Pokhara Technical School- Tracer Study Report-2019

Michelle Han, MIS Advisor
Pokhara Technical School Tracer Study Committee, August 19, 2019
Pokhara Technical School 2019 Tracer Study of Food and Beverage
Service Graduates

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Table of Contents
1. Executive Summary...............................................................................................................................3
2. Background and Scope of Study ...............................................................................................................4
2.1 Tourism Industry in Nepal.................................................................................................................4
2.2 Pokhara Technical School Introduction.............................................................................................4
2.3 Background on Training Completed..................................................................................................5
2.4 Objectives of Tracer Study ................................................................................................................5
3. Approach and Methodology .....................................................................................................................6
3.1 Graduate Survey .................................................................................................................................6
3.2 Employer Survey and Interviews ........................................................................................................6
3.3 Data Collection....................................................................................................................................7
3.4 Data Management and Analysis .........................................................................................................7
4. Results.......................................................................................................................................................8
4.1 Socioeconomic Background of Graduates..........................................................................................8
4.2 Situation Before Training ....................................................................................................................9
4.3 Training .............................................................................................................................................10
4.4 Current Situation...............................................................................................................................13
4.5 Employed Graduates.........................................................................................................................13
4.6 Self-Employed Graduates..................................................................................................................16
4.7 Unemployed and Studying Graduates..............................................................................................16
4.8 Open-ended Feedback......................................................................................................................18
5. Issues and Challenges .........................................................................................................................19
5.1 Low Wages and Migration of Talent Abroad....................................................................................19
5.2 Targeting Needy People....................................................................................................................19
5.3 Gender Issues: Barriers Facing Female Graduates............................................................................19
5.4 Communication, English, and Other Soft Skills.................................................................................20
5.5 Market Linkage Including OJT and Industry Exposure......................................................................20
5.6 Guidance and Counseling..................................................................................................................21
6. Conclusions and Recommendations...................................................................................................23
7. Appendices..........................................................................................................................................25
7.1 Summary of Traced Graduate Groups ..............................................................................................25
7.2 Summary of Traced Graduate Groups by Survey Team....................................................................25
7.3 List of Employer Informational Interviews and Surveys Conducted.................................................26

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7.4 Additional Data Tables......................................................................................................................27
7.5 Graduate Survey............................................................................................................................30
7.6 Employer Survey .............................................................................................................................35
7.7 List of References............................................................................................................................36

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1. Executive Summary
As a leading hospitality and tourism school within the Council for Technical and Vocational
Training (CTEVT) network of schools, Pokhara Technical School is dedicated to producing skilled
human resources for the fast-growing tourism market in Nepal. This tracer study was
commissioned to evaluate the employment outcomes of graduates and make recommendations
on improving the quality of training provided by the school. Specifically, this tracer study is focused
on the seven batches of trainees who completed short-term training in Food and Beverage
Service in the period from 2015 to 2018. The objectives of the study are to a) evaluate
employment outcomes of graduates after completing short-term skills training in Food and
Beverage Service, b) understand trainee satisfaction and feedback for Pokhara Technical
School’s short-term skills training program, and c) understand employer satisfaction and feedback
for Pokhara Technical School’s short-term skills training program.
This study mostly relies on a quantitative approach using surveys to collect data on graduates.
The survey focused on topics such as training feedback and outcomes after completing training
through collecting data such as current income and employment. Qualitative data was also
collected from employers to substantiate the results. In total, 73 graduates completed the survey
out of the total target population of 132 graduates. 16 interviews with a sample of employers
across Pokhara were also conducted. Historical records on graduates were used as an additional
data source. Data was analyzed using descriptive statistical techniques.
Findings indicate that 65% graduates of short-term training are currently employed, with a further
10% currently self-employed in their own businesses. Of the graduates that are employed, 72%
are working in jobs related to their training. The average entry-level monthly wage for a graduate
is approximately 15,557 NPR domestically, and increases to 40,583 NPR for graduates abroad.
Overall, graduates were satisfied with their training experience but were dissatisfied that there
was no on-the-job training requirement and that there was limited exposure to industry during
training. Job support and counseling provided by Pokhara Technical was also weak, with only 9%
of graduates saying they got a job with the help of Pokhara Technical School. From the employers’
side, they emphasized the importance of developing soft skills during training, especially
communication and English skills.

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2. Background and Scope of Study
2.1 Tourism Industry in Nepal
Tourism is one of Nepal’s largest and fastest growing industries. In 2018, it comprised 2% of the
economy and generated 47 billion NPR in revenue. Excluding a dip in growth after the
earthquake in 2015, GDP growth rates are averaging 8% year over year for the tourism sector
in Nepal. The number of tourists that arrived in Nepal reached a historical high at 1.2 million in
2018, and this number has been increasing at 25% year over year for the past 2 years1
.
Accompanying this growth are increases in the number of hospitality related businesses,
including hotels, restaurants and nightlife establishments. The number of registered hotels in
Nepal has been growing at 3% year over year on average for the past 5 years1
. This business
activity directly contributes to job creation and demand for skilled labourers for roles such as
chef, waiter and waitress, housekeeper, receptionist, and more. Employment in accommodation
and food services represented 5.2% of total employment in Nepal, making it the 6th
biggest
sector for employment after construction, manufacturing, agriculture, retail trade, and
education2
. Pokhara, the location of Pokhara Technical School, is a top tourist destination in
Nepal and has received over a million visitors in 2018, around 60% of which were domestic
tourists3
. Pokhara alone is home to over 375 hotels and 425 restaurants3
.
2.2 Pokhara Technical School Introduction
Pokhara Technical School of Tourism and Hospitality Management (PTS for short), formerly
known as Pokhara Tourism Training Centre (PTTC), was founded in 1996 and since then, has
been focused on providing skills training for the tourism sector in Nepal. Established by the
Council for Technical and Vocational Training (CTEVT) in Pokhara, Pokhara Technical School
operates under the governance of Nepal’s Ministry of Education.
Pokhara Technical School offers both academic and vocational programs in the fields of tourism
and ophthalmic science. In the academic sector, PTS launched a 3-year Diploma in Hotel
Management program in 2014. Vocational training offered by the school includes the 18-month
TSLC in Culinary Arts program. Graduates of these programs go on to work in the hospitality and
tourism industry or continue to bachelor-level studies in hotel management or general
management afterwards. A 3-year PLC in Ophthalmic Science program was also launched in
2016 in partnership with Himalayan Eye Hospital.
In addition to its academic offerings, Pokhara Technical School is focused on providing skills
training to target groups of disadvantaged castes, women, and youth that have left school or are
from low-income, marginalized, or rural families. To meet this objective, the school periodically
provides free short-term training to the general public on topics such as food and beverage service,
baking, cooking, barista, bartending, front office management, among others. The school also
provides regional training in various towns and villages in the Kaski region to reach the
disadvantaged outside of Pokhara Metropolitan City.
1
Source: “Nepal Tourism Statistics 2018”, Nepal Ministry of Culture, Tourism, and Civil Aviation, 2014.
2
Source: “Nepal Labour Force Survey 2017/18”, National Planning Commission Central Bureau of Statistics, 2019.
3
Source: “2018 brought more visitors and more money to Pokhara”, Sangam Prasain & Lal Prasad Sharma, The
Kathmandu Post, 2018.

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2.3 Background on Training Completed
This study is focused on Food and Beverage Service trainee graduates in the period from 2015-
2018. In this period, 7 sessions of Food and Beverage Service training were completed by a total
of 132 graduates, which represents the total target population of the study. Training was
conducted across four locations: at Pokhara Technical School in Pokhara, as well as regional
training conducted in Sarangkot, Tanahun, and Chitwan.
The training completed by graduates was provided free of cost. The students were selected based
on an interview to confirm interest in subject and personal need. Food and Beverage Service
students study subjects such as food handling and hygiene, food service, and beverage service.
They also complete practical labs that simulate industry work environments. Upon completion of
the training program, students need to complete external skill-testing exams administered by the
National Skill Testing Board (NSTB) to pass and obtain a skills certificate from CTEVT.
2.4 Objectives of Tracer Study
The objectives of this tracer study are:
1. To evaluate employment outcomes of graduates after completing short-term skills
training in Food and Beverage Service at Pokhara Technical School.
2. To understand trainee satisfaction and feedback for Pokhara Technical School’s short-
term skills training program.
3. To understand employer satisfaction and feedback for Pokhara Technical School’s
short-term skills training program.

