Supporting Competency-Based Teacher Training

Reforms to Facilitate ICT-Pedagogy Integration

 Country Background Report

Prepared by: Dr. Ganesh B Singh

APEID, UNESCOUNESCO, Katmandu

March 2014

Report Chapters Chapter 1: Overview of Nepalese

Education System Chapter 2: National Curriculum

(School Level Curriculum in Nepal) Chapter 3: Assessment Chapter 4: Teachers and Teacher

Training Chapter 5: ICT in Education

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Bases of curriculum policies

Directed by

Constitution

Act and regulations

Periodic plan and policies

Global concerns

Social demand

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Existing curricular development and implementation policies

Guided by › Principles of the Eastern Knowledge and

philosophy› ICT integration› Life skills based education› Work oriented education › Emphasis on student assessment and

evaluation; and› Participatory approaches to curriculum

development.

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Pedagogical practices in the existing classrooms

Gradual improvements in the curriculum, curricular materials, teacher preparation and physical infrastructure in the input side.

Though slow, classroom teaching learning practices reported to be improving. (CERID, 1989).

Achievement of the students during BPEP found low. BPEP-II Master Plan 1997-2002 (MOE, 1997) assumed two

possibilities, “either the new curriculum has not been appropriately delivered, or it has not been delivered to the required extent.”

The master plan raised the mechanism of curricular transaction in the classroom environment to be one of the major issues.

Deemphasize rote learning as meaningful child learning does not occur simply as an accumulation of discrete bits and pieces of information or course contents. Learning should be an assimilation of knowledge into the existing cognitive structure to form an integrated whole of new learning.

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Pedagogical practices in the existing classrooms

‘Concept paper for further support on BPEP in Nepal 2004-2009’ - deemphasize rote learning and develop further away from treating students as homogeneous units .

Core document of EFA - a classroom by 2015 as a stimulating learning environment, ensuring that each student develops to their full potential - children learn in different ways at different rates and will achieve different levels of attainment.

Using assessments to identify each student’s strengths and weaknesses so as to cater for the needs of students as individuals to improve each student’s learning.

Further conceptual development continued in the SSRP which accords students’ learning as most important aspect and proposes, “… promote independent learning by students being educated under diverse situations… Local curriculum, content and materials will be developed… A child’s mother tongue will be employed as the medium of instruction up to grade three… Flexible instructional arrangements will be developed and employed…”

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Pedagogical practices in the existing classrooms

Studies mainly found classroom delivery teacher dominated, emphasis on rote learning. Teacher lecturing, paraphrasing, drill, reading and repeating from textbook, memorizing question/answer dominant approaches.

Classroom process largely confounded to the whole class teaching and leaving the weaker ones behind. Single language, single session, same material (if used), same method (usually lecture, paraphrase) were the general practices in the classroom delivery.

Formative research study also found a small number of teachers (12%) who involved students actively in teaching learning demonstrated better practices.  

NCED (2010) study -- teachers performing above average in their platform skills (82%), selection of content (64.6%) delivery of lessons (69.7%), concluding the lessons (64.3%) and using transfer strategies (60.3%). Such improvements in the classroom teaching learning need to be maintained and further improved throughout the country.

 

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Pedagogical practices in the existing classrooms

CERID studies (2002 and 2003) reported › Common classroom teaching learning practice was the use

of textbook by the teachers more often than curriculum, teacher guide or other curricular materials

› If the teacher would have consulted curriculum and followed the suggestions provided in the teacher guide, classroom delivery would have been better than the existing ones

› Better classroom delivery in the cases where curriculum and/or teacher guide were consulted compared to the cases of non-consultation also supports this statement.

› Most of the teaching methods suggested in the teacher guide are covered in the training manual and materials suggested in teacher guide are explained in the training manual. Thus, skill learned during training would be supportive in implementing teacher guide effectively in the classroom delivery.

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Assessment Forms of student assessment

› Formative and summative assessments emphasized› NCF’s priority on student assessment and evaluation

to integrate it with the learning of students› NCF, SSRP also emphasized on competency

standards; CAS; liberal promotion; remedial support to the students performing below the stipulated minimum standard; national standard set and monitored for certain grades and subjects; etc.

