these obstacles is crucial to fully harness the transformative potential of skill-based courses in Nepali.

Persistent Challenges in Nepal’s Skill Education Landscape

1. Quality and Standards: A major concern is that not all training institutions deliver the same level of practical and relevant training. Some programs may be outdated, poorly resourced, or misaligned with current market demands. The governance of the TVET system in Nepal has historically been supply-driven, with education actors holding more power in curriculum design, leading to a gap between skills provided and those needed by employers. Employers often report that curricula contribute less to their needs when their participation in development is not ensured.
2. Recognition and Social Perception: Vocational pathways are often viewed as less prestigious than traditional academic degrees by many families and society at large. This social stigma can discourage students from pursuing skill-based training, leading to lower enrollment rates in technical programs despite clear market demand. This perception makes it harder to promote skill-based courses in Nepali as a desirable first choice.
3. Infrastructure and Access Challenges: Nepal’s academic institutions, especially in remote and rural areas, suffer from limited digital services, including electronic libraries, online scientific publications, and internet facilities. Many children from low-income families and disadvantaged groups cannot afford essential learning necessities like textbooks, notebooks, or modern digital devices such as smartphones, iPads, or laptops. This digital divide makes providing equal opportunities for virtual learning a significant challenge across the country. While internet penetration has grown significantly, consistent electricity and high-speed internet remain issues in rural areas.
4. Teacher Preparedness and Curriculum Relevance: The shift to virtual and blended learning, accelerated by events like the COVID-19 pandemic, revealed a lack of skilled human resources for online systems in Nepalese academia. Teachers often demonstrate lower adaptability to new learning management systems compared to students, indicating a need for enhanced capacity-building programs.
5. Coordination Between Stakeholders: There is a documented lack of meaningful participation from employers in curriculum design, application, and feedback phases within the TVET system. This weak relationship between education and employment systems hinders the creation of truly market-responsive programs.

   

These challenges highlight the systemic issues that need to be addressed to realize the full potential of skill-based courses in Nepali.

Future Perspectives and Strategies for Maximizing Impact

Overcoming these challenges and maximizing the benefits of skill education is a human journey that requires resilience, determination, and a commitment to personal and national growth.

1. Strengthen Market Appraisal Mechanisms: It is crucial to regularly survey industries, labor markets, and returnee migrants to identify specific skills in demand. This data should then be used to design courses that are highly relevant and directly applicable to available jobs. Engaging actively with industry partners and staying abreast of market trends is essential to bridge the gap between education and employment.
2. Promote Certificate Recognition: Ensuring that skill certificates from credible bodies like CTEVT or the National Skill Testing Board (NSTB) are respected by employers is vital. Trust in these certifications will boost trainees’ confidence and increase employers’ willingness to hire skilled individuals.
3. Policy Integration and Framework Implementation: Coordinated policy support is essential. The Digital Nepal Framework (2019) provides a foundation for digital skill development, but its implementation, especially in rural areas, needs acceleration. The government and the Ministry of Education, Science, and Technology (MoEST) must prioritize policies that promote and legitimize mother-tongue-based instruction in vocational streams, ensuring language is a bridge, not a barrier. CTEVT must modernize curricula to include emerging digital skills while ensuring content accessibility in Nepali.
4. Multi-Stakeholder Collaboration: Successful implementation requires strong coordination among government agencies, private sector employers, educational institutions, and community organizations. Fostering collaborative networks among educators, industry experts, and learners creates dynamic learning environments where knowledge and experiences are shared, nurturing a sense of belonging and empowerment.
5. Support for Women and Marginalized Groups: Providing flexible schedules, distance learning options, subsidies, scholarships, and safe training environments is crucial for women, individuals from remote areas, and disadvantaged castes to participate effectively in skill development programs. The government should prioritize, cluster, and train poor and disadvantaged groups at low or no cost.
6. Innovative Solutions and Blended Learning Approaches: Developing sustainable infrastructure for virtual education, including affordable internet facilities and digital devices for remote and rural areas, is indispensable. International and national organizations, along with university graduates, can be mobilized as volunteers to teach in rural areas. Incorporating blended modes of education that combine traditional pedagogical approaches with online components can improve quality at affordable costs, especially with limited trained human resources. Project-based learning, internships, and community services can allow students to apply knowledge and share expertise with needy people in rural areas.
7. Focus on Emerging Skill Categories: Priority areas for skill-based courses in Nepali should include:
   • Digital Marketing and E-commerce: To support the 16 percent annual growth in gig economy opportunities.
   • Agricultural Technology: To modernize a sector employing over 60 percent of Nepal’s workforce.
   • Renewable Energy and Sustainability: Aligning with national infrastructure development plans.
   • Healthcare Technology: Addressing the growing demand for telemedicine and digital health services.