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3. Approach and Methodology
The approach taken by this tracer study was mostly quantitative with use of data from surveys,
and supplementary qualitative data incorporated from informational interviews. Thus, data
collection comprised of a number of sources, including: a graduate survey, an employer survey,
and informational interviews with graduates and employers. The study was completed in 5 stages:
1) reviewing previous research and literature on the subject, 2) survey design and development
of survey tools, 3) data collection, 4) data management and analysis, and 5) report preparation.
3.1 Graduate Survey
The graduate survey design was developed to capture key variables while also giving opportunity
to graduates to provide their own feedback. Survey design was influenced by previous years’
tracer study surveys as well as previous studies administered by CTEVT and other schools. The
survey was divided into 5 sections:
• Demographic and socioeconomic information: age, caste, gender, family
occupation, and family income.
• Situation before training: previous field, income, employment status.
• Training experience: general information about training completed, graduate’s
opinion of training relevancy, facilities, and strength of market linkage.
• Current situation: current employment status, employer information, income,
employment satisfaction, job support received from Pokhara Technical School,
relationship between training and work. Additional questions were included to
explore the circumstances of students that are self-employed, unemployed, or
currently studying.
• General feedback: open-ended questions that gave graduates an opportunity to
express opinions otherwise not captured in the survey.
The survey is approximately 10-15 minutes long and uses a combination of Lickert Scale
statement questions, binary yes/no questions, and open-ended questions. The survey was
designed in English and then subsequently translated into Nepali. Several forms of the survey
were developed: online, through Google Forms, and paper-based.
3.2 Employer Survey and Interviews
The employer questionnaire was designed to measure satisfaction of the employer with the
employee with training from CTEVT. The length of the survey is approximately 1-2 minutes and
includes questions on the employer, and evaluation of employee using 5-point Lickert Scale
statement questions. There are also open-ended questions to give employers an opportunity to
provide feedback to CTEVT.
A random sample of employers of waiters and waitresses in Pokhara was also selected for
informational interviews. Businesses were randomly selected for informational interviews in each
of 4 categories created based on business type and price point to ensure a diversity of
perspectives were captured. The categories were: casual restaurant/bar, upscale restaurant/bar,
tourist standard hotel, and star hotel. A questionnaire was designed for interview facilitation which
covered topics such as: competency of CTEVT graduates, staff sourcing, hiring and training
process, desired skills and competencies in food and beverage service staff, and other thematic
issues such as labour migration and gender-related challenges.

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3.3 Data Collection
The survey team started with the objective of tracing all graduates in the target population. Teams
of 1-2 staff were assigned to tracing each session of students. Students were traced initially
through contact via their phone number on file. For those unreachable by phone, further contact
was attempted via Facebook messaging. Traced graduates were also asked to provide updated
contact information and if available, employment information for their peers.
For reached students, either the survey was administered online, over the phone or a meeting in
person was arranged, depending on the availability and location of the student and survey
administrators. If the survey was administered online, the link to the online form was sent to the
graduate who completed it by themselves. If the survey was administered over the phone, the
staff member filled out the relevant paper-based form for the graduate by asking questions over
the phone. If the graduate was visited at their workplace, the graduate was asked to complete the
survey by themselves. The employer survey was also administered to their supervisor to complete
if he or she was present. For graduates of regional training conducted in Tanahun and Chitwan,
two teams of survey administrators were sent to each location to facilitate data collection in person.
In total, the team managed to trace 73 graduates fully, which represents a response rate of 55%.
The team also managed to obtain partial employment information on an additional 13 graduates,
bringing the traced rate to 65% of the target population. This response rate is in line with the 2016
tracer study, which had a response rate of 47.5%4
. From employers, a total of 5 employer surveys
were administered. Informational interviews were conducted with an additional 16 businesses in
Pokhara. In total, employer information was collected on 5 star hotels, 3 tourist standard hotels,
and 11 restaurants, bars and pubs. Lastly, registration and graduation records on the graduates
were obtained to verify the data collected from surveys and add to analysis. See below for the
completion rate by training group.
Table 1: Survey Completion by Training Group
Total Graduates # Completed Survey % Completed Survey
Group 1 (Tanahun, 2016) 20 20 100%
Group 2 (Chitwan, 2016) 20 10 50%
Group 3 (Pokhara, 2016) 20 5 25%
Group 4 (Pokhara, 2015) 14 8 57%
Group 5 (Sarangkot, 2015) 20 8 40%
Group 6 (Pokhara, 2016) 19 13 68%
Group 7 (Pokhara, 2018) 19 9 47%
3.4 Data Management and Analysis
Data from the paper-based surveys were manually inputted into Excel and combined with survey
responses online to create the dataset for analysis. To ensure accuracy in data input, the entire
dataset was checked and verified with the paper-based surveys after an initial round of data
inputting.
Analysis of employer and graduate survey data was completed in Excel. This data was first
formatted and cleaned for logic inconsistencies and illogical outliers. Missing data was left as its
own category and not approximated or estimated from other values. The dataset was also cross-
referenced with registration and graduation records on the students obtained from the school. For
4
Source: “Food Production Tracer Study”, Pokhara Technical School, 2016.

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analysis, simple summary statistics and statistical tests were calculated in Excel. Additional cuts
of the data based on demographic characteristics such as caste, gender, and family background
were checked, however results based on cuts were limited due to small sample size.
Results from analysis were complimented with information collected from qualitative interviews.
Data from informational interviews were typed up and analyzed in Excel and Word, both
individually and within categories for trends in content. Visualizations for the report were created
in PowerPoint.
4. Results
4.1 Socioeconomic Background of Graduates
Demographics. The age of graduates today ranges from 17 years old to 36 years old, with the
average being 24 years. 62% of respondents were between the ages of 21 – 24. Taking into
account the year that training was conducted, the average age for beginning training was 21 years.
In terms of caste, 60% of traced graduates self-reported as being from Janajati or Adivasi castes,
and an additional 30% from Brahmin and Chhetri castes. Dalit graduates make up 8% of the
traced sample. With Dalit, Janajati and Adivasi castes making up 68% of graduates, it seems that
Pokhara Technical School has been targeting marginalized castes with some success.
Table 2: Respondents by Caste
# of Respondents % of Respondents
Janajati/Adivasi 44 60%
Brahmin/Chhetri 22 30%
Dalit 6 8%
Madhesi 1 1%
However, with the exception of two responses, almost all graduates (97%) have completed their
SEE/SLC exams, meaning those disadvantaged due to low level of schooling were not
successfully targeted.
Gender. Within the studied population, 116 (88%) graduates are male and 16 (12%) graduates
are female. In the traced sample of 73 graduates, 66 (90%) graduates are male, and 7 (10%)
graduates are female, so representation by gender is about equal in the total population and in
the sampled population. Unfortunately, analysis by gender is limited due to the extremely small
sample of females in the dataset. Reasons for lack of women studying waitressing are explored
in the Issues and Challenges section.

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Family Background. The majority of traced graduates reported their family’s main occupation as
agriculture at 63% of the total sample. This is followed by self-employment at 16%, and finally
foreign employment and private sector employment at 7% and 5% respectively. The minimum
family monthly income reported was 5,000 NPR, and the maximum was 2,00,000 NPR. Average
family monthly income of graduates was about 33,619 NPR. This compared with the national
average found from CTEVT’s 2018 tracer study at 25,181 NPR shows that trainees that
completed short-term training at Pokhara Technical School come from slightly wealthier
backgrounds than average5
.
Table 3: Family Monthly Income (in NPR)
Average Min Max Std. Deviation
Family Monthly Income 33,619 5,000 2,00,000 27,678
4.2 Situation Before Training
When asked about their situation before completing training, 55% of traced graduates said that
they were studying, 32% were working, and the remaining 14% were unemployed. Traced
graduates from training conducted in Pokhara were more likely to have been studying, with 91%
reporting that they were studying before beginning training. Traced graduates from training
conducted in Chitwan, Tanahun, or Sarangkot were more likely to have been working or
unemployed, at 79% compared to 46% overall.
5
Source: “Final Report: Tracer Study”, CTEVT and DEVTEC Nepal, 2018

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4.3 Training
Graduation. In the total traced sample, 70% passed the skills test and graduated. This is similar
to the overall pass rate for CTEVT short-term training at 74.2%4
.
On-the-Job Training. 27% reported having completed On-the-Job Training (OJT) for an average
of 11 weeks after training. Students from Chitwan and Pokhara were more likely to have
completed OJT after training, with 90% and 31% having completed OJT respectively. No traced
students from training conducted in Tanahun or Sarangkot completed OJT. One possible
explanation trainees in Chitwan and Pokhara were more likely to find opportunities for OJT could
be that these cities have larger tourist industries and thus have more opportunities for OJT.
For short-term training, OJT is not required by the curriculum, but students can find OJT
opportunities of their own initiative. However, without mandated practical work experience as part
of their curriculum, trainees are lacking an essential part of their vocational training and employers
are left to fill the void for fresh hires. This issue is explored more in the Issues and Challenges
section.
Training motivation. The main training motivation for traced graduates was “To become
employed”, at 75%. 10% reported motivation of “Earning higher income afterwards”. 7% reported
“To learn new skills or upgrade my skills in this field” and 5% reported taking training “Out of
interest in the subject”. While training was taken mostly by young and unskilled trainees looking
for employable skills, there was a small proportion of trainees that were more experienced and
wanted to build on skills relating to their field, such as a supervisor from Hotel Orchid and a head
chef from Shantinagar Banquet.