› NCF stated that “national standards for school education will be formulated. District and school level benchmarks compatible with the national ones will also be devised and these local bodies will be made responsible to carry out curricular activities.”

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Assessment Framework for the Assessment

› BPEP-II Master Plan 1997-2002 pointed out heavy backwash effect of examination practices

› Master plan suggested to prepare manual for teachers on student assessment; conduct training/orientation; establish national achievement norms; emphasis on criterion-referenced test; execute an automatic promotion system in Grade one; continuous internal assessment and individual attention to students; specification of minimum level of achievement; etc.

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Assessment Framework for the Assessment

› CAS has been emphasized to form a part of an integrative set of teaching techniques. CAS was piloted during BPEP-II. During EFA also CAS, portfolio maintenance, homework management, establishment of national norms at around A level for all primary students, criterion referenced assessment system, Liberal Promotion Policy, expanding assessment area to attitudinal and behavioral aspects were given emphasis

› The result of piloting of the CAS was not found effective (CDC, 2003)

› NCF (MOES, 2005) and SSR (MOES, 2008) in addition to developing standardized tests, using assessment result for course improvement, and latest one from SSR is to held public examinations at three levels: national, regional and district.

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Assessment Framework for the Assessment

› Some un-clarity in the guidelines with regard to CAS and liberal promotion system

› While NCF emphasizes on CAS and liberal promotion system, it has also made provisions of weightage of marks for internal and external evaluation and 40% pass marks at all levels and grades. If 40% is pass marks, then lower than 40% are fail in which case liberal promotion is messed up.

› Assessment focusing on supporting students in their learning, making it more child friendly, testing higher order thinking, concentrating on the behavior changes, etc. not yet explicitly structured and linked in the assessment framework. Still focus is on assessing learning achievement of the students in the content areas.

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Assessment Teachers’ perception on assessment practices

› Assessment is meant to assess and certify learning achievement of the students.

› Only 4 of them viewed that assessment results should be used to further support students’ learning.

› Majority of them (9 teachers) viewed that purpose of assessment is passing the able students and failing the weaker ones.

› Paper and pencil test is viewed to be important by 9 of the teachers.

› Most of the teachers lacked higher level cognitive items as well as non-cognitive aspects of learning.

› What is tested has been in classroom teaching of all of the teachers. They viewed success in the examination is the success of their teaching.

› Coaching for the examination is viewed to be important practice.

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Teachers and Teacher TrainingTeacher policy› Teachers basic entry qualification upgraded to certificate

level qualification to be a basic level teachers and the Masters level qualification for the secondary level teachers.

› SSRP also proposed a new teacher development path i.e. beginners, experience, master and experts. Priority was set to recruit females, Dalits, and other disadvantaged groups when filling teacher positions.

› Professional development policy i.e. every five years each teacher will get a month duration professional development training to implement the SSRP also set and implemented. In addition to these, a separate policy of creating a position of school head and hired on a contractual basis also set by the SSRP.

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Teacher education and training

Provision› Pre- In- Licensing, › TPD - 10 days program

› Face to face training (5 days)› Project work and implementation of

teaching improvement plan at school (Equivalent to 3 days)

› Instructional Counseling at school (2 days)› Each teacher will have the opportunity of

attending 30 days in-service training within the five years of the implementation of SSRP.

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Teacher education and training

› Monitor in-service training program -- the Resource Persons, School Supervisor, and the teacher trainer directly involved in the process of training design and delivery are responsible authorities.

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ICT in Education› ICT policy (2013)‘Information and Communication

Technology (ICT) in Education Master Plan 2013-2017’.

› Use of ICT to achieve the broader goals of education. › SSRP has envisioned implementing and expanding

ICT assisted teaching/learning process in all schools. This Plan will guide for the planning and implementation of ICT in Education in Nepal for next five years and provide direction for long term plan.

› The main focus of this plan is to effectively integrate ICT in teaching and learning process across all education sub-sectors

› The vision of the Master Plan is to ensure extensive use of ICT in education sector and contribute for access to and quality of education for all.

