teacher development policy in nepal 2010

Final version approved by CEHRD meeting held on 29th of Nov, 2010

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Date of approval by Council for Human Resource Development-2067-08-13

Preparing for effective implementation of School Sector Reform Plan 2009-2015

Teacher Development Policy Guideline

Ministry of Education
November 2010
National Center for Educational Development


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Table of Contents

S. N. Contents Page No.

Acronyms i-iii

Forewords iv

1 Introduction 4-5

2 The context 5-11

3 The issues and challenges 11-13

4 The policy actions 13-21

Policy field-1: Career development 13-14

Policy field-2: Qualification upgrading 14-15

Policy field-3: Professional development 15-17

Policy field-4: Teachers' accountability and

career development

18-18

Policy field-5: School leadership 18-19

Policy field-6: Public-private cooperation 19-19

Policy field-7: Arrangement for institutional

capacity

20-20

5 Implementation mechanism 21-29

6 Annexure 31-37


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Acronyms

ADB Asian Development Bank

CDC Curriculum development center

CEHRD Council for human resource development

CTEVT Council for technical education and vocational training

CFS Child friendly school

CSE Comprehensive sexuality education

CFO Cluster focal officer

DOE Department of education

DEO District education office

EFA Education for all

ECD Early childhood development

ETC Education training center

ERO Education review office

FOE Faculty of education

FPAN Family planning association of Nepal

GON Government of Nepal

HEP Higher education project

HT head teacher

IFCD Innovative forum for community development

INGO International non-government organization


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JICA Japanese international cooperation agency

LRC Lead resource center

MOE Ministry of education

MGT Multi-grade teaching

NGO Non government organization

NVT Non-violence teaching

QERP Quality education resource package

RC Resource center

RED Regional education directorate

SSRP School sector reform plan

SMC School management committee

SHP School health program

SESP Secondary education support program

HSEB Higher secondary education board

NCED National center for educational development

NFEC Non formal education center

OCE Office of controller of examination

PCL Proficiency certificate level

PEP Primary education project

PEDP Primary education development project

SEP Skills for employment

SEDP Secondary education development project


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TPC Teacher preparation course

TOT Training of trainers

TRO Teacher record office

TPD Teacher professional development

TEP Teacher education project

TU Tribhuvan university

TSC Teacher service commission

TUN Teachers' union of Nepal


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Forewords

NCED submits this policy guideline prepared for providing detailed operational framework for the use of agencies responsible for implementing programs related to teacher development and capacity building of total education system. The guideline, upon approval from the concerned authority, will serve as binding regulatory norm to be adhered to by the concerned agencies and individuals. Every arrangement made under this guideline devotes to prepare, develop and sustain quality teachers actively functional to contribute to achieve aims, long-term and immediate-term objectives of "teacher professional development" component of the SSRP.

While preparing this, broad range of activities were performed over the past whole one year. Consultative exercises, verification activities, document review tasks and consolidated drafting works were carefully accomplished. The present version is outcome of rigorous engagement of competent professionals, who have taken with due considerations of present realities, future prospect and possibilities capacity building roles in translating the reform spirit into actions over the next five year until 2015.

Teacher community represented by a number of individual teachers and unions/professional organizations, experts, school principals, university officials, policy makers and representative from implementing agencies are sincerely thankful for their availability and invaluable inputs forwarded to develop writing to the present magnitude. In the same way, the writing team, which demonstrated high level of professional efficiency in taking full leadership of producing this version, is highly acknowledged.

Finally, I humbly appreciate Hon' ble Sarvendra Nath Shukla, Minister for Education, Hon'ble Govinda Chaudhary, State Minister and Mr. Shankar Prasad Pandey, Secretary of MOE as well as rest of the respected council members for their kind consideration, practical guidance and encouragement throughout this venture.

Executive Director

National Center for Educational Development (NCED)

Sanothimi, Bhaktapur

November 2010

Final version ready to submit to the CEHRD meeting held on 29th of Nov, 2010 for approval

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Summary

1. The present policy guideline has recently been approved by the Council for Educational human resource Development headed by Hon'ble Minister for Education. According to decision, the guideline is approved for implementation with necessary technical and operational coordination under NCED. Nevertheless, every bit of genuine feedback received during the joint consultative mission (6-10, December 2010) will be considered by the time this document will be submitted to the MOE for official endorsement.

2. The guideline prepared to correspond to the requirement of School Sector Reform Plan (SSRP) 2009-2015 lays down guiding norms for implementation of policies and programs as envisioned under teacher development and management component.

3. Main purpose of this guideline is to serve as an implementation tool for developing quality teachers by making arrangements of several quality measures. Teachers subsequently will be able to demonstrate productive teaching performance whereby student learning will be enhanced that leads to desired increases in the cost-efficiency and cost-effectiveness of the education system.

4. Broader objective of this policy guideline has remained to provide the identified implementing agencies and individuals with adequate and clear policies and framework of actions for achieving aims, long-term and immediate-term objectives of "teacher professional development" component of the SSRP.

5. With regard to the scope, the guideline is composed of texts that include revisions in the existing policies, elaboration and interpretation of the policy options stipulated in SSRP under the relevant component.

6. While preparing this, broad range of activities were performed over the past whole one year. Consultative exercises, verification activities, document review tasks and consolidated drafting works were carefully accomplished.

7. The document has acknowledged broader context of reform campaign in education sector; SRP policy intention; gains and lessons achieved in the past; existing practice of multiple interventions for teaches development; and diverse experiences of teacher development in different situations.

8. Rationale for preparing this guideline is to closely address vital issues and challenges encountered during the implementation that include adjustment of teachers' appointment into the new structure; integration of multiple training


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interventions; tying up teacher development inputs with classroom effectiveness; blending of academic program with pedagogical preparation; resource mobilization.

9. Present document comprises 10 policy statements and 60 policy actions organized the following seven policy fields provide with detailed operation guideline binding to all individuals ands agencies concerned.

i. career preparation

ii. qualification upgrading

iii. professional development

iv. teachers' accountability and career growth

v. school leadership

vi. public-private cooperation

vii. arrangement of institutional capacity

10. An important section of this guideline is about implementation mechanism that covers identification of roles of different actors, modalities and resource projections for implementation of teacher development programs adhering to the given action frameworks. It is admitted that certain policy actions demand some more detailed work in terms of identification of target groups, budgeting and scheduling of the implementation. The detailed exercise is continued now and will be finalized along the process of official endorsement of this document.

11. As this documentation is an outcome of evolving exercise, a process of collecting feedback during the implementation of whole one year will be continued and necessary adjustment will be at the beginning of every new fiscal year based on experience.

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1. Introduction

The Teacher Development Policy Guideline as developed to the present shape is an implementation tool prepared for the requirement of implementing policies envisioned under the "teacher development" component of School Sector Reform Plan (SSRP) 2009-2015.

Main purpose of this guideline is to serve as practical instrument for developing quality teachers by making arrangements of several quality measures. Teachers subsequently will be able to demonstrate productive teaching performance whereby student learning will be enhanced that leads to desired increases in the cost-efficiency and cost-effectiveness of the education system. At this juncture, it is relevant to reinstate that present exercise has fully acknowledged the fact that teacher development and mobilization is the final destination of education reform campaign under the SSRP. It is because fully committed and empowered 0.17 million teachers will then be able to deliver the reform results to more than 6.5 million students, who are the centrality of impact of the campaign. Meantime, the central consumers of the reform efforts is attended and equipped only by the teachers through through processes of instruction, counselling and evaluation.

