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Bachelor of Technical Education has been introduced to develop instructors and teachers in the field of Technical and Vocational Education and Training (TVET) with a view to fulfil the gap of acute shortage of instructors and TEVT professionals in the country which aspires to promote technical and vocational education two-third of the educational system and processes
Bachelor of Technical Education has been introduced to develop instructors and teachers in the field of Technical and Vocational Education and Training (TVET) with a view to fulfil the gap of acute shortage of instructors and TEVT professionals in the country which aspires to promote technical and vocational education two-third of the educational system and processes. The program has envisaged that a mix of two or more of the work-based learning, activity-based instruction, on the job training, project-based learning and problem-based learning be used to deliver the program. Because of the ‘practical focus’ of the program, the assessment has been proposed to address the needs of experiential learning.
The curriculum of Bachelor of Technical Education in Information Technology has been devised in such a way that it enables a student-teacher to get a degree in education as well as a specialised discipline i.e. Information Technology.
Minimum D+ grade in each subject of grade 11 and 12 with CGPA 1.8 or more
Or
Minimum score of second division marks in 10+2 , PCL or equivalent in any discipline
Bachelor of Technical Education has been introduced to develop instructors and teachers in the field of Technical and Vocational Education and Training (TVET) with a view to fulfil the gap of acute shortage of instructors and TEVT professionals in the country which aspires to promote technical and vocational education two-third of the educational system and processes. The program has envisaged that a mix of two or more of the work-based learning, activity-based instruction, on the job training, project-based learning and problem-based learning be used to deliver the program. Because of the ‘practical focus’ of the program, the assessment has been proposed to address the needs of experiential learning.
The 136-credit program has been structured four types of the courses, such as Educational Core (18), Vocational Specialization (80), Vocational Pedagogy (20), and Educational Research and Internship (18) with a view to inculcate both pedagogical and vocational skills. The vocational specializations has been offered in a manner that they can be utilize hands-on activities as well.
The program begins with the foundational courses in general education, vocational pedagogy and the area of specialization. In the later part of the program, OJT/WBL and forms of experiential learning will be introduced. The culmination of the program will be internships in their specializations and a research report that addresses the problem of vocational education.
Core Courses (18 Credit Hours = 12 TH + 6 PR)
|
Courses |
Credit Hours |
Theory |
Practical |
|
3 |
2 |
1 |
|
3 |
2 |
1 |
|
3 |
2 |
1 |
|
3 |
2 |
1 |
|
3 |
2 |
1 |
|
3 |
2 |
1 |
|
|
18 |
12 |
6 |
Vocational Pedagogical Courses (20 Credit Hours = 10 Th + 10 Pr)
|
Courses |
Credit Hours |
Theory |
Practical |
|
2 |
1 |
1 |
|
2 |
1 |
1 |
|
2 |
1 |
1 |
|
2 |
1 |
1 |
|
2 |
1 |
1 |
|
2 |
1 |
1 |
|
2 |
1 |
1 |
|
2 |
1 |
1 |
|
2 |
1 |
1 |
|
2 |
1 |
1 |
|
Total |
20 |
10 |
10 |
Information Technology (80 Credit Hours = 48 Th + 32PR)
|
SN |
Name of the Module |
Credit Hour |
||
|
TH |
P R |
Total |
||
|
|
Information System |
2 |
1 |
3 |
|
|
Software Development |
2 |
1 |
3 |
|
|
Introduction to Computer Programming Using C |
2 |
1 |
3 |
|
|
Mathematical Concepts for Computing |
2 |
1 |
3 |
|
|
Object-Oriented Programming |
2 |
1 |
3 |
|
|
Creativity & Innovation |
1 |
1 |
2 |
|
|
Computer & Network Technology |
2 |
1 |
3 |
|
|
Professional Issues in IS Practices |
2 |
1 |
2 |
|
|
Python Programming |
2 |
1 |
3 |
|
|
Computer Networks |
2 |
1 |
3 |
|
|
System Analysis & Design |
2 |
1 |
3 |
|
|
Probability & Statistical Modelling |
2 |
1 |
3 |
|
|
Database Systems |
2 |
1 |
3 |
|
|
Software Engineering |
1 |
1 |
3 |
|
|
Microprocessor & Computer Architecture |
2 |
1 |
3 |
|
|
Principles of Internet Technologies & Web Applications |
2 |
1 |
3 |
|
|
Advanced Database Management System |
2 |
1 |
3 |
|
|
Research Methods for Computing and Technology |
1 |
1 |
2 |
|
|
IT Project Management |
1 |
1 |
2 |
|
|
Cloud Computing |
1 |
1 |
2 |
|
|
Management Information System |
1 |
1 |
2 |
|
|
Web Engineering |
2 |
1 |
3 |
|
|
Advanced Software Engineering |
1 |
1 |
3 |
|
|
System Network Administration |
1 |
1 |
2 |
|
|
Professional IT Project-I |
1 |
1 |
2 |
|
|
Computer Maintenance & Troubleshooting |
1 |
1 |
2 |
|
|
Internet of Things(IoT), Concepts & Applications |
1 |
1 |
2 |
|
|
Artificial Intelligence |
1 |
1 |
2 |
|
|
Entrepreneurship |
2 |
1 |
2 |
|
|
IT & the Environment |
1 |
1 |
2 |
|
|
IT Project-II |
1 |
1 |
3 |
|
|
Total |
48 |
32 |
80 |
Internship and Research (18 Credit Hours = 1 Th + 17 Pr)
|
SN |
Courses |
Theory |
Practical |
Total |
|
1 |
Educational Research |
1 |
2 |
3 |
|
2 |
Internship – Teaching/Training (6) |
0 |
6 |
6 |
|
3 |
Internship – Work-based learning (6) |
0 |
6 |
6 |
|
4 |
Educational Research Project (3) |
0 |
3 |
3 |
|
|
Total |
1 |
17 |
18 |
Janaki College for Professional Studies is a member of the LBEF Group of Institutions and was established to provide skills-based education at Janakpur Dham, Nepal. JCPS is proud to work in partnership with Kathmandu University to offer Bachelor of Technical Education in Information Technology (B.Tech Ed- IT).