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First knowledge of training. Traced graduates were most likely to have first heard of the training
program through friends and family, at 70% of the sample. This is consistent with results from
2016, where 52% of graduates (n = 36) reported that they first heard of training through friends
and family6
. An additional 15% heard of the training program through advertising such as on radio
and newspapers. In 2016’s tracer study, the percentage that first heard of training through
newspapers was 19%. A notice from the Hotel Association of Nepal was the reason a couple of
graduates heard of the program in Chitwan.
Although advertising through newspapers and radio played a small role in informing the public of
training programs, the majority of information regarding training was transferred through word of
mouth. This creates a challenge when reaching hard-to-reach disadvantaged populations such
as those in more rural areas, or those without access to networks with information. Several
graduates noted that advertising methods could be improved, including one graduate who said:
“I knew about this training from a friend but many of my friends don't know about the opportunity.
Better for everyone to know about the opportunity.” This is also an issue noted in CTEVT’s 2018
tracer study, and is explored further in the Issues and Challenges section.
Training quality. As for training difficulty, half the graduates reported the training program
difficulty to be neutral at 51%. An additional 44% reported their training experience to be easy to
very easy.
The below tables summarize graduates’ opinion of the training they received in the categories of
curriculum, market linkage, and school facilities. Overall, traced graduates were satisfied with the
6

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training they received. From their perspective, they gained the knowledge and practical know-
how to work in food and beverage service from training. They were also satisfied with their
instructors. There is some disagreement regarding gaining satisfactory soft skills during training
(4.27/5 score with standard deviation of 0.69). Supporting this, employers also expressed that
more concentration should be placed on communication skills, especially communication in
English. This is explored further in Issues and Challenges.
Table 4: Respondent Satisfaction with Training and Instructors
1 = Strongly disagree, 2 = Disagree, 3 = Neutral, 4 = Agree, 5 = Strongly agree
Average (out of 5) Std. Deviation
I learned all necessary practical skills for my job 4.47 0.67
Instructors were knowledgeable and effective in teaching 4.42 0.55
I learned all necessary theoretical knowledge for my job 4.41 0.64
In general, I am satisfied with the training I received at PTS 4.34 0.60
I learned all the necessary soft skills for my job 4.27 0.69
However, graduates were dissatisfied with the opportunities provided to gain on-the-job training
experience and practical experience. 42% of traced graduates disagreed or strongly disagreed
that there were “Aufficient opportunities to gain practical and/or OJT experience”. They also were
dissatisfied with the amount of industry and exposure visits while completing their training
experience. 26% strongly disagreed that there were sufficient opportunities to learn about industry
through exposure and industry visits. These results are also consistent with results from other
studies, including the Food Production Tracer Study (2016), where the most disagreed statements
were “Industry experts visited and conducted classes” and “There were exposure visits organized.”
According to the current curriculum provided by CTEVT, neither an industrial visit nor OJT are
mandatory to be provided. Market linkages as an issue is further explored in the Issues and
Challenges section.
Table 5: Respondent Satisfaction with Training Curriculum and Market Linkage
The curriculum taught was relevant and up to date with
industry trends
4.28 0.65
There were sufficient opportunities to gain practical and/or
OJT experience
3.08 1.45
There were sufficient opportunities to learn about industry
through exposure visits and industry expert visits
3.06 1.57
Lastly, students were satisfied with the facilities, materials, and equipment and tools in labs that
they used during their training.
Table 6: Respondent Satisfaction with Training Materials and School Facilities
The equipment and tools used in practical labs are to
industry standards
4.42 0.59
The materials used (eg. books) during the training program
are relevant and up to date
4.37 0.61
School facilities (eg. classrooms, labs, washrooms) are
clean and well-maintained
4.26 0.70

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4.4 Current Situation
Of the 86 graduates that data was collected on, 56 (65%) are either employed in Nepal or abroad,
16 (19%) are unemployed, 9 (10%) are self-employed, and 5 (6%) are studying. Combining both
employed and self-employed graduates, the total portion of traced graduates making an income
is 75%, comprising 65 respondents.
This employment number is higher than those found in 2016 of food production graduates, where
36% were employed and 10% were self-employed, for a total of 46 graduates making an income8
.
This could be due to the earthquake in 2015 and subsequent dip in economic activity in the
tourism sector. However, the 2018 tracer study from CTEVT puts employment numbers for
waiters and waitresses at 82%, which is more consistent with the results we found7
.
Location and migration. Regarding their location, 20% of graduates have left Nepal for countries
across Asia, Europe, and the Middle East.
47 of the 56 (84%) employed graduates and 13 of the 16 (81%) unemployed graduates completed
the survey. Including those studying and self-employed, we collected a total of 73 survey
completes. The following sections focus on the sample of graduates that completed the survey
and excludes graduates for whom only partial information was collected.
4.5 Employed Graduates
Job relevancy. Of the 47 employed graduates who completed the survey, 34 (72%) are working
in jobs related to their training in food and beverage service. Half of the graduates that aren’t
working in food and beverage service are still working in the hospitality field, as cooks, trekking
guides, and in Chitwan, guides in the national park. Only 5 (11%) pursued jobs in completely
unrelated fields. This number is in line with results from 2016, where 72% of graduates traced
were working in jobs relating to their training8
. For those that pursued jobs not related to training,
their reasons included low wages, lack of opportunity, and personal interest and skillset.
7
Source: “Final Report: Tracer Study”, CTEVT and DEVTEC Nepal, 2018. Note, the report separates employment
rates for males and females, which was combined using the gender ratio in the target population of this report.
8

14
Job satisfaction. Overall, most graduates expressed that they were satisfied with their
employment situation, with an average satisfaction score of 4.57 out of 5, 5 being extremely
satisfied.
Job seniority. In terms of seniority, employed graduates are almost all in entry-level positions,
which is expected given that training sessions concluded 1 to 4 years ago. 43 (91%) are entry-
level skilled helpers. 4 (8%) graduates are currently working as supervisors or managers, but
most have had previous work experience prior to completing training. Many graduates expressed
that they would like to continue to upgrade their skills and complete higher-level training.
Income of employed graduates. Overall, the average income of employed graduates is 20,289
NPR per month. The minimum is 7,500 NPR per month, and the maximum is 70,000 NPR per
month, made by a manager at a hotel. Graduates abroad make much more on average than
graduates in Nepal: the average income for graduates abroad is 40,583 NPR per month, while
the average income for graduates in Nepal is 17,167 NPR per month. Considering only those
employed in jobs related to training, the average income is 21,333 NPR per month. Upon
excluding managers and supervisors that had extensive experience before completing training
and focusing only on entry-level employed graduates, the average income decreases to 15,557
NPR per month.

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This number is confirmed from employer interviews, which placed the average salary at around
15,314 NPR per month for entry-level employees after including service charges. This is slightly
higher than the National Labour Survey which calculated average income for sales and service
workers across Nepal at 14,125 NPR per month in 20189
. From the interviews, it seems that the
variance in salary is not in the base salary but mostly in the amount of tips and service charges
paid out by the business. The average base salary was 9,846 NPR, with a range of 7,000 NPR -
13,000 NPR. More popular or high-end businesses have service charge payouts that can range
between 5,000 NPR – 20,000 NPR per month during the high season, while other businesses
only pay out 1,000 NPR per month.
Job source. 27 (57%) graduates reported that they found jobs after training from their own
personal initiative. The next most common method of obtaining a job was through friends and
family, at 13 (28%) graduates. Only 4 (9%) indicated that they obtained a job with the help of
Pokhara Technical School.
Job search time. The average number of months it took to find a job as reported by graduates
was 5.6 months. This question had a large nonresponse rate, at 36% of employed graduates. Of
those that answered, 30% found jobs very soon or immediately after training, and a combined 63%
of graduates found jobs within 6 months after training.
Career counseling. When asked about the support they received while looking for a job after
completing training, 24 (51%) employed graduates indicated that they received some support
from Pokhara Technical School in looking for a job. 19 (40%) graduates said they received
information regarding job opportunities, 7 (15%) said they received suggestions, guidelines and
information, and only 6 (13%) said they had access to networking opportunities. The low support
for job search and career guidance from Pokhara Technical School is one explanation for why so
little graduates indicated they obtained a job with the help of Pokhara Technical School. However,
the situation seems to have improved from the tracer study conducted in 2016, where only 16%
of students indicated they received support from Pokhara Technical School in finding
employment10
. Guidance and counseling are further explored in the Issues and Challenges
section.
9 Source: “Nepal Labour Force Survey 2017/18”, National Planning Commission Central Bureau of Statistics, 2019.
10