Broader objective of this policy guideline has remained to provide the identified implementing agencies with adequate and clear policies and framework of actions for achieving aims, long-term and immediate-term objectives of "teacher professional development" component of the SSRP. It is specifically expected that total course of implementation firmly based on this policy guideline will make sufficient arrangement for entire teaching force to receive need-based and result-oriented professional development training as well as other relevant exposures.

With regard to the scope, present guideline is revised version of existing Training Policy 2005. Nevertheless, mention of provisions exclusively on teacher development and its linkage with for career growth is the main feature. Likewise, it is a combination of detailed policy statements and practical actions required for putting into operation the policy indications about teachers' capacity building as depicted in the SSRP. However, this document has taken privileged of reinterpretation and elaboration of SSRP policies. For the practical reason, this policy guideline limits definition of some policy elements. To be specific, those teachers who are entitled to teach the grades 1-8 are called basic teachers and those who are entitled to teach grades 9-10 are called secondary teachers. Nevertheless, the teachers appointed for teaching in grades 11-12


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will be brought under the framework of this guideline along with the school integration process that is planned to take place after the year 2012.

Present exercise is primarily an evolving process rather than confining to the preset rigid structure of undertakings. Initially, the process was started with review of relevant literature and international experiences by comparing with achievements and lessons learnt from the past intervention and investment in the field of teacher development in Nepal. Then, a working framework was developed and stakeholders' observations and aspirations were gathered through rounds of consultative meetings and workshops. It is mentionable that national consultative workshops were conducted for two rounds with participation of representatives from universities, teacher unions/professional organizations, implementing agencies and national/international experts. Meantime, it is planned that when this guideline is approved, it will be brought to the operation, which will be closely monitored to collect feedback. Then, it will roll out to the next year with required level of improvement based on the experience-based lessons.

2. The context

The Government of Nepal gained incredible achievements in terms of extended educational opportunities (access), institutional development (formal networks), social awareness (community involvement) and government commitment (increasing investment) over the past decade. International connection of school/university graduates as resulted in increasing outflow of graduates for higher studies and for employment is another side of positive impact of the education services. Number of periodic programs namely Education for All (EFA) 2004-2009, Secondary Education Support Program (SESP), 2003-2009, Teacher Education Project (TEP) 2002-2009, Skills for Employment Project (SEP) 2005-2010, Higher Education Project I &II (HEP) 1998-2012 were the major but planned interventions behind the achievements. At the same time, radical political changes took place with extended people's aspirations and demand for better quality of life in every sphere of human development. At this unique juncture, Government of Nepal (GON) attempted to embark on new form of education reform campaign to cope both the challenges-the public pressure for fulfilling enormous unmet needs and consolidation of the achievements to lay down foundation for future development. The reform campaign of the government took a final shape in form of SSRP 2009-2015. The plan has envisioned significant reform mainly in four areas such as


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structure of education system, quality of service, school governance and investment management.

According to the plan, school system will be integrated into single 1 to 12 education system whereby the basic education consists of grade 1 to 8 schooling and secondary education from 9 to 12 respectively. Numerous preparatory arrangements are being initiated to embrace the 1 to 12 school education system in Nepal. One of the natural implications of this significant change is the need for redesigning teacher professional development policies, plan and program responsive to cater to needs of the integrated school education system. It is an opportune time that the teacher development policy be designed that would clearly articulate a new vision for new Nepal and state a set of fundamental principles, aims and objectives, perspectives and approaches that are aligned with the expected or desired outcomes from school teaching in the classroom. The high quality school outcomes, among others must include the increased student achievement, and improvement in learners’ knowledge and skills through better teaching performance of the entire teacher force.

It is obvious that the redesigning exercise cannot be an independent work rather it has to evolve from sets of guiding considerations, which are discussed in the following paragraphs.

SSRP policy intent

The plan has already laid down indicative policies on various fields of teacher development that read as i) selection and recruitment; ii) qualification requirement; iii) teachers preparation; iv) in-service teachers development; v) career path and promotion; vi) specialized teaching cadres; vii) teacher performance monitoring; and viii) head teacher selection and training requirement. The underlying spirit of the provisions has called for critical shifts in terms of teachers' service, professional preparation for teaching and accountability for result of teaching. As envisioned, there will be full functioning system of supply of better-qualified teachers with multiple avenues for continuous professional development practically linked to time-bound career development practices in the system. Following box-1 summarizes indicative policies on teacher development theme.

Box-1: SSR policy summary Teacher selection and recruitment

Only candidates having teaching license with required professional qualification candidates made eligible for any employment status (temporary or permanent) in the teaching post


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Qualification requirement For Basic Level: HSLC-in-Ed. /PCL (Ed) or HSLC + one-year Teacher Preparation

Course (TPC) For Secondary level: M. Ed or Master Degree qualification + one-year TPC

However, Teachers with existing training will be eligible to teach initial grades of the respective levels-1-5 grades of the Basic Level and 9-10 grades of the Secondary Level

Provision of study leave and grace period for to-be-remained under qualified teachers to meet the new qualification requirement (qualification upgrading)

Special scheme to be made available in the university/HSEB system for the qualification upgrading purpose

Pre-service: Teacher Preparation Individual responsibility of the candidates comply with the TPC prior to applying

for the licensing test/teacher selection examination In-service: TD and professional support

Government responsibility for the teacher development function Mandatory one-month demand-driven training for all teachers to acquire once in a

five-year duration Additional support made available through various schemes such as in-on-line

courses, self-learning materials, etc. Career path and promotion

Two separate career paths for Basic and Secondary level with provision of internal promotion from Basic to the secondary level

Four career stages introduced in each level for both basic and secondary level teachers-

1. Expert 2. Master 3. Experienced 4. Beginner

Time-bound (5 years) upgrading of the teachers to the higher stage based on indicators-time on task, seniority, qualification, training and students' achievement

Fast-Track promotion for the teachers having additional qualification Specialized teaching cadres

Specialized teaching cadres for MGT, Multi-lingual teaching and inclusive education Adoption of special terms of tenure and promotion for the specialized cadres

HT position and selection Provision of separate position for head-teacher in each of the full-fledged schools

under contractual selection based on a proposal for school development by SMC tion

and For secondary level, M. Ed or equivalent qualification Minimum qualification and Training: For basic level, B. Ed or equivalent qualifica

Mandatory certification training on School Management and Leadership for eligibility SSRP defined Teacher standard ification of teachers for basic educatioa. Minimum qual n is raised from

SLC pass to grade 12 pass. Pre-service training and teab. ching license are mandatory prior to hiring people in teaching position. Quality of working teachers (permc. anent or temporary) is ensured by assessing their performance and providing them opportunity of professional development.


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d. in classroom is monitored properly.

aterials in class. ck

h. mother tongue of the majority of

i. ensured through accountability system.