These strategies, combined with continuous awareness and sensitization about changing market demands, will help build a resilient and responsive education system for Nepal’s future.

A Vision for a Skilled, Self-Reliant Nepal

Nepal stands at a critical juncture, facing a choice between continued stagnation fueled by an academic-focused education system and dynamic progress driven by practical skills. The high youth unemployment rate, the debilitating drain of human capital through migration, and the precarious reliance on remittances are stark consequences of the current structural disconnect. However, the path to a new vision—a “Skilled Nepal”—is clear and within reach. Technical and Vocational Education and Training (TVET) has been proven to be a powerful engine for employment and economic empowerment, particularly for women. The key to unlocking its full, transformative potential lies in making this training widely accessible and maximally effective by delivering it in the language that students understand best: Nepali.

This vision entails a future where young people can build fulfilling careers and prosperous lives within their own communities, rather than being compelled to seek precarious work abroad. It envisions a Nepal where industries are powered by a world-class domestic workforce, driving innovation and sustainable growth from within. It is an economy built not on the money sent home by a separated diaspora, but on the value created by skilled hands and sharp minds right here at home. This future underscores why skill-based courses in Nepali are important today.

Achieving this vision requires a collective shift in mindset and a concerted effort from all corners of society, demanding a shared commitment to valuing practical skills as a cornerstone of national development.

For Students and Youth: It is time to broaden the definition of a successful career. While a university degree is one path, it is not the only one. A certificate in a high-demand skill—be it coding, culinary arts, or construction—can offer a faster, more direct route to financial independence and professional satisfaction. Exploring in-demand fields and reputable training centres, and recognizing that mastering a practical skill, are powerful investments in your future, profoundly demonstrating why skill-based courses in Nepali are important today.

For Educational Institutions: You are on the front lines of this transformation. Champion the pedagogical and equity benefits of Nepali-medium instruction for technical and vocational courses. Forge deep and lasting partnerships with local industries to ensure curricula are not just theoretically sound but constantly updated to reflect real-world market needs. Go beyond technical instruction to cultivate critical soft skills—communication, problem-solving, and professionalism—that employers consistently identify as essential.

For Policymakers and Government: The future of the nation’s workforce is in your hands. It is imperative to strengthen and expand the entire TVET ecosystem, which means increasing investment in high-quality, accessible training programs delivered in Nepali across all seven provinces. Support the vital work of CTEVT and foster robust collaborations with the private sector and non-governmental organizations to scale up successful training models. Critically, implement and enforce clear national policies that promote and legitimize mother-tongue-based instruction in vocational streams, ensuring that language is a bridge to opportunity, not a barrier. This strategic imperative is the ultimate answer to why skill-based courses in Nepali are important today.

The choice before Nepal is not between tradition and modernity, or between the Nepali language and English. It is a more fundamental choice between continued stagnation and dynamic progress. By empowering our youth with practical, market-ready skills, taught in the language that ensures the deepest understanding, we are doing more than just solving an unemployment problem. We are laying the foundation for a stronger, more prosperous, and truly self-reliant Nepal for generations to come, unequivocally answering why skill-based courses in Nepali are important today. The time for half-measures has passed. Nepal’s future depends on bold action to scale skill-based education in Nepali, ensuring that every citizen can participate in and contribute to the nation’s economic transformation while preserving the rich linguistic heritage that defines Nepali identity.