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ICT in Education› Four components in the Master Plan: › Development of Infrastructure including

connectivity, › Development of Human Resources, › Development of Digital Learning

Materials, › Enhancement of Education System.

› Master plan focuses on PPP to strengthen the infrastructure development as well as other components of the plan.

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ICT in Education› Secondary and lower secondary school will have

the ICT Lab facility along with connectivity› 8050 teachers will receive training on ICT in

education in about 752 schools› The NCED implemented a joint project on capacity

development in close collaboration with the Ministry of General Administration. From this project, ICT lab, and orientation training for the policy maker and educational manager have been started.

› Policy level personnel (25 in numbers) were already oriented on ICT in education.

› Likewise NCED has planned to initiate orientating training for 90 educational managers on ICT in April 2014.

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ICT in Education› ICT infrastructure among the schools

varies significantly› Some schools are managing their

own to develop the ICT Infrastructure› In some schools, ICT not priority› The exact data on ICT devices, their

types, and the ratios of equipment to the teachers and to the students have yet to be maintained.

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ICT in Education

› Based on the reporting from the schools in Flash II 2010-011

› 1,864 (6.6%) community schools with the computer facilities

› 4.7 schools used the computers for administrative propose and 986 schools have used the computers for teaching learning activities too.

› Similarly, out of total 28,057 community schools in the school year 2010, there were 3,563 (12.7) schools with the electricity facility

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Use of ICT› DOE, with the involvement of some Non-

governmental Organizations (NGOs), has developed interactive digital learning materials for the students of grades 2 to 6 in Nepali, Mathematics, English and Science subjects

› One Laptop Per Child (OLPC) initiative has been supported by different organizations in selected schools.

› Some private agencies have developed educational AV and audio CDs. But these are in limited use and rarely in public schools. CDC has developed audio CDs (English language listening) and provided to the schools.

› MOE has given priority in developing ICT based teaching and learning materials and making them available to the students and the teachers.

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Use of ICT

NCED, CDC, NFEC have also developed several interactive learning materials for students, teachers and parents

These materials are uploaded into the website

Besides, these the CDC has already digitized its textbooks up to grade 5 and uploaded to its e-library

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Teachers’ skills in ICT School teachers encouraged to develop

their ICT skills in order to use them in everyday teaching learning process

In general, teachers’ ICT skills are very basic - not in a position of developing ICT pedagogical activities and utilizing them in teaching learning process

Basic operational and functional skills (digital literacy), skills on pedagogical mix is the felt need of the teacher

Plan to initiate teacher-training program designed by NCED.

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Teachers’ skills in ICT Teacher training course for ICT: • Introduce basic concept and importance of ICT in education • Use of digital literacy skills in personal and pedagogical level • Introduce the ICT based pedagogical practices in the

classroom • Design and implement a small ICT based project in everyday

teaching learning process • Update personal and professional capacities through utilizing

ICT • Disseminate and share the learning and experiences through

ICT The topics for the ICT curriculum covers Digital Literacy,

Computer Operating Systems, Application Program (Word Processor, Spreadsheet, Presentation, Email and Internet, Computer Security, Multimedia), ICT & Pedagogy, Subject-wise ICT based Demonstration, Project work (Application of ICT in pedagogical practices in the classroom).

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Issues and challenges The major ones are:

› i) developing infrastructure › ii) developing the teachers capacity › iii) making continuous power supply to the schools › iv) developing connectivity to all schools › v) developing interactive teaching learning materials and

making them avail to all students and the teachers › vi) creating enabling classroom environment and › vii) managing adequate amount of budget.

To address these challenges, the government has started to develop the infrastructure, internet connectivity, develop the capacity of the teachers, and increase its annual budgets. Nevertheless, it is not adequate to create enabling environment to implement the ICT based teaching learning in real classroom situation.

Issues and challenges Teachers are not demanding training

on ICT under the TPD NCED has decided to design and

implement ICT based training for them under the TPD modality

The government has already set the strategy of providing ICT based training to all teachers in a phase manner.

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Thank You