Regularity of teacher in school and e. Teachers' time on task is approaching 100 percent. f. It is ensured that teachers use proper instructional mg. Teacher is made accountable that their students receive timely feedba

to improve their performance. Teacher is knowledgeable in thestudents in classroom. Teacher commitment is

Past achieve

Consolidation of gains and lessons learnt in the past with regard to in-service and pr

More importantly, it is observed that quite a meaningful level of awareness was develop

Diverse experiences in different situations

Best practices as well as emerging models and modalities applied for the purpose of teac

ment

e-service teacher training has become another crucial guiding consideration for the present exercise. Under the functional leadership of NCED, all teachers in the system were successfully made equipped with stipulated professional qualification that is 10-month (certification) teacher training course. An attempt of the government since long back in 1970 has turned out to completion of the huge job, clearance of backlog of all untrained teachers, in the year 2009. Majority of provisions as enacted in the Training Policy 2005 was successfully implemented. Government strictly enforced the policy of recruiting teachers having both the prescribed academic and professional qualifications followed by teaching license. University system was strengthened to competently develop and run teacher preparation courses relevant to the teaching field. In this way, the government has successfully acted upon 'exit strategy' in carrying on both the functions, pre-service and in-service teacher preparation, with a view to withdrawing its role and leaving this with the concerned candidates in future.

ed about need for teacher training and professional preparation for teachers in groups of potential teaching candidates, school community and parents. As a result, the teachers working currently in the teaching force are fully qualified and trained. Therefore, at the dawn of the SSRP exercise, NCED had engaged in developing clear visibility into potentials framework of continuous teachers' professional development best suited to Nepal. Eventually, the proactive thinking of NCED and SSRP initiative converged to bring about present posture of teacher development and career promotion system in Nepal.

her preparation, teacher development and career growth are well considered to go further in this respect. In Sri Lanka, quite a great deal of professional experiences are


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er development have been in practic

hers vary from country to country. India has tra

involved for better delivery in teacher preparation and development functions through separate institutional provisions. College of education under the university (like faculty of education) is mandated for providing pre-service or teacher preparation courses, teachers' colleges are mandated for providing in-service training (like ETCs when conducted 10-month training), and National Institute of Education (like NCED) is designated for providing non-graduate professional courses for education personnel. Application of Information and Communication Technology (ICT) has been coming up in the field of teacher development. Teacher education for life long professional development of teachers (China) and interactive radio instruction for in-service teachers under open learning principles (South Africa) are popular initiatives at the global arena. More than 50 on-line /off-line courses are offered for upon teachers' interest under the life long learning system in China. In this country, community radio is utilized as a creative approach for training and capacity building of pre-service and in-service teachers. This scenario has obvious impact on design of teacher development course with reasonable amount of credits for ICT competencies.

For the past recent years, different models of teache around the globe. For instance, some popular models are pre-service and in-

service training model, professional development school model, university-school partnership model, inter-institution cooperation model, school and teachers' network model (Australia) and so on. In addition, school supervision, students' performance assessment, self-directed/collegial development (Japan), teacher participation role model (Spain and Australia) and reflective learning are the emerging modalities that have been adopted in teacher development programs in different countries according to the country specific circumstances. Also international exposure component has been integrated into the teacher development program in many countries. In fact, Japan has set an example where more than 5,000 teachers are sent by Ministry of Education abroad every year in order to broaden their international perspectives as well as practices and to obtain an increased awareness of their chosen profession. In this country, customized training courses are offered for teachers having teaching experience of different periods. "Beginning teachers' training", "experienced teachers' training", "mid-career teachers' training" are the specialized training programs tailored to the needs of teachers having different amount of professional experience.

Required qualification criteria for teacdition of stipulating requirement of different qualification criteria for teachers of

different levels. For instance, pre-school teachers should comply with 10 years' of


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report (2005) has synthesized different modalities and approaches of teac

livery of quality education, teacher develo

schooling and one-two years teacher education course specialized in pre-school. Likewise, elementary school teachers should possess senior secondary school certificate (12 years of schooling) followed by 2-year teacher education diploma specialized in elementary education. For the secondary teachers, one has to complete either senior secondary school certificate plus 4-year integrated teacher education course or 2-year teacher education diploma after having bachelor degree in relevant subjects. Nevertheless, B. Ed degree is essential qualification for secondary school teachers and M. Ed. degree is preferred for teachers for teaching in senior secondary grades (11-12). Qualification requirement for Philipino teachers is slightly different from what we have in Nepal, India and other parts of the developing world. In Philippines, pre-school teachers should have bachelor degree specialized in early childhood education, elementary teachers should have bachelor qualification with specialization in elementary education and secondary school teachers should obtain bachelor degree in arts and sciences with at least 10 units in professional education. In this country, teachers are allowed with voluntary initiation to take an oral and written examination at least once in five (5) years in order to encourage continuing professional growth and development and to provide additional basis for merit promotion in addition to their performance rating.

A World Bankher professional development (TPD) program into three distinct categories as; i)

standardized TPD- centralized approach best used to disseminate information and skills among large teacher populations. ii) Site-based TPD- intensive learning by groups of teachers in a school or region, promoting profound and long-term changes in instructional methods often take place in schools and/or resource centers by covering specific items exclusively related to situational problems that individual teachers encounter as they try to implement new techniques. iii) Self-directed TPD-independent learning, sometimes initiated at the learner’s discretion, using available resources that may include computers and the internet by focusing on individualized, self-guided development with little formal structure or support.

Multiple interventions for teacher effectiveness

As teacher factor is the key to the depment activity has been a matter of common concern. As a result, several agencies

besides the government sector have been working for enhancing teacher effectiveness by means of sets of training and non-training inputs. Notably, Unicef supported teacher training activities on several themes such as child friendly school (CFS), life skill-based


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d has recently started to impart special message and pr

3. The Issues and challenges

Adjustment the new structure: Unless the working teachers'

education, non-violence teaching, human value-based water education, peace, human rights and civic education have been in operation in several districts for the past 10 years. Quite a few non-government national/international organizations (I/NGOs), namely Save the Children, World Education and Innovative Forum for Community Development (IFCD) have contributed to the capacity building of teachers. In this connection, World Education adopted quite a bit different strategy of teachers' capacity building by supplying sets of Quality Education Resource Package (QERP) to primary schools of Nepal. IFCD run intensive training course on child-centered learning process to hundreds of teachers in different districts. Rato Bangla foundation and Himalayan Trust are the non-government agencies contributing largely to the teacher training responsibility of the government for the past several years. Although the coverage is limited, they are providing more problem-based and performance improving training for working teachers in certain districts.

At the same time, Satya Sai Parisaactical skills on value education in students through providing intensive

orientation to teachers. Bal Kalyan Samiti is another organization under the government that has been providing short-term training through a project to schools in several districts. On the same line, Family Planning Association of Nepal (FPAN) has supplied teachers' resource material for the use of health teachers in all secondary schools. The material aims at equipping the teachers with recent knowledge and practical techniques useful for teaching the subject from comprehensive perspective of health, sexuality and personality development. Likewise, School Health Program currently under piloting in Sindhupalchok and Syanjha under collaboration between JICA, Department of Health and DOE has proved to be instrumental inputs for improving overall health, nutrition and sanitation condition of primary schools. Meantime, relevant agencies have been working with NCED for integrating the SHP inputs into teacher training program. Whole discussion is meant to make an assertion that there are multiple actors working for the same goal that is enhancing teachers' professionalism to directly impact on better learning of the students.

of teachers' appointment into appointment is adjusted with appropriate position titles according to the new education structure-Basic and Secondary, confusion in identification of target teachers for the


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interventions: As discussed in the earlier paragraphs,

The most critical issue

teacher development purpose will continue with further conflict and dilemma that result in scrap of the approved program on TPD implementation. On the other hand, one of long awaited step yet to be taken is smooth functioning of teachers' deployment and redeployment practice based on performance and professional achievement of teachers. Assurance of this step warrants new dimensions in the design of teacher capacity building movement.

Integration of multiple trainingmandate for implementing teacher support program has not been confined to the government or Ministry of Education/NCED alone. Number of agencies has been working with granted authority and resources for developing course/materials, planning and implementing various forms of teacher development program. In addition, there are again several departments within the MOE such as DOE/District Education Offices, Curriculum Development Center (CDC) and Non formal Education Center (NFEC) that have been implementing huge magnitude of teacher development activities every year. Their interest and involvement in this particular field might have added extra confidence and companionship to the NCED, which is legally mandated single institution for the same purpose. However, this situation can be conversely seen as acute challenge in mainstreaming the fragmented efforts from different agencies within and outside the ministry system in order to create synergic effect to form an impact on the target community-teachers and ultimately students. Ensuring total control in duplication and overlapping of investment, institutional engagement and outputs is anther issue to be of prime consideration. This gives pressure to NCED to develop standardized model of training services with provision of accreditation whereby interested agencies will obtain training-permit from NCED that shall eventually leads to full accountability, ownership and transparency in the system.