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4.6 Self-Employed Graduates
Of the traced graduates, 9 reported that they have started businesses, representing 10% of the
sample. This is in line with what was found in 2016, where also 10% (5 out of 49) of traced food
production graduates reported being self-employed11
.
Type and size of businesses. Of businesses started by graduates, 7 are in the hospitality field:
graduates reported opening 6 restaurants and 1 hotel. Of the 2 graduates that reported opening
unrelated businesses, one opened a chicken farm and another a clothing boutique. These
businesses that graduates started are small in scope: the average number of employees in these
businesses is 2.2 persons, and the maximum number of employees is 5 persons. 3 graduates
reported having no employees, operating their businesses as family businesses. All businesses
are located in Nepal.
Income. The average income of self-employed graduates is 40,556 NPR per month, which is
considerably higher than the average income of all graduates at 20,289 NPR per month. The
minimum earned per month for a self-employed graduate is 30,000 NPR and the maximum
earned per month is 60,000 NPR. Both the range and average of income earned by self-employed
graduates is higher than income earned by employed graduates.
Table 7: Income of Self-Employed Graduates (in NPR)
Self-employed graduate income 40,556 30,000 60,000 10,123
Satisfaction. Average satisfaction of self-employed graduates is 4.88 out of 5, which is higher
than that of employed graduates at 4.57 out of 5.
4.7 Unemployed and Studying Graduates
16 traced graduates are currently unemployed, representing 19% of the total sample. Of these,
13 completed a survey. When asked about their current situation, 7 (54%) of the unemployed
11

17
graduates indicated that they were preparing to go abroad for foreign employment. This result is
consistent with the 2016 tracer study, which found that 54% of unemployed graduates were
seeking foreign unemployment, signifying that employment abroad is as lucrative for young skilled
Nepalese as ever12
. Other responses include looking for a job locally (2), preparing to study (1),
and staying home to complete housework (2).
Table 8: Current Situation of Unemployed Respondents
Searching for foreign employment 7 54%
Looking for job locally 2 15%
Busy with household chores 2 15%
Preparing to study more 1 8%
Unemployment reason. The most common reason that respondents gave for their
unemployment was that income of available jobs in the field were too low, at 28% of responses.
The next reason is that there are no jobs available in the field at 22%, followed by a lack of
relationships with employers at 17%. Note that these responses include multiple reasons as
indicated by the same survey respondent.
Table 9: Unemployment Reason for Unemployed Respondents1316
Income of available jobs is too low 5 28%
No jobs available in the field 4 22%
Lack of relationships with employers 3 17%
Other 3 17%
Job support. Unemployed graduates also used job support services at Pokhara Technical
School at about the same frequency as employed graduates. 8 (61%) unemployed graduates
said they received some form of job support from Pokhara Technical School. 5 (38%) indicated
they received information about job opportunities, 3 (23%) had access to networking opportunities,
and 2 (15%) received suggestions, guidelines, and information.
Table 10: Job Support Received During Training by Unemployed Respondents14
Received guidance and counseling during training 8 61%
Subgroup: received information about job opportunities 5 38%
Subgroup: received suggestions, guidelines and info 3 23%
Subgroup: received access to networking opportunities 2 15%
Further studies. Very few graduates are currently pursuing further studies. 5 graduates indicated
that they are currently pursuing full-time studies, representing 6% of the sample. This result is
consistent with the 2016 tracer study, which found similarly low rates of further study at 6% (3 out
of 49) of traced graduates14
. 2 students are pursuing further vocational training in the Diploma in
Hotel Management program at Pokhara Technical School, 2 are enrolled in bachelor’s programs
12
13
There were 3 non-responses for this question.
14
Percentages don’t add up to 100% as respondents can select multiple answers.

18
at Nepal Tourism and Hotel Management College and Prithvi Narayan Campus, and 1 is studying
Japanese language abroad.
4.8 Open-ended Feedback
The survey asked respondents to provided open-ended feedback on the positive outcomes and
areas of improvement of the training they completed. Open-ended feedback was quite
homogenous among respondents and was grouped into several key topics.
The most frequently mentioned positive feedback topics were:
• Increased confidence and discipline as a result of completing training
• Opportunity to meet people and make new friends
• Ability to become employed and become self-dependent as a result of completing training
• Training was free
• Teachers were qualified and skilled at teaching
The most frequently mentioned negative feedback topics were:
• School needs to provide OJT and/or job placement for students
• Training needs to be more practical
• More field visits need to be organized
• Training should be conducted as per market demand
• Level 2 or additional training should be provided for those that completed training and
want to advance in their careers and upgrade their skills

19
5. Issues and Challenges
5.1 Low Wages and Migration of Talent Abroad
Migration of the young skilled labour force in Nepal to foreign countries is a major issue for the
domestic job market. In our sample, 16 graduates (19% of all traced graduates) went abroad for
work to countries across Europe, Asia and the Middle East, including Qatar, Oman, India,
Malaysia, China, Japan, Korea and Portugal. In addition, 54% of unemployed graduates noted
that they were preparing to go abroad to work. Many are likely drawn by the comparatively higher
wages: the average monthly income reported by graduates abroad is 40,583 NPR, 136% higher
compared to the domestic average graduate monthly income of 17,167 NPR. This contributes to
growing a domestic skilled labour shortage for the local tourism market, especially for small and
medium sized hotels and businesses. In informational interviews, several employers complained
of high staff turnover and “skills drain” due to skilled labourers preparing to go abroad for work,
with one medium sized hotel owner mentioning that staff stayed a maximum of one year before
they left.
5.2 Targeting Needy People
Socioeconomic data showed that almost all graduates were educated up to at least SEE/SLC
level, and 28% were from Brahmin and Chhetri castes. Furthermore, average family monthly
income for graduates at 33,619 NPR was higher than the national average found by CTEVT of
25,181 NPR, suggesting that the graduates completing free training were less likely to be from
economically disadvantaged backgrounds. Thus, more work needs to be done to ensure that truly
needy people are accessing free training offered by the school.
70% of graduates said that they first heard of the free training offered by Pokhara Technical
School through family and friends. This number is consistent with previous tracer studies, such
as the 2018 CTEVT Tracer Study, which found that 51% of graduates said that they heard about
training through family and friends15
. Similarly, this number was 52% in the 2016 Tracer Study
conducted by Pokhara Technical School 16
. Relying on word of mouth to promote training
programs puts at a disadvantage those that don’t have access to such networks of information.
Targeting the truly needy will need a more strategic and comprehensive approach that involves
stakeholders with access to disadvantaged people, including community leaders, NGOs, and
other government departments.
5.3 Gender Issues: Barriers Facing Female Graduates
As with many other sectors in Nepal, women are underrepresented in the hospitality sector. A
2014 report on employment in tourism and hospitality put the percentage of women staff in star
hotels and tourist standard hotels at 22% and 28% of all staff respectively17
. However, there are
signs that this is changing: a 2018 survey on the national labour force put the percentage of
women in accommodation and food service jobs at 45% of overall18
. This number is also likely
higher due to representation of women in homestays.
15
Source: “Final Report: Tracer Study”, CTEVT and DEVTEC Nepal, 2018.
16
17
Source: “Tourism Employment Survey”, Ministry of Culture, Tourism, and Civil Aviation, 2014.
18
Source: “Nepal Labour Force Survey 2017/18”, National Planning Commission Central Bureau of Statistics, 2019.

