Raju Gurung
Yeti Health Science Academy, established in 2060 BS, is the pioneering health institution. It has its own buildings for modern classrooms, library, laboratories, office and hostel. Currently, it offers Bachelor of Science in Nursing (B.Sc. Nursing), PBBN (Post Basic Bachelor in Nursing), BPH (Bachelor in Public Health), affiliated to Purbanchal University and CMLT (Certificate level in Medical Laboratory Technology), CDR (Proficiency Certificate Level in Diagnostic Radiography) and T-SLC in Medical Lab Technology, affiliated to CTEVT.
Raju Gurung is the Director at Yeti Health Science Academy. Mr. Gurung says the academic does not compromise on quality delivery. Excerpts:
How is the performance of the graduates of Yeti Health Science Academy in the global economy?
Yeti Health Science Academy has completed its 25 years’ of academic journey in the field of technical and vocational education. Its products have showing jaw-dropping performance in the job landing sector and higher studies. Our graduates are currently working at hospitals, NGOS, INGOS and many other companies. Some of them have become entrepreneurs based on their professional skills.
What are the distinct features of Yeti Health Science Academy?
Yeti Health Science Academy has earned its name and trust in the field of quality technical education. It has managed to recruit qualified, dedicated and prodigious teachers. We give equal importance to both theoretical knowledge and practical skills. We manage internship classes at various hospitals related to their subject. Yeti is related to Greenland Hospital. So, our students are privileged to get engaged in practical classes at Greenland Hospital. Similarly, we managed a series of practice classes at Bir Hospital, Teaching Hospital, Kanti Children’s Hospital etc. We take students to field work and community work in order to enhance their skills and for capacity building. Similarly, we organize extra-curricular activities and social activities to make our student able to survive and adjust in community. Our state-of-the-art infrastructure with all sorts of facilities, such as well-equipped laboratories and library give our learners lasting-passion for learning.
The government is planning to eliminate TSLC health program by passing the Medical Education Act. However, its direct effect is seen in students. In your opinion, apart from students who else are likely to be affected by this decision?
Nepal is a geographically complicated country. So, it is very difficult to get health practitioners who willingly devote their time and talents for people of bucolic areas. To acknowledge this growing conundrum, junior technical human resources produced by TSLC programs are motivated to serve people of those geographically trodden areas. So, eliminating TSLC program will have direct effects in people living in remote and rural areas of Nepal. The people of remote and rural areas will be deprived of getting general health facility in the absence of junior level health practitioners. Mainly, people of rural areas will be directed affected by the decision of the government to remove TSLC program within a few years.
What suggestions would you like to give the government regarding the issue of T-SLC program?
Junior level health practitioners have made significant contributions to creating awareness on people’s health and providing immediate service to people of rural areas. In their absence, people get deprived of even basic health facilities. So, I advise the government not to phase out TSLC program until a constructive solution is found. Phasing out TSLC program before the assurance of health facilities to people of remote areas, it will be misfortune for common people, especially poor, marginalized, and under-privileged groups.
Why do you suggest students that they should study technical and vocational education after the SEE?
Technical and vocational education is such an education that provides skills and confidence along with knowledge and certificates. The learners of such programs become self-dependent and self-sustained. If we study technical and vocational education, we can create a number of jobs for people. So, in order to minimize unemployment problem of the country and develop the country, technical and vocational education has made significant contributions to the health sector in Nepal.