Tying up teacher development inputs with classroom effectiveness: widely observed both in the local and international context has continued to remain to be minimal impact of teachers' capability on the classroom performance. In the other words, some research studies have concluded this situation as minimum impact of an amount of inputs to the teachers on the classroom effectiveness. Meantime, some recent studies have indicated that rate of transfer of teacher training into the classroom through improved teaching performance has been calculated to be some 50% (DOE, 2006 and NCED 2007). Most recent study commissioned by NCED has revealed that teacher-training intervention made in the past in form of long-term certification course was found to be contributed less towards the improvement of quality, access, equity and


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bilization: As usual, teacher development component has not adequately been

efficiency and contributed more towards personal development of teachers. ((NCED, 2010) On the other hand, teachers arguments consistently published are different. Teachers are professionally ready to demonstrate the knowledge and skills learnt in the training courses attended into the classroom but the school environment is not supportive enough to implement the learning into action. There is severe lack of refresher training including follow up, monitoring and evaluation of the trained teachers' performance (NCED, 2010). Nevertheless, lack of professional accountability of teachers and limited follow up support for teaching effectiveness are characterized to be the main reasons for insufficient impact of teacher development inputs on the classroom.

Blending of academic program with pedagogical preparation: Balance between academic and professional preparation for the teaching force is ideally considered to be most essential but it has never been met adequately. Pre-service and in-service teacher training model is ideally in practice for matching academic knowledge with professional competencies required for the teaching field. However, the teacher preparation courses conventionally run under universities, colleges of education, are widely criticized for not adequately balancing academic strength and professional competence in the teacher education graduates. At the same time, there is almost absence of formal interactive mechanism between the university and Ministry of Education system in order for mutually defining requirements with regard to teaching force, degree programs and problem sharing modality.

Resource mofinanced in the SSR plan document. Based on a macro calculation, near about USD 10 million is allocated for the five years' period in the plan that is evidently not sufficient for implementation of TPD program as its gross annual expenditure accounts some USD 3 million. It is interesting to mention that other departments like DOE, CDC, and NFEC also spend quite a large chunk of budget every year on the similar activities. As a result, utilization of existing infrastructure, human resource and professional experience that was developed through previous reform programs (PEDP, BPEP, TEP and SESP) has remained to be minimal. It is felt that there is a need for one-door policy of fund flow through a unified training institution so that the integration of multiple interventions will be practically mainstreamed for greater realization of impact.


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4. Proposed Policy Actions

This section designed as a main body of the present document comprises policy actions in seven different policy fields that are organized in two levels. The first level, which is expressed in italicized font under 1 to 10 serial number presents policy statements that are comprehensive enough to encompass total scope of the teacher development connected to the career promotion system in Nepal. Likewise, the second level, which is expressed in normal font under Romanized serial number i to lix presents procedural policy actions that provide indicative action framework for implementing the statements.

Policy field-1: Career preparation

y detailed policy actions with respect to minimum

alification will be made mandatory for all to enter into

her secondary degree (+2) with

ii. rs' degree with

iii. ntation of

iv. t to one year

v. ense policy will be strictly implemented under the TSC

This policy field intends to portraeligibility criteria for entry in teaching force for both the basic and secondary levels. In addition, some actions are meant to establish interactive mechanism between university and ministry system for adequately matching teacher education with the requirement of professional field.

1. Professional and academic quteaching force at both the basic and secondary levels.

i. Intermediate in Education (I. Ed.), or higeducation stream, or non-education intermediate level degree with one-year special Teacher Preparation Course (TPC) will be enforced as minimum qualification criteria for teaching in basic level.

Masters in Education (M. Ed.), or non-education masteone-year special Teacher Preparation Course (TPC) will be enforced as minimum qualification criteria for teaching in secondary level.

Universities will be made responsible for design and implemethe one-year TPCs under special collaboration with NCED.

One-year TPC for basic level will be considered equivalencourse of the three–year B. Ed. program by the course providing institutions.

Teaching licjurisdiction in order to serve the purpose of preparing professionally


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trained, academically qualified and attitudinally committed teaching cadres.

vi. Linear linkage of eligibility for applying for teacher selection examination after having teaching license through compliance with prescribed minimum qualification criteria will be made compulsory for all to follow while entering the teaching profession.

2. A permanent avenue will be created to make sure that career preparation programs (academic and professional degree) are adequately customized to the needs of teaching force in the school education system.

vii. Appropriate measures will be taken by the concerned institutions to make sure that the academic and professional degree programs stipulated to the basic level will prepare candidates capable in teaching three school subjects.

viii. Appropriate measures will be taken by the concerned institutions to make sure that the academic and professional degree programs stipulated to the secondary level will prepare candidates capable in teaching two school subjects.

ix. Concrete efforts will be made under the NCED system for preparing teacher requirement plan on the basis of systematic assessment of supply vis 'a vis demand provision and practice.

x. A functional unit staffed by selected experts of universities and MOE system will be established and stationed at NCED to conduct an assessment of synchronization of career preparation programs and emerging needs of teaching fields in school the education system.

Policy field-2: Qualification Upgrading

This field is meant to provide indicative policy actions in relation to framework, modality and outcome of qualification upgrading initiative.

3. Voluntary provision will be made for the permanent teachers having qualifications lower than the new qualification criteria to upgrade their qualification within the earliest possible timeframe.


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xi. Special facility of study leave will be provided to the teachers having SLC+10-month certification training for completing the special Grade-12 education program, which is already under implementation in the HSEB system.

xii. Special provision will be made under the university system in collaboration with NCED to allow the teachers having B. Ed. or equivalent qualification studying existing M. Ed. program through alternative delivery arrangement.

xiii. For the alternative delivery process, the "professional M. Ed. course" will be made flexible in terms of delivery period (2-5 years) and instructional methods that combine self-study, on-the-job research works, participation in face-to-face lectures and publications.

xiv. Teachers of the relevant categories will be granted special facility such as unpaid study leave to complete the professional M. Ed. degree.

xv. The professional MED certificate will be recognized only for compliance with qualification requirement relevant to those teachers who are permanently working at the secondary level until 31 Chaitra, 2067.

xvi. The qualification upgrading will be considered only as ethical obligation for the relevant categories of teachers. The teachers' failure to upgrade their qualification shall not, however, be used as ground for his or her dismissal or demotion.

xvii. Those teachers who are not able to upgrade their qualification within the given timeframe (by 2015) will be confined to teach initial grades of each level (e.g. up to grade-5 of basic and up to grade-10 of the secondary level).

Policy field-3: Professional Development

This field is designed to framework and modalities for in-service teacher training program. Besides, policy action devoted to create multiple opportunities for teachers having different terms of tenure are the main content in this section. It is ensured by policy that teachers designated for different assignments can access to appropriate


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specialized training courses rather than just attending the conventional, one-fits-all- package.