20
At Pokhara Technical School, the gender bias is very pronounced in food and beverage service
training. The problem begins at the enrollment stage: in the food and beverage training conducted
by Pokhara Technical School between 2015 and 2018, only 16 trainees were female, representing
12% of all trainees. Reasons for low participation of females in food and beverage service given
by employers include societal pressures, specifically the stigma of working late hours, working in
environments were alcohol is served and working in a bar or hotel.
In the workforce, trained waitresses are less likely to be employed: in CTEVT’s 2018 tracer study,
only 43% of waitresses that completed training were employed, while 88% of waiters were18
.
Some employers interviewed have expressed negative perceptions of women’s suitability to
working as waitresses, mostly relating to physical fitness. Some employers complained that
women are less likely to want to or can’t complete more demanding physical labour such as lifting
or carrying heavy things. Another bias mentioned against female waitresses was that women
have more health issues such as menstruation and expect to receive time off during this period.
Lastly, women have a higher burden of housework and are more likely to self-select or be forced
out of the workforce after marriage, thus reducing their availability to work. These perceptions and
biases need to be changed from the side of employers so that more women are given more
opportunity in the workforce, and where possible, Nepalese women themselves need to prove in
the workplace that they are just as capable of working as men by not perpetrating these bias.
5.4 Communication, English, and Other Soft Skills
When asked about the most important skills that an entry-level waiter or waitress should possess,
almost all employers talked about the importance of soft skills such as character, discipline,
attitude, customer service, professionalism, grooming, and communication skills. Some
employers also noted that some graduates are not mentally prepared to work and thus lack
discipline and work ethic, especially those who have never had a job before. To prepare students
better for entering the workforce, more emphasis should be placed on developing soft skills, as
many employers, when making hiring decisions for inexperienced hires, place heavy emphasis
on soft skills. Emphasizing the importance of grooming and punctuality during training, giving
trainees more opportunity to build confidence speaking, and providing interviewing practice are
all examples of ways to develop soft skills of trainees. Lastly, as this is likely a symptom of the
lack of practical experience of graduates, increasing opportunities for OJT where trainees can
develop the soft skills required for the workforce on a trial period would help.
Especially for businesses targeting the European, North American and Australian tourist market,
almost all employers interviewed said fluency in English is a critical skill for waiters and waitresses,
as they are interacting directly with customers. Employers report that one of the main weaknesses
of graduates of CTEVT is that they are weaker in English speaking skills. The students that
Pokhara Technical School are targeting are more likely to be from disadvantaged backgrounds,
or have studied at government schools, and as a result, have weaker English language skills.
Students should go through supplementary training in speaking English as part of their training.
Other desirable languages for the tourism sector include Hindi and Chinese.
5.5 Market Linkage Including OJT and Industry Exposure
A theme that has occurred frequently in research both specifically within Pokhara Technical
School and for CTEVT programs overall is student and graduate dissatisfaction with the quantity
and quality of market linkages provided by CTEVT institutes. This problem can be divided into 3
parts: lack of OJT training for short-term graduates, low interaction with industry during training,

21
and low support upon completion of training in getting a job. The first two parts are explored in
this section and the last part is explored in the section following.
Currently for short term training programs, on-the-job training (OJT) is not mandatory for students
to graduate. Similarly, it is not mandated by the short-term curriculum to provide industry exposure
visits or conduct classes with industry experts. Only 27% of traced graduates completed OJT after
training. It is no surprise then that 42% of traced graduates disagreed or strongly disagreed that
there were “Sufficient opportunities to gain practical and/or OJT experience”. 28% strongly
disagreed that “There were sufficient opportunities to learn about industry through exposure visits
and industry expert visits.” This is confirmed from open-ended feedback from the graduates,
where many expressed that the training program should provide job placements or OJT
opportunities. This is an issue that has persisted since the previous tracer study conducted by
Pokhara Technical School: in 2016, the least agreed-with statements were “Industry experts
visited and conducted classes” and “There were exposure visits organized” with average scores
of 2.44/4 and 2.7/4 respectively.19
This problem is not isolated to short-term training. While PTS’s Diploma in Hotel Management
program has the improvement of ensuring internship placement for its students, internal student
feedback reports conducted in 2019 at Pokhara Technical School have also found that current
students of the program disagree that there are enough industry exposure visits or exposure to
industry experts. This problem is also not isolated to Pokhara Technical School. Evidence from
the 2018 tracer study conducted by CTEVT found that only 45% of short-term trainees nationwide
received the opportunity to participate in OJT.
Practical experience is an essential part of vocational training, as theoretical knowledge and
practical training limited to labs are not enough to create skilled, employable graduates. It seems
that the private industry is willing to fill in the gap, as many employers interviewed said they were
willing to hire inexperienced graduates for an unpaid trial period similar to OJT. However,
responsibility should be on CTEVT and its constituent schools to mandate OJT in the curriculum
and link trainees with opportunities to gain practical, on-the-job experience to create the best
outcomes for its trainees.
5.6 Guidance and Counseling
On the issue of guidance and counseling, while things have improved from the 2016 tracer study,
results from the study show that students are not receiving enough support in searching for a job.
57% of graduates said they received support in looking for a job, and only 9% of graduates
mentioned that they found a job with the help of Pokhara Technical School. This number is slightly
higher than the average nationally for short-term CTEVT programs, for which 44% of graduates
said they received support for employment linkages from their training provider20
. More emphasis
should be placed on helping trainees’ transition into the workforce upon graduation from training
to improve their employability and reduce the number of unemployed graduates.
At Pokhara Technical School, there are several areas of improvement that can be addressed
regarding guidance and counseling of trainees. First, the current established guidance and
support unit comprises of the vice-principal, who on top of providing career guidance, does
everything from promotions, recruiting students, teaching, among other tasks. Other staff and
19
20
Source: “Final Report: Tracer Study”, CTEVT and DEVTEC Nepal, 2018.

22
lecturers also provide guidance but on an informal basis. More clear lines of responsibility should
be established for guidance and counseling activities, assigned to a specific staff member with
adequate time to dedicate to these responsibilities.
Furthermore, skills such as interviewing, job hunting, and networking are not taught consistently
in the curriculum or by the guidance and support unit. A job fair was organized two years ago
which was great for introducing trainees to employers. More activities like workshops and job fairs
should be organized by the school. Lastly, awareness of Pokhara Technical School amongst
small to medium sized businesses was low in the informational interviews conducted: many have
only heard of private training colleges such as Kantipur College and Nepal Tourism and Hotel
Management College. Building linkages with local employers beyond star hotels such as small to
medium sized restaurants and hotels and linking these businesses with graduates could help
expand the pool of employment opportunities for graduates and improve their transition into
employment.

23
6. Conclusions and Recommendations
As this study found, 75% of food and beverage service short-term training graduates are either
currently employed or self-employed. While this is a good result, there is much that can be done
to improve the outcomes of trainee graduates from Pokhara Technical School. Based on the
results of the research conducted for this tracer study and lessons learned, the following
recommendations are made to Pokhara Technical School for the improvement of training program
quality and outcomes of graduates:
1. Improve targeting of truly needy participants for free training programs. Evidence
from this tracer study suggests that those completing free training are not all
disadvantaged or needy. If the goal is to improve outcomes for those with fewer
opportunities, more needs to be done to market the training programs to reach needy
people. Instead of relying on word of mouth to transmit information on training
opportunities, Pokhara Technical School should take a more proactive role in identifying
needy people through collaboration with community groups, political leaders, NGOs,
and/or other government bodies.
2. Include On-the-Job (OJT) training and exposure to industry as part of the training
program for all short-term graduates. Currently, OJT and industry visits are not
facilitated for short-term graduates. While employers indicated that they are willing in
specific cases to provide training to inexperienced trainees, the responsibility of linking
trainees to opportunities to gain practical experience should be on the school itself. OJT
placement should be guaranteed for trainees so that they become more employable
afterwards, as just theoretical training is not enough.
3. Dedicate more resources to supporting students in their transition into employment
or further studies upon completion of training. Pokhara Technical School should
provide more support to its graduates in their transition into the workforce. Skills
workshops such as job-hunting, networking and interviewing and employment linkage
opportunities such as networking events and job fairs should be organized by the school
to help its graduates gain employment or access OJT opportunities. Currently, only half of
graduates accessed job support, and only 9% indicated they became employed with the
help of Pokhara Technical School.
4. Increase focus on developing communication skills in English. Especially for the
hospitality and tourism industry and considering the profile of short-term trainees,
supplementary English support should be provided to make graduates more employable
afterwards. This could include additional classes in English, English tutoring, or
extracurriculars in English conversation.
5. Increase focus on developing necessary soft skills of trainees for success in the
workforce. Almost all employers indicated that they hire inexperienced staff based on
their soft skills, especially attitude, discipline and communication skills. Whether inside or
outside the curriculum, the school should increase focus on the development of desirable
soft skills such as confidence, discipline, punctuality, communication, grooming, and
attitude to better prepare them mentally for the workforce. These soft skills can be
developed through extracurriculars at the school, within classrooms through instructors,
through practical experience such as OJT, or through career guidance and job support
activities.

24
6. Address the additional challenges of females entering the workforce. Females face
barriers to entering the workforce in many sectors in Nepal. In food and beverage service,
this involves the hours worked and physical labour requirements. The school should
recognize these additional barriers and help female trainees become aware of them and
overcome them, and advocate for female trainees with industry partners. For example,
knowing that there are biases towards hiring females in food and beverage service, the
school should take a more active role in facilitating OJT opportunities for them. As another
example, female role models from the industry can be invited to talk about the specific
barriers in their profession and how to address them.

