Bachelor of Technical Education in Information Technology and BIT

Technical and Vocational Education and Training (TVET) has long been a prominent global sector. Dewey (1916) regarded TVET as a crucial tool for education reform and societal modernization. This perspective remains relevant today, as scholars such as Maclean and Wilson (2009) argue that TVET provides education and training that prepare individuals for gainful employment. TVET programs equip young people with the skills, knowledge, and competencies necessary for specific professional careers (OECD 2017). Consequently, the role of TVET in preparing skilled human resources and facilitating their transition into careers, thereby contributing to economic development, is indispensable.

The Bachelor's of Technical Education in Information Technology is a program that prepares graduates to become instructors for K-12 schools, resource materials developers, and curriculum developers in the Information Technology field. Additionally, graduates are eligible to pursue a master's degree in TVET programs, MTech Ed, or a Master's in Information Technology, with the completion of some additional IT courses.

Aims of the Program

1. Demonstrate Level 6 competencies envisaged by the National Vocational Qualification  Framework (NVQF) of Nepal,
2. Exhibit comprehensive, meaningful, and coherent knowledge and skills in any of the  specific fields in technical-vocational occupational specialization e.g., civil, mechanical,  computer, agriculture, etc,
3. Apply occupational specialization knowledge and skills in solving problems occurred in  their contexts of work,
4. Apply vocational pedagogical knowledge and skills in any of the specific fields in technical  and vocational instruction, 
5. Show scholarly literacy, communication, quantitative reasoning, critical thinking, learning  skills needed for advanced learning,
6. Exemplify a deep and principled understanding of the technical and vocational learning  processes and the role of the instructors in facilitating these processes in the students,
7. Show a sound understanding of how educational processes relate to larger historical, social,  cultural, and political processes, 
8. Apply a wide range of teaching process skills including curriculum development, lesson  planning, materials development, assessment, and pedagogical approaches, and
9. Reflect on the relationship between teaching and learning, content and pedagogy, work and  learning, thereby embracing lifelong learning in their roles as the technical and vocational  instructors