4. Every teacher working in all government aided schools will be provided access to one-month Teacher Professional Development (TPD) course within the next five years' period (by 2015).

xviii. It will be ensured that all basic level teachers working in community schools, Madarsa, Gurukul and Gumba irrespective of their terms of tenure will get access to opportunity for completing all of three TPD modules (10 days of each) within the given timeframe at the respective Resource Centers (RCs).

xix. It will be ensured that all secondary level teachers working in community schools, Madarsa, Gurukul and Gumba irrespective of their terms of tenure will get access to opportunity for completing all of three TPD modules (10 days of each) within the given timeframe at the respective Lead Resource Centers (LRCs)/Educational Training Center (ETCs).

xx. Every module will be developed on the basis of TPD needs located at all three levels-system, organization and individual teachers- in order for addressing immediate pedagogical problems of the teachers and for engaging them in learning opportunities for continuous professional development.

xxi. Intensive training course (up to one month) will be offered to those teachers who are selected for teaching technical and vocational subjects in community schools under joint program between NCED and CTEVT.

5. Multiple avenues of teacher development will be introduced for continuous professional development of the teachers.

xxii. Training cum orientation courses (up to two weeks) will be made available through NCED system for those teachers who are assigned for additional teaching responsibilities such as teaching in open schools, non-formal classes, alternative and flexible classes.

xxiii. Teachers designated for teaching through information communication technology/computers will the provided 1-3 months' intensive capacity building training under ETCs.


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xxiv. Every personnel assigned in teaching all kinds of literacy classes and early Childhood Development (ECD) classes will be provided capacity building training (up to one months) by joint venture between ETCs, NFEC and DEOs.

xxv. Teachers will be encouraged to get registered to the on-line professional development courses supported by self-learning print/audio/visual materials through respective ETCs.

xxvi. An arrangement will be made through ETCs/L/RCs to develop special capacity in the schools for conducting school-based Job Induction Training (SB-JIT) to every novice teacher before starting the formal teaching assignment.

xxvii. ETCs /L/RCs will be mobilized for facilitating short-terms professional seminar (s) upon the request officially made by the group of teachers/professional organizations/teacher networks from within the catchment area.

xxviii. Formal system of mobilization of roster of expert/master teachers will be implemented at the ETC/L/RC level in order for conducting TPD modules as well as for providing follow-up support to the schools.

xxix. A regular mechanism for teachers' performance monitoring will be introduced by DEOs and ETCs with a view to improving professional accountability of teachers.

xxx. ETCs will be mobilized with full mandates to implement formal system of on-site technical backstopping of; material support to and performance review of L/RCs in order to better prepare them for effective implementation of various teachers' capacity building training including at the local level.

xxxi. Provision of leadership training for teacher leaders will be created through NCED and ETCs to members represented in central and district working committees of registered teachers' professional organizations.

xxxii. Under special scheme of NCED, functionally competent schools will be encouraged with provision of incentives to disseminate home-grown pedagogies and best experiences for the benefit of other interested schools.


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6. Separate training provision will be made to develop "inclusive teachers" as special cadres for the requirement of teaching multilingual students, special needs' students and multi-grade classes.

xxxiii. Special teaching cadres will be identified from among working teachers based on appropriate criteria by Department of Education (DOE).

xxxiv. Permanent arrangement will be created under NCED system to provide 1-3 months' capacity building training for the identified teaching cadres.

xxxv. Collaborative venture between university and NCED will run for designing and implementing degree oriented career preparation program targeting to prepare inclusive teacher candidates.

Policy field-4: Teachers' accountability and career development

This field is comprised of policy actions on how to maximize the present practice of professional accountability of teachers by linking with career promotion provision. In the same way, teacher motivation towards participation in capacity building training program will be ensured by means of policy actions on accumulation of credits of training/TPD certificates towards career development.

7. Existing teacher promotion guidelines will be revised for establishing visible linkage of teachers' accountability with professional development through performance-based criteria.

xxxvi. Revised teacher promotion guideline as part of the Education Regulation will be prepared by Teacher Service Commission with due consideration of decentralized teacher management system.

xxxvii. In special initiative of TSC, DOE and NCED, the teacher promotion guideline will be prepared to include detailed criteria for teacher promotion from basic level to secondary level and from lower to higher level position grades-class three, class two and class first in each level.

xxxviii. School-based provision of fast career growth through lower to higher career stage (Beginner, Experienced, Master and Expert) will be established within the same level and same position grade on the basis of continuous assessment of teachers' performance by SMC and HT.


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xxxix. Qualification requirement, academic performance of students, completion of TPD modules and stipulated capacity building training courses; and SMC recommendation will be considered basic criteria for career promotion of every teacher.

xl. A provision will be made for periodic review of school performance upon request of the interested schools under joint venture between ERO and NCED in order to raise status of public accountability of the schools.

Policy field-5: School leadership

This field depicts sets of actions to guide implementing agencies in designing and conducting school leadership training customized to the fresh needs of the head teachers.

8. Various capacity building measures will be taken for improving existing community school leadership.

xli. One-month certification training on leadership capacity building will be made available through ETCs and LRCs for full-fledged school (1-8 and 1-12 schools) head teachers.

xlii. Secondary head teachers with M. Ed. or equivalent qualification and selected under performance contract basis will be the eligibility criteria for admission in the certification training course.

xliii. Basic level head teacher with B. Ed. or equivalent qualification and selected under performance contract basis will be the eligibility criteria for admission in the certification training course.

xliv. The training course will be designed by taking into consideration the academic qualification, professional experience and needs of the working head teachers.

xlv. The training course materials will be customized for improving individual performance and organizational effectiveness of the schools.

xlvi. Different types of school heads (such as 1-3 school in-charge, 1-5 school in-charge and in-charge of 1-8 grades of the secondary schools) will be


20

provided access to tailor-made training course of two weeks' duration available through the respective ETCs and LRCs.

xlvii. Various types of in-service professional training will be provided to school supervisors, DEOs and other education managers working at different functionaries with an objective of empowering them to facilitate to actualize the process of school development and the teacher effectiveness in the classroom.

Policy field-6: Public-private cooperation

This field intends to provide action steps to create opportunities of in-service teacher training for institutional schoolteachers through appropriate training agencies under the partnership model.

9. Training provisions will be created under public-private cooperation model for the access of institutional schoolteachers and head teachers.

xlviii. An opportunity of customized training designed under TPD framework will be made available for teachers through training providers affiliated with NCED at convenient locations.

xlix. The leadership capacity building training will be brought to the common acc ess of the principals through ETCs/LRCs under cost-sharing arrangement as defined by NCED.

Policy field-7: Arrangement of institutional capacity

This field is designed to offer action details for strengthening existing institutional arrangement for dealing with programs related to entire capacity development under the ministry of education.

10. Existing institutional arrangement will be further strengthened to establish unified and coordinated mechanism across the different levels of service delivery (central to the local levels) for better functioning.

l. Council for Educational Human Resource Development (CEHRD) headed by Hon'ble Education Minister will be continued function as the highest authority in providing policy guidelines, among others, on entire teacher development affairs.


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li. NCED will functionally be upgraded to better perform role of the council secretariat and of the highest coordinating authority with regard to operationalize teacher development programs throughout the country.

lii. A Training Program Coordination Committee (TPCC) will be instituted at the national level under the convenership of Secretary of the MOE and represented by all the departments (DOE, NCED, CDC, OCE, NFEC, HSEB, TSC, ERO and TRO) for key responsibility of prioritization, elimination of duplications, realignment of program/budget and monitoring in order for effective implementation of teacher development programs.

liii. A Training Coordination Monitoring Committee (TCMC) will be instituted at the regional level under the convenership of Director of RED and represented by respective ETC-As and DEO of the RED district for key responsibility of facilitating for effective implementation of teacher development programs within the region by performing monitoring and coordination tasks.

liv. Organizational restructuring will be undertaken for transforming NCED to self-governing professional institute in education sector fully capable to cope with the changing scope and mandates.

lv. A Training Implementation and Coordination Committee (TICC) will be instituted at the district level under the convenership of District Education Officer represented by respective training providers (ETCs/LRCs/RCs) for key responsibility of ensuring better coordination, quality assurance and timely reporting with respect to the implementation of TPD modules and other training activities.

lvi. A permanent teacher professionalism forum will be established at the national and district level under NCED initiative by ensuring membership of teachers' professional organizations/unions, relevant I/NGOs, DOE/DEOs, related faculties of education/universities and NCED/ETCs with an objective of facilitating for higher-order application of existing professional capacities of teachers into teaching performance.