25
7. Appendices
7.1 Summary of Traced Graduate Groups
Graduate Training Groups Traced in Study
Group Total
Graduates
Males Females Training
Location
Training
Start Date
Training
Length
1 20 20 0 Tanahun April 2016 3 months
2 20 19 1 Chitwan April 2016 3 months
3 20 16 4 Pokhara March 2016 3 months
4 14 12 2 Pokhara April 2015 3 months
5 20 18 2 Sarangkot September
2015
3 months
TOTALS 132 116 16
7.2 Summary of Traced Graduate Groups by Survey Team
Survey Team Per Group
Group Survey Team Responsible
1 Nirmal Rai and Tekendra Tulachan
2 Shailendra Shahi and Bigyan Pokhrel
3 Shailendra Shahi and Michelle Han
4 Nirmal Rai
5 Bigyan Pokhrel
6 Nirmal Rai
7 Saajan Gurung

26
7.3 List of Employer Informational Interviews and Surveys Conducted
Employer Informational Interviews Conducted
Employer Name Interviewee Position Business Type
1 The Juicery Café Manager Casual Restaurant
2 Healthy Options Café Manager Casual Restaurant
3 Waterfront Resort General Manager Star Hotel
4 El Bocaito Española Owner Upscale Restaurant
5 Déjà Vu Supervisor Upscale Restaurant
6 Hotel Peace Plaza General Manager Tourist Standard Hotel
7 Pub Dancing Boat Manager Upscale Bar and Restaurant
8 OR2K Supervisor Casual Restaurant
9 Olive Café Supervisor Casual Restaurant
10 Mount Kailash Resort Operations Manager Star Hotel
11 Hotel Barahi Food and Beverage Manager Star Hotel
12 Roadhouse Café Manager Upscale Restaurant
13 Hotel Snow Peak Manager Tourist Standard Hotel
14 Himalayan Front Hotel General Manager Star Hotel
15 Hotel Mountain View Owner Tourist Standard Hotel
16 Anaki Restaurant Owner Upscale Restaurant
Employer Surveys Completed
Employer Name Interviewee Position Business Type
1 The Juicery Café Manager Casual Restaurant
2 Himalayan Front Hotel General Manager Star Hotel
3 Tharu Khaja Ghar Manager Casual Restaurant
4 Sauraha Resort Manager Star Hotel
5 Royal Didi Bahini Kitchen Supervisor Casual Restaurant
Total Restaurants and/or Bars: 11
Total Tourist Standard Hotels: 3
Total Star Hotels: 5

27
7.4 Additional Data Tables
Table 7.4.1: Family Background of Respondents
Agriculture 46 63%
Self-employment 12 16%
Foreign employment 5 7%
Private sector employment 4 5%
Wage employment 4 5%
Government or public sector employment 1 1%
Table 7.4.2: Respondents by Completion of OJT
Completed Didn’t Complete
# % # %
On-the-job Training21
20 27% 50 68%
Table 7.4.3: Respondents by Training Motivation22
To become employed 55 75%
To have high income afterwards 7 10%
To learn new skills or upgrade my skills 5 7%
Out of interest in the subject 4 5%
Table 7.4.4: Current Situation of Respondents
Employed 56 65%
Self-employed 9 10%
Unemployed 16 19%
Studying 5 6%
Total Earning Income 65 75%
Total Not Earning Income 21 25%
Table 7.4.5: Monthly Income of Employed Respondents (in NPR)
All employed respondents 20,289 7,500 70,000 13,364
Subgroup: Job related to training 21,333 7,500 70,000 15,186
Subgroup: Abroad 40,583 15,000 65,000 16,022
Subgroup: In Nepal 17,167 7,500 70,000 9,668
Subgroup: Entry-level position 15,557 7,500 25,000 11,500
21
Percentages don’t add up to 100% due to 3 non-responses for this question.
22

28
Table 7.4.6: Job Source of Employed Respondents
Personal initiative 27 57%
Family and/or friends’ connections 13 28%
With help from Pokhara Technical School 4 9%
Other 3 6%
Table 7.4.7: Job Support Received During Training by Employed Respondents23
Received guidance and counseling during training 24 57%
Subgroup: received information about job opportunities 19 40%
Subgroup: received suggestions, guidelines and info 7 15%
Subgroup: received access to networking opportunities 6 13%
Table 7.4.8: Respondents by First Knowledge of Training24
Friends and family 37 70%
Newspaper or radio 8 15%
Other 4 7%
Alumni of Pokhara Technical School 2 5%
Government organization 1 2%
Table 7.4.9: Job Relevancy to Training of Employed Respondents25
Directly related (in Food and Beverage Service) 34 72%
Indirectly related (in hospitality sector) 5 11%
Unrelated 5 11%
23
Percentages don’t add up to 100% as respondents can select multiple answers.
24
Percentages don’t add up to 100% due to 1 non-response for this question.
25

29
Table 7.4.10: Responses to Training Quality Statements and Training Difficulty
Training Quality Statement Sample
%
Strongly
Disagree
%
Disagree
%
Neutral
%
Agree
%
Strongly
Agree
1
During training I learned all necessary
practical skills for my job
72 0% 0% 10% 33% 56%
2
The equipment and tools used in practical
labs are to industry standards
73 0% 0% 5% 47% 48%
3
Instructors were knowledgeable and
effective in teaching
72 0% 0% 3% 52% 44%
4
During training I learned all necessary
theoretical knowledge for my job
70 0% 0% 8% 40% 48%
5
The materials used (eg. books) during the
training program are relevant and up to
date
73 0% 0% 7% 49% 44%
6
In general, I am satisfied with the training
I received at PTS
73 0% 0% 7% 52% 41%
7
The curriculum taught was relevant and
up to date with industry trends
72 0% 1% 7% 53% 37%
8
During training I learned all the necessary
soft skills for my job
73 0% 1% 10% 49% 40%
9
School facilities (eg. classrooms, labs,
washrooms) are clean and well-
maintained
73 0% 1% 11% 48% 40%
10
There were sufficient opportunities to gain
practical and/or On-The-Job experience
72 16% 26% 14% 18% 25%
11
There were sufficient opportunities to
learn about industry through exposure
visits and industry expert visits
72 26% 16% 7% 25% 25%
Sample
% Very
Difficult
%
Difficult
%
Neutral
%
Easy
%
Very
Easy
Training Difficulty 71 1% 1% 51% 32% 12%
Table 7.4.11: Job Satisfaction of Employed and Self-employed Graduates
Sample
%
Very
Unsatisfied
%
Unsatisfied
%
Neutral
%
Satisfied
%
Very
Satisfied
Average
Employed 45 2% 0% 2% 36% 55% 4.57
Self-employed 9 0% 0% 0% 11% 89% 4.88

30
7.5 Graduate Survey
2019 FOOD AND BEVERAGE SERVICE: GRADUATE SURVEY
8. जनसाांख्यिकीि र सामाख्जक आर्थिक जानकारी
तपाईको
Phone Email
तपाईको लिङ्ग ☐ पुरुष ☐ महिला तपाई को उमेर कतत हो
तपाईको जात
☐ पिाडि ब्रािम्न / क्षेत्री
☐ जनजाती आहिवासि
☐ पिडि िसलत
☐ मधेसि ब्रािम्न / क्षेत्री
☐ अन्य मधेसि
☐ िीमानन्तीकृ त जातत
☐ मुिसलम
☐ लोपोन्मुख जातत
☐ अन्य
तपाईको पत्राचार गने ठेगाना (प्रदेश/ ख्जल्िा/ नगरपालिका /गाउँपलिका/ वडा नां):
तपाईको स्थािी ठेगाना (प्रदेश/ ख्जल्िा/ नगरपालिका /गाउँपलिका/ वडा नां):
तपाांइिे कतत कक्षासम्मको अध्ििन गननिभएको छ।
तपाईको साक्षरता स्तर के हो?
☐ असिक्षक्षत
☐ पढ्न र लेख्न िुवै िक्छु
☐ एि.ई.ई. भन्िा माथि
☐ के वल पढ्न िक्छु
☐ िाक्षर र हििाव गनन िक्ने
☐ एि.ई.ई. िम्म
तपाईंको पररवारको मनयि पेशा के
हो?
☐ कृ षष
☐ िरकारी वा िावनजतनक क्षेत्र को रोजगारी
☐ तनजी क्षेत्रको रोजगारी
☐ व्यविाय / स्वरोजगार
☐ मजिुरी / ज्यालािारी
☐ वैिेिीक रोजगार
☐ अन्य:
_____________________________
तपाईंको पररवारको अननमातनत मालसक आि कतत हो?
तालिममा सहभार्ग हननन भन्दा अतिको ख्स्थतत
तपाईिे तालिम लिनन भन्दा पहहिे के
गदै हनननहनन्थिो।
☐ षवद्यािी थिएं
☐ कामगिै थिएं
☐ अन्य:
☐ बेरोजगार थिएं
☐ स्वरोजगार थिएं
तालिम सनरु गननि अति तपाईंको मालसक आि कतत र्थिो?
िहद पहहिे रोजगारी वा स्व-रोजगार हनननहनन्थिो भने।
तपाईं कन न क्षेत्रमा काम गदै हनननहनन्छ?
िहद पहहिे रोजगारीमा हनननहनन्थिो भने।
तपाईको पोष्ट के र्थिो?
भाग बी: प्रलशक्षण
तपाईिे िो तालिम कहहिे लिननभिो: Month Started Year
तपाईिे िो तालिम कहावाट समपन्नन गननिभिो
☐ पोखरा प्राषवथधक सिक्षालय वाट
☐ पोखरा प्राषवथधक सिक्षालय भन्िा वाहिर अन्य स्िानमा
के तपाईिे लसप पररक्षण पास गननि भिो र प्रमाणपत्र पतन पाउनन भिो? ☐ िो ☐ िोईन
िहद तपाईिे लसप पररक्षण पास गननि भएन र प्रमाणपत्र पतन पाउनन भएको छैन भने
न र के कारणवश तपाईिे तालिम सम्पन्न गननि
भएन?
☐ कायनक्रम तनकै गाह्रो थियो
☐ मलाई पढाउने बबषय बस्तुमा
चािो थिएन
☐ सिप पररक्षण उततणन गनन निके र
☐ अन्य:
☐ कायनक्रम धेरै िजजलो थियो
☐ यि क्षेत्रमा जाथगरको िंभावना
कम भएर
☐ अकै काममा व्यस्त भएर