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lvii. ETCs, LRCs and RCs will be further mobilized as credible local authorities (also called as training hubs) agencies to host various capacity building training activities targeted to teachers and other personnel.

lviii. Special mechanism will be created in DEOs to better mobilize school supervisors/section officers for performing sets of assignments such as technical audit of TPD needs assessment, module material development and module delivery process; monitoring of teachers' performance and operating inter-school visit of teachers.

lix. Roster of trainers in 06 core subjects will be officially selected by the respective DEO for each RC and LRC (in addition to the RPs/focal persons) through local competition from among the working and non-working teachers by adhering to the given criteria.

lx. Special operation modality will be adopted to integrate all forms of reform interventions planned to implement through teacher development strategies into formal teacher training system by working with relevant national/international non-government organizations

5. Implementation mechanism

This section primarily describes inter-connections between existing arrangement, proposed actions, resource requirements and scheduling of the activities. To be specific, the policy actions are practically translated into operational activities along with the resource and time allocation essential for fielding results as expected.

Career development

Present special collaboration between NCED and HSEB/Faculty of Education/Tribhuvan University will be further strengthened until 2015 for continuation of on-going activity of revision of education degree programs (Intermediate to the Masters level) in order for making this more customized to the needs of the teaching force. Likewise, TPC program is equally important element that demands special collaboration among the three agencies so that the teacher education will be made more credible to better prepare the teaching candidates for complying with the SSRP outcome. In order to respond to the widely expressed issue of poor linkage between teacher preparation program, actual context of teaching field and competency tests for both the teaching license and teacher selections, NCED and TSC will initiate


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concrete steps and put that into actions from mid 2011. In summary, the policy actions will be translated into desired results by creating special working venture whereby joint engagement of NCED, universities and TSC will be optimal.

Qualification upgrading

Currently on-going special collaboration between NCED and HSEB will be further continued to implement special grade-12 education program deemed as qualification upgrading course for basic teachers by taking practical measures for overcoming currently observed deficiencies in the implementation process. The special program under the curriculum design as presented in the table below has been in implementation for the past one and half year.

Grade-12 Special Curriculum

Grade XII

Subjects Full marks Subjects Full Marks

Remarks

10-month in-service and pre-service teacher training curriculum under NCED

400 1. Com. English

2. Com. Nepali

*3. Elective subjects

4. General concepts of education

5. Introduction to educational psychology

200

100

200

50

50

The graduates with certificate awarded upon completion of this course will be eligible for admission in Bachelor degree under Humanities and Education faculties and for entry in the teaching force as trained professional.

Total 400 600

(*): 1. English, 2. Nepali, 3. Maths, 4. Health & Physical Educaiton, 5. Environmental education, 6. Population studies, 7. Economic, 8. History, 9. Geopgraphy

Similarly, existing special collaboration between NCED and Tribhuvan University/Faculty of Education (FOE) will be remodeled to develop and implement "professional MED program" as prescribed to be qualification-upgrading course for working secondary teachers having BED or equivalent qualifications only. Analyzed the profile of working teachers by their qualifications, 54% of total teachers working at the basic level (combining existing primary and lower secondary) under-qualified as against


24

the new qualification criteria defined by the SSRP (see Annex-1 for details). Likewise, assess the teachers' profile working at the secondary level (only 9-10), 30% teachers are still under-qualified as against the new qualification criteria (MED or equivalent). It is assumed that the teachers currently working in higher secondary schools (11-12) have already possessed the stipulated level of qualification. Under this ground, following table is prepared to present the summary of needs for qualification upgrading in the system.

Summary of Need for Qualification Upgrading by Level

S.N. Description Basic Secondary Total

1 *Total working teachers 127880 19616 147496

2

% of teachers having lower qualification against the SSRP criteria 54 70

2 Total need for qualification upgrading 69055 13731 82786

3

Absolute figure of attrition for the next five years (@2%/annual) 6906 1373 8279

4

Actual need for qualification upgrading after annual atrition (2%) 62150 12358 74508

* no. of existing primary teachers added by number of lower secondary

teachers.

In order for implementing the qualification upgrading program for both the levels, next six years' time and quite a good chunk of budget is estimated as depicted in the table below. The targets as projected in the table do not indicate government obligation to achieve, rather it is expected that projected number of teachers will attend the course, which will be made available for them under self-initiation basis.

Projection of targets and budget for qualification upgrading program

S. N. Year Basic Secondary Total


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target budget target budget target budget (in 000-/)

1 2009/2010 14500 3625 0 0 14500 3625

2 2010/2011 9650 2413 0 5000 9650 7413

3 2011/2012 9000 2250 3000 1500 12000 3750

4 2012/2013 8000 2000 3000 1500 11000 3500

5 2013/2014 7000 1750 2358 1179 9358 2929

6 2014/2015 7000 1750 2000 1000 9000 2750

7 2015/2016 7000 1750 2000 1000 9000 2750

Total 62150 15538 12358 11179 74508 26717

In addition, the budget estimated is planned to spend on certain activities that are program design under collaboration with appropriate university, faculty development and supply of additional learning materials for the access of prospective students/teachers.

Professional development

Upon completion of huge task of clearing the backlog of all untrained working teachers by providing 10-month long certification training, NCED has already developed and commenced implementation of TPD program with an objective of addressing pedagogical problems of the teachers and at providing them with continuous learning opportunities for renewal of professional knowledge. The modules under this program have been framed to practically prove to be responsive intervention for solving immediate pedagogical problems of teachers and for empowering them to optimally apply the existing professional capacities into the teaching performance. Following box presents the design summary of the modules. As its design, There will be three independent modules of 10 days each that constitute 30-day TPD course upon completion of all of them by each teacher in the next five years' period of time (2015/16). Formation of the TPD design has followed field-based training model by combining two popular models e.g. school-based and cluster-based training. The training module is developed on the basis of completely demands and professionals needs of the teachers reported by themselves, the needs are documented in form of "need profile". Special mechanism of compilation, verification and profiling of the


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professional needs existed at different levels such as individual (teachers), organizational (school) and the system (policy, plans, and curriculum) has been developed.

Annually >60% of the working teachers (irrespective of types of appointments) should have access to at least one 10-day module to complete all three modules or 30 days’ TPD course within the next 05 years’ period. Certification of each module is accumulated to the TPD certificate provisioned to be awarded upon the completion of all three modules. However, training hub is mandated to hold back the certificate for any cases of unsatisfactory performance of the participants until the satisfactory compliance. The certificate is counted for career development of the teachers.

With regard to quality assurance mechanism, roster of trainers in 06 core subjects is officially formed by the respective DEO for each RC and LRC (in addition to the RPs/focal persons) through local competition from among the working and non-working teachers/experts under the given criteria. ETCs are authorized to mobilize the regular and roster training- professionals for the TPD purpose as well. Annually 2-week capacity building training (TOT) is propvided to trainers/rosters/RPs from each training hub (administratively it is implemented in a phased manner). Annually all HTs are given intensive orientation training on their roles to facilitate the TPD implementation. Every year all roster/trainers and RPs are provided intensive orientation training at the actual workplace (training hub level). On-site technical backstopping is provided by each 29 ETCs to the RCs and LRCs while conducting the TPD modules. School supervisors are mobilized as (Cluster Focal Officers) for technical audit and monitoring support to the training hub. DEOs and REDs are made responsible for administrative facilitation for the TPD implementation. For the first year, all DEOs, all RED team, all school supervisors and section officers are provided 2 days’ intensive orientation training on the implementation of TPD and HT-leadership capacity building training. Annually at least 3 sets of model module materials from each 09 ETCs and 10 sets from NCED are developed and supplied for the use of each training hub. Besides, NCED does moderation of all the training materials used for various teacher training and HT training courses implemented under various programs (PEP, BPEP, SEDP, SESP, EFA and TEP) over the period (1980-2009) and supply for the use of each training hub.


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TPD module structure

1. Part-1: Training cum workshop (face-to-face event to be conducted at the training hub(RCs for Basic level and ETCs/LRCs for secondary level) runs for 5 days)

2. Part-2: Self-study exercise (school-based event upon completion of the part-1 course runs for 30 days’ gross period by engaging the participants independently in the structured sets of assignments and counted towards credits of 3 days equivalent)

3. Part-3: Instructional Counseling (school-based even upon completion of the part-2 course runs for 2 days under complete guidance of the same set of trainers invariably mobilized to check and collect the assignment and to provide on-site professional support)

{The same structure of the 10-day module will be followed for all three modules (30 days' course) and whole module combines input/training event (part-1) followed by application and constructive learning (part-2) and on-site follow up support (part-3)}

On the other hand, existing initiatives with respect to creating multiple training

avenues for teachers' capacity building to be resulting in enhanced classroom performance will be further expanded to make full coverage of the target beneficiaries. For an instance, the training course as presented in the table below has been ready for building leadership capacity of members of different teacher organizations/unions across the levels (central and district). The course aims at developing a high level of professional leadership capacity of teacher leaders. Similarly, it intends to build up a sustainable understanding among the teacher leaders for ensuring professional and institutional commitment in contributing to overall education reform agenda of the country.

Course structure For leadership capacity building training for teacher leaders

S. N. Theme Time allocation Theme: 1 Unionization

1 Teacher unionization • Concept,


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S. N. Theme Time allocation • National and international practices

2 Professional accountability • Concept • National and international practices • Shared issues and challenges

3 Common vision of Teacher Unionism in Nepal • Rights and accountability • Measures to make teaching a respectful profession

4: 30 hours

Theme: 2 Technical (leadership) competency 4 Leadership development

• Common understanding on leadership • Concept of teacher leadership • Performance management

5 Educational development • Philosophical foundation of Nepalese education system • Current education management (ECD to HSE) • Review of broader policies • Common mechanism for governance

6 Profession and career development • Concept, practices and models

12 hours

Theme: 3 Joint action plan for educational reform 7 Common policy framework 8 Planning 9 Program implementation 10 Monitoring and evaluation

6 hours

Total 5 working days

Teachers' accountability and career development

A credible arrangement will be made among relevant departments especially DOE, NCED and TSC within the running fiscal year to prepare teachers' career development guideline, which will be implemented for rest of the period of SSRP. The guideline will take into consideration the administrative restructuring (potential) of the state and decentralized teacher management practice of Nepal. As soon as ERO comes on board for full functioning, NCED will propose working framework for joint venture to undertake periodic review of school performance.

School leadership

The teacher development function will be expanded to reach out to contribute to the overall school development process. The process is obviously contingent upon


29

leadership capacity of head teachers and professional competencies of the teachers. Therefore, the leadership capacity-building training courses should be designed in such a way that addresses both the considerations ultimately to be leave combined impact on the quality of services to be offered by all community schools in Nepal. Following table is presented to submit reference of the training courses, which is under development.

A design summary Of

leadership capacity building training (LCBT) for head teachers (30 days)

Part-1: Training cum workshop (Face-to-face event to be conducted at the training hub (ETCs and LRCs) runs for 10 days) Part 2: Self-study exercise (School-based event upon completion of the part-1 course runs for 20 days’ gross period by engaging the participants independently in the school-development proposal preparation, structured sets of assignments and on-line/off-line contact sessions) {Whole course combines input/training event (part 1) followed by application, constructive learning, and on-site follow up support (part 2)}

Public-private cooperation

An initiative of leadership development training for principals of institutional schools will be further expanded to make coverage of all 75 districts under special partnership model. The model of public-private cooperation will be officially instituted under which several opportunities of customized teacher training will be provided through appropriate private institutions. It is expected that the beneficiary groups will enjoy substantial achievement by the end of 2015.

Arrangement of institutional capacity

Ongoing policy direction of developing NCED system as a unified training authority will remain consistent with the fresh SSR policy as well. In order to transform this agency to better competent with high delivery profile, purposeful organizational restructuring will be undertaken based on intensive research, which is already


30

underway. Objective of the study is to recommend an organizational restructuring proposal for an adjustment in legal mandates, re-alignment in scope of roles and strengthening service delivery mechanism of NCED and other departments in order to better prepare them for effective implementation of the SSRP. Learnt from the past, coordinated and unified mechanism will simultaneously mobilized from national to the RC level for an implementation of meaningful programs with respect to capacity building of teachers, school heads and other education cadres working in different echelons of education management under the MOE system. Meantime, programmatic effort will be made to mainstream various teacher development and capacity building initiatives currently led by different agencies within and outside the MOE system (I/NGOs and other departments) into national framework. The mainstreaming process is expected to achieve objectives of controlling duplications and overlapping in the investments and of divided ownership and accountability for the results with regard to the stated program. The box below is presented to demonstrate a sample of already initiated integration process.

Sample framework of the training integration

quality education resource package (QERP) developed by World Education under the Unicef support has been integrated into the regular system of teacher development program; meaning all working teachers have now access to use the materials as references through training hubs under the TPD module framework.

training resource material on Non-violence Teaching (NVT) developed jointly by NCED and Save the Children under Unicef support has been selected as model resource material to be used as reference material while implementing TPD; meaning all the interested working teachers can make access to training instruction on the subject upon their demands.

training resource material on Life Skills developed jointly by NCED and Save the Children under Unicef support has been selected as model resource material to be used as reference material while implementing TPD; meaning all the interested working teachers can make access to training instruction on the subject upon their demands.

training resource material on Comprehensive Sexuality Education (CSE) developed by Family Planning Association has been selected as model resource material (for secondary level only) to be used as reference material while implementing TPD; meaning all the interested working teachers can make access to training instruction on the subject upon their demands.

proces of integrating training initiatives in the field of Child Friendly Schools (CFS), Peace and Human Rights Education, Water Education and Critical Thinking into the regular teacher development programs has been underway; it will be ensured, thereby, that piece-meal approach to capacity building program will gradually be transformed into unified efforts encompassing teachers


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working even in difficult circumstances throughout the country rade teaching, provision of SSRP to prepare special teaching cadre for Multi-g

multilingual education and teaching for special needs education has been now in operation with accomplishment of preparatory works such as training course/material development and selection of districts/schools applying the set criteria under DOE

rses customized to the special needs of teachers working in teacher training coutraditional schools (Gumba, Madarsa and Gurukul) have been developed; likewise, 10-day TOT for Gubma has already been completed last month.

…………………………………..0……………………………………………….