31
मैिे तालिमको सक्ने बबततकै OJT पतन पूरा गरें ☐ िो ☐ िोईन
िहद तपाई OJT पूरा गननि भएकोछ भने।
तपाईिे कन न होटेि वा रेष्टनरेन्ट वाट OJT पनरा गननि भिो
तपाईिे कतत महहना सम्म OJT गननि भिो
तपाईिे िो तालिम लिननको मनयि कारण के छ।
☐ यो बबषय पढेर रोजगारीका
अविरिरू प्रिान िुन्छ भनेर
☐ िाथिको िल्लािले गिान
☐ िम्बथधत बबषयमा आफनो सिप
अपग्रेि गननलाई
☐ उच्च आय आजनन गनन
☐ घर पररवारको िल्लािने गिान
☐ यो बबषयमा धैरै रुथच भएको ले
☐ अन्य: ___________________
तपाइँ िो काििक्रमको बारेमा कसरी सनन्ननभिो
☐ िाथि र पररवारबाट
☐ पूवन षवद्यािीिरू बाट
☐ रेडियो बाट
☐ िरकारी िंस्िाबाट
☐ अन्य: ___________________
☐ सिक्षकिरु बाट
☐ पत्र पबत्रका बाट
☐ षवद्यालयको वेबिाइट वा फे िबुक
पेज बाट
☐ INGO / NGO बाट
समग्रमा, िो तालिमको ववषिवस्तन कततको कहठन
र्थिो।
☐ धेरै िजजलो ☐ िजजलो ☐ हिकहिकै ☐ गाह्रो ☐ धेरै गाह्रो
ति हदईएको तनम्न प्रश्नावलिसँग कततसम्म सहमत हनननहनन्छ वा हनननहनन्न? (Circle one)
1 - बसलयो अििमतत / 2 - अििमत / 3 – तटस्ि / 4 - ििमत / 5 - बसलयो ििमतत
िामग्रमा, मैले पोखरा प्राषवथधक सिक्षालय बाट सलइएको तासलम िेखख िन्तुष्ट छु 1 2 3 4 5
तासलमको अवथधमा मैले िबै आवश्यक प्रयोगात्मक िीप सिके को छु 1 2 3 4 5
तासलमको अवथधमा मैले िबै आवश्यक िैद्धाजन्तक ज्ञान सिके को छु 1 2 3 4 5
तासलमको अवथधमा मैले िबै आवश्यक ज्ञान जस्तै िंचार िंम्बजन्ध, व्यजक्तगत िम्बन्ध िुधार,
िामुहिक कायन, िमस्या िमाधान, र रचनात्मकता जस्ता ज्ञान सिके को छु
1 2 3 4 5
प्रसिक्षकिरू प्रसिक्षणमा जानकार र प्रभावकारी थिए 1 2 3 4 5
ति हदईएको तनम्न प्रश्नावलिसँग कततसम्म सहमत हनननहनन्छ वा हनननहनन्न ? Links to Markets (Circle one)
पढेको पाठ्यक्रम िमय िापेक्ष थियो 1 2 3 4 5
OJT को पयानप्त प्रावधान थियो। 1 2 3 4 5
यो तासलममा Field Visit गराईयो। 1 2 3 4 5
ति हदईएको तनम्न प्रश्नावलिसँग कततसम्म सहमत हनननहनन्छ वा हनननहनन्न? सामग्री र सनववधाहरूको बारेमा जानकारी
तासलमको िमयमा प्रयोग गररएको िामग्री राम्रोखाले, िान्िसभनक र अद्यावथधक थियो 1 2 3 4 5
प्रयोगात्मक कक्षािरूमा प्रयोग गररएका औजार र उपकरण राम्रो गुणस्तरका छन 1 2 3 4 5
सिक्षालयको िुषवधा (जस्तै: कक्षाकोििरू, प्रयोगिालािरू, भान्िाकोिािरू, रेष्टुरेन्टिरु ) िफा र
राम्रो छ
1 2 3 4 5
िैङ्र्गक चननौतीहरू (Answer if female)
तपाईंले महिला भएको कारणले तासलमको क्रममा कु नैप्रकारको चुनौतीिरूको िामना गनुनभयो ☐ िो ☐ िोईन
िदी हो भने, कस्तोप्रकारको चननौतीहरूको सामना गननिभिो?

32
भाग सी - प्रलशक्षण को हदशा मा प्रलशक्षण प्रभाव
तपाईंको वतिमान कािि अवस्था कस्तो छ
☐ जाथगरे/रोजगार (Go to Section 1)
☐ स्व-रोजगार / मिँग मेरो आफ्नै व्यविाय छ (Go to Section 2)
☐ बेरोजगार (Go to Section 3)
☐ षवद्यािी (Go to Section 4)
☐ अन्य: _____________________
SECTION 1: िहद रोजगारीमा हनननहनन्छ भने: रोजगारी सांमबख्न्ध जानकारी
तपाई कन न ठाउमा काम गदै हनननहनन्छ ?
तपाई अहहिे त्िहाां कन न पदमा काििरत हनननहनन्छ ?
तपाईंिे काम गने ठाांउमा तपाईंको वररष्ठता को स्तर के
हो ?
☐ अकु िल ििायक (Unskilled helper)
☐ कु िल िियोगी (Skilled helper)
☐ पयनवेक्षक (Supervisor)
☐ प्रबन्धक (Manager)
☐ अन्य : _______________
तपाईंको हािको रोजगारीको अवस्था कस्तो छ ?
☐ स्िायी
☐ अस्िायी
☐ िैतनक ज्यालािारी
☐ स्वयंिेवक
☐ बैिेसिक रोजगार
☐ अन्य: ________________
तपाईंिे िो जार्गर गरेको कतत भिो
(महहना वा बषिमा िेयननहोस) ?
समग्रमा तपाईंको मासिक आि कतत हो ?
तपाईंिे िो जार्गर तालिम लिएकै बबषिमा गदै हनननहनन्छ ? ☐ िो ☐ िोईन
िहद तालिम लिएको ववषि भन्दा फरक क्षेत्रमा काम गदै छ भने: तपाईिे अको पेशा ककन रोज्नन भिो?
समग्रमा तपाईंिे हाि गदैगरेको काम बाट कततको सन्तनष्ट हनननहनन्छ? (Circle one)
पूणनतया अिन्तुष्ट अिन्तुष्ट तटस्ि िन्तुष्ट पूणन िन्तुष्ट
िहद तपाईं असन्तनष्ट वा पूणितिा असन्तनष्ट हनननहनन्छ भने, कृ पिा मनयि कारणहरू उल्िेख गननिहोस ्
तपाईंिे तालिम समाप्त भएको कतत समि पतछ िो जार्गर पाउनन भिो ?
(महहना वा बषिमा िेयननहोस)
हािको जार्गर तपाईिे कसरी प्राप्त
गननिभिो ?
☐ व्यततगत पिल वाट
☐ पररवारका ििस्यिरू र िािीिरूको िियोगमा
☐ उधोगिम्म जाथगर खोज्न गएर
☐ पत्र पबत्रकाको माध्यमबाट
☐ पोखरा प्राषवथधक सिक्षालय को िियोग
बाट
☐ मेनपावर को िियोगमा
☐
अन्य:____________________________
____
जार्गर खोज्ने क्रममा पोखरा प्राववर्धक लशक्षािि को
तफि वाट कस्तो ककलसमको सहिोग पाउनन भिो। एक भन्दा
बहिमा र्चन्ह िगाउन सक्नन हनन्छ
☐ कु नै पतन िियोग पाईन
☐ जाथगरको बारेमा जानकारी प्रिान गरेर
☐ रोजगार िाता िंग थचनजान गराएर
☐ िुझाव, हििातनिेि वा िूचना प्रिान गरेर
ति हदईएको तनम्न प्रश्नावलिसँग कततसम्म सहमत हनननहनन्छ वा हनननहनन्न ?
रोजगार िाता मेरो काम वाट िंतुष्ट छन । 1 2 3 4 5
म आफनो ििकसमन जततकै काम गनन िक्छु । 1 2 3 4 5

33
हिईएको जजम्मेवारी राम्रो िंग पुरा गरेको छु । 1 2 3 4 5
हिईएको जजम्मेवारी राम्रो िंग पुरा गननको लाथग अझै तासलम को आवश्यक्ता छ। 1 2 3 4 5
िैङ्र्गक चननौतीहरू (Answer if female)
महहिा भएको िे काम गने ठउांमा कन नै ककलसमको समस्िा खेप्नन परेको छ। ☐ िो ☐ िोईन
िहद छ भने, कृ पिा समस्िा तनहदिष्ट गननिहोस ्?
SECTION 2: स्वरोजगारको हकमा
तपाई कस्तो ककलसमको स्वरोजगारमा आबद्ध हनननहनन्छ ? ☐ िम्झौता वा स्वतन्त्र रुपमा ☐ आफनै व्यविाय छ
सरदरमा तपाईको मालसक आम्दनी कतत छ?
तपाई तालिम लिएकै बबषिमा स्वरोजगार हनननहनन्छ। ☐ िो ☐ िोईन
समग्रमा तपाईंिे हाि गदैगरेको काम बाट कततको सन्तनष्ट हनननहनन्छ? (Circle one)
पूणितिा असन्तनष्ट असन्तनष्ट तटस्थ सन्तनष्ट पूणि सन्तनष्ट
िहद तपाईं असन्तनष्ट वा पूणितिा असन्तनष्ट हनननहनन्छ भने, कृ पिा मनयि कारणहरू उल्िेख गननिहोस ्
िहद आफनै व्िवसाि भए: कन न प्रकारको व्िवसाि सांचािन गरररहननभएकोछ ?
कतत सांयिामा कमिचारी तपाईको व्िवसािमा कििरत हनननहनन्छ ?
पनरुष महहिा अन्ि

34
SECTION 3: िहद बेरोजगार हनननहनन्छ भने
तपाइको हिको अवस्था तिको मध्िे कन निे
बताउछ ?
☐ म धेरै अध्ययन गनन चािन्छु
☐ व्यविायको लाथग त्यारी
☐ स्िातनयरुपमा जाथगरको
☐ बैिेसिक रोजगाररको खोजज
☐ घरायिी काममा व्यस्त छु
☐ रोजगार गनन नचािेको
☐ अन्य:
________________________
___
िहद तपाइ सकक्रिरुपिे स्वदेश वा बबदेशमा रोजगारर खोज्दै हनननहनन्छ भने
वतिमान समिमा कन न कारण िे तपाइ रोजगार हनननहनन्न। एक भन्दा
बिीमा र्चन्ह िगाउन सक्नन हनन्छ।
☐ पाईएको रोजगारीमा िोरै तलव भएर
☐ यो क्षेत्रमा जाथगरको अविर नभएर
☐ प्रयोगात्यमक सिपको कसमले गिान
☐ िैद्धाजन्तक ज्ञानको कसमले गिान
☐ रोजगारिाता िंग राम्रो िंम्बन्ध वा िमनव्य नभएर
☐ रोजगारी िमबजन्ध अन्य सिप नभएर
☐ अन्य:
___________________________________________________
____
िस लशक्षािि बाट कस्तो सहिोग पाउनन भिो। एक भन्दा बिीमा
र्चन्ह िगाउन सक्नन हनन्छ।
☐ कु नै पतन छैन
☐ रोजगारी अविरकोबारे िूचना प्रिान गरहिएर
☐ रोजगार िाता िंग थचनजन गराईहिएर
☐ अन्य िूचना िल्लाि िुझाव प्रिान गरहिएर
िो तालिमिाई थप रोजगारीको तनम्ती राम्रो बनाउन तपाई सांग के कस्तो सनधारात्मक सल्िाह सनझावहरु छन ?
SECTION 4: िहद अध्िनरत हनननहनन्छ भने
तपाइको हिको अवस्था तिको मध्िे कन निे बताउछ ?
☐ िप प्राषवथधक र व्यविातयक तासलम सलिै छु
☐ डिप्लोमा वा प्रबबनता प्रमाणपत्र
☐ अन्य: _________________________________
☐ स्नाकोत्तर
☐ स्नातक
तपाई अध्िनरत सांस्थाको नाम के हो ?
तपाई कन न क्षेत्र वा ववषिमा अध्िनरत हनननहनन्छ ?
िो काििक्रमको अवर्धकततको छ
भाग डी - पोखरा प्राववर्धक लशक्षाििको काििक्रमको बारेमा सामान्ि अननमोदन
तपाईंको बबचारमा, िस तालिमको दनई २ वटा मनयि सवि पक्ष के के छन?
1.
2.
तपाईंको ववचारमा, िस तालिमिाई सनधारगनिकोिार्ग दनई २ वटा प्रमनख सनझावहरु के के हनन सक्छ?
1.
2.
िो तालिम अथवा लशक्षाििसांग सम्बन्धीत कन नै अन्ि हटप्पणी वा सनझाव छ?

35
7.6 Employer Survey
2019 FOOD AND BEVERAGE SERVICE: EMPLOYER SURVEY
SECTION 1: EMPLOYER INFORMATION
Employer Name First Name Last Name
Organization Name
Organization Type (ie. hotel) Number of Employees
Employer Contact Information Phone Number Email
Employer Address
Municipality District
SECTION 2: EMPLOYEE INFORMATION
Employee Name First Name Last Name
Employee Position Monthly Wage (NPR
Employment Start Date Month Year Months Employed
How did you find this
employee?
☐ Friends and Family ☐ Pokhara Technical School ☐ Advertisement (ie. newspaper)
☐ Other (please specify)
SECTION 3: EMPLOYEE FEEDBACK
To what extent do you agree or disagree with the following statements? (Circle one)
1 – Strongly Disagree, 2 – Disagree, 3 – Neutral, 4 – Agree, 5 – Strongly Agree
Employee has the required technical skills to perform his/her responsibilities 1 2 3 4 5
Employee is interested in learning and improving, and takes feedback 1 2 3 4 5
Employee is professional (ie. well groomed, punctual) 1 2 3 4 5
Employee is able to handle pressure and work alone 1 2 3 4 5
Employee is able to work well with others in a team setting 1 2 3 4 5
Employee has the required interpersonal/communication skills to perform his
job
1 2 3 4 5
Employee needed more training to be able to perform his/her responsibilities 1 2 3 4 5
If given the opportunity, I would hire this employee again 1 2 3 4 5
On a scale of 0 to 10, how likely are you to hire students from Pokhara Technical School in the future? (Circle one)
Not
likely at
all
Somewh
at likely
Extremel
y likely
0 1 2 3 4 5 6 7 8 9 10
What other training or skills development should Pokhara Technical School provide that is required by your
organization?
SECTION 4: GENERAL FEEDBACK
Do you have any other suggestions or feedback for Pokhara Technical School?

36
7.7 List of References
DEVTEC Nepal and CTEVT. “Final Report: Tracer Study”. CTEVT, 2018.
Government of Nepal Ministry of Culture, Tourism & Civil Aviation. “Nepal Tourism Statistics
2018”. Government of Nepal, 2019.
Government of Nepal Ministry of Culture, Tourism & Civil Aviation. “Tourism Employment
Survey”. Government of Nepal, 2014.
Government of Nepal Ministry of Labour and Employment. “Labour Migration for Employment:
Status Report for Nepal: 2015/2016 – 2016/2017.” Government of Nepal, 2018.
Government of Nepal National Planning Commission Central Bureau of Statistics. “Report on
the Nepal Labour Force Survey 2017/18”. Government of Nepal, 2019.
Sangam Prasain and Lal Prasad Sharma. “2018 brought more visitors and more money to
Pokhara”. The Kathmandu Post, 2018.
Uden, Jolien. “Tracer Study Report on Food Production Graduates”. Pokhara Technical School,
2016.

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