…


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Annexure


33

Annex-1: Synoptic note on

Teacher development experiences in different situations

Pre-service models: The Teacher Professionalism is an important pre-service model used in the developed countries. This model is based on the principle of matching academic or subject knowledge and professional competencies. Future teachers are expected to be provided with instructional skills and knowledge of pupils’ learning practices and child development. The Personal Growth model of pre-service education assumes that if teachers have greater self-understanding, are more reflective, more sensitive, more empathic and more fully self-actualized, they would be better teachers.

Professional Development Schools (PDS): These schools represent an organizational set up involving partnerships between teachers, administrators and university faculty members. The PDS attempt to restructure the preparation and induction of teachers into the teaching profession, improve their working conditions, raise the quality of education imparted to the students and provide opportunities for professional development to teachers as well as the administrators. The student-teachers gain new knowledge and enthusiasm, the experienced teachers are better informed of the latest research and development in the profession, and the university-level faculty benefit from the partnership with actual practitioners of the profession in the schools.

The University-school partnerships: The University-school partnership model seeks to establish firm base in two distinct cultures, school and university, to cross institutional boundaries, to ensure inclusive decision making and to create new venues for educator development. These partnerships are a kind of networks which connect the practitioners who share common interest and concerns about education and are found in schools with the institutions of higher learning and research like the universities. The partnerships are with a number of schools with the universities of the area, but sometimes the area boundaries are also crossed over.

Inter-Institutional Cooperation: This model is a step further than the University-school partnership model in that it envisages partnership between the schools, universities, district institutions, ministries of education and other organizations involved directly or indirectly in professional development in the educational field. Pre-service and in-service training institutes are also roped in. The idea is to draw upon wider experience and at varying levels of educational activity with the expectation that teachers’ professional horizons will be widened


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Schools’ Networks and Teachers’ Networks: Under the school network model a number of schools are brought together in the district/state to share experiences, curriculum development effort, research activities etc. Such networks are popular in Australia. Teacher networks are formal or informal associations of school teachers in their personal capacities who hold regular meetings to discuss professional problems, innovations, research and benefit there from in their professional development. These teachers’ networks generally do not derive any funding from the school or the state, exceptions apart, but their associations provide help, if necessary.

Distance Education: Distance education has caught with the imagination of the teachers, educationists, administrators, planners, etc. all over the world and its popularity is increasing day by day. Many developed and most of the developing countries have adopted this mode of mass teacher education in the last couple of decades. Use of technology (computers, satellite based telecommunication, internet, website, facsimiles, cell phones etc) has virtually reached education to the door steps of the learners.

Self Directed Development model: In the Self Directed Development model teachers set for themselves certain targets to be achieved in a given time-frame and work hard to achieve them. Japan has successfully tried this model. In the Cooperative or Collegial development model a group of teachers comes together for professional development. Matters like professional hazards and issues, curriculum development are discussed, peer supervision is valued, and sometimes action research is cooperatively carried out. Teacher Participation Role model: Under the Observation of Teachers’ Practices model teachers are provided opportunities to observe colleagues who are recognized for their expertise and excellence. In the Teacher Participation Role model teachers are allowed participation in such activities as management, organization, support, monitoring etc. This model has brought about good results in countries like Spain and Australia. The Skill Development model: The Skill Development model is designed to develop new techniques and skills. Teachers are given time off from the class-room work to experiment new techniques and skills. This model was tried with good results in the kindergarten schools in the USA. The Reflective model: The Reflective model requires the teacher to note down his/her daily routine and events and activities during the school-day and reflect upon them with a view to searching the plus as well as minus points, limitations, mistakes, etc and learn


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lessons for improvement. This model has been tried in the pre-service as well as in-service teacher training programs in many developed countries with good results.

Sri Lankan practice: All teacher recruitment and placement are done by the State Ministry of Education. Full-time teacher education is offered in four types of institutions: teachers' colleges offering three years of in-service training; colleges of education offering three years of pre-service training; the National Institute of Education providing non-graduate and graduate training including distance education; and university and Open University training for post-graduate diploma courses. In-service teacher education courses are conducted through the National Institute of Education in coordination with regional departments of education. Master teachers are selected and trained to provide local in-service training.

Teacher's e-Education (TeE) in China: Towards ‘Life Long Learning’ frame work for teacher professional development, China has made continuing efforts through Teacher e-Education (TeE). Teacher e-Education (TeE) in China is a new concept and new approach which aims at providing Life Long Learning opportunities for teachers with support of ICT. Teacher e-Education has emerged in the area of educational technology and has become a major requirement for teacher professional competence as well as a pre-requisite for step into the Life Long Learning System.

TPD practice in Japan

Teachers’ basic training is planned according to their years of experience and all educational staff has to participate in these in-service courses. The following table presents the in-service training courses which are conducted through basic training and the participants of these courses.

Years of Experience

Name of Training Participants

1. Year

Beginning teachers’ training - Teachers of Elementary, Junior High / High School, Special Class and Kindergarten. - Health-Care Teachers, Nutritionist Staff.

5. Year Experienced teachers’ training/ Mid-career teachers’ training

- Teachers of Elementary, Junior High / High School, Special Class and Kindergarten. - Health-Care Teachers, Nutritionist Staff.


- Teachers of Elementary, Junior High / High School, Special Class and Kindergarten. - Health-Care Teachers.


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Years of Experience

Name of Training Participants


- Teachers of Elementary, Junior High / High School, Special Class and Kindergarten. - Nutritionist Staff.

20. Year School Administration Training Mid-career teachers’ training

- Heads of the Instruction Department - Nutritionist Staff Promoted Vice Principals’ Training - Promoted Vice Principals

25. Year New Principals’ Training - New Principals

Teacher Professional Development in India

Pre-school teacher education: Pre-school teacher education is organized to prepare teachers for teaching pre-school classes, i.e., nursery and kindergarten. The minimum qualification for admission into the pre-school teacher education programme is secondary or senior secondary examination, i.e., 10 years or 12 years schooling. The duration of the course is one to two years. Preschool teacher training institutions are mostly unaided private institutions. In the case of nursery teacher education and primary teacher education courses, State Education Departments prescribe a minimum percentage of marks in the qualifying examination as a requirement for admission. Some universities have also fixed a minimum percentage of marks in the B.A./B.Sc. examinations for admission to the Bachelor of Education (B.Ed.) course.

Elementary teacher education :minimum academic qualifications for the post of a primary school teacher prescribed by the states of haryana, karnataka, madhya pradesh, maharashtra and tamil nadu is 12 years of schooling and 2 years of diploma in elementary education. Kerala and orissa require 10 years of schooling with two years of diploma in elementary education. Recruitment procedure is centralized in some states. It is done at the district/ regional level in other states.

Secondary teacher eduscation: secondary teacher education institutes prepare teachers to teach classes 6 to 12. The minimum education required for admission to a secondary teacher education programme is graduation in science, social sciences, humanities, commerce, agriculture, etc. A large number of postgraduates also seek admission to these training institutions. Secondary teacher education is offered by secondary colleges of education which are affiliated to different universities. Some university departments also offer a secondary teacher education programme. The minimum qualification for admission to this programme is graduation. These institutes are of three types:


37

government, private aided and private unaided. Four regional institutes of education (ries), constituent units of the ncert offer a 4-year integrated course in secondary teacher education. The minimum qualification for admission into this programme is senior secondary, i.e., 12 years of schooling. Recently, the university of delhi has also started a four year programme in elementary education leading to the degree 'bachelor of elementary education'.

Practice of teachers' professional development in Philippines

Periodic Merit Examination of Teachers:

To encourage continuing professional growth and development and to provide additional basis for merit promotion, in addition to their performance rating, teachers may take an oral and written examination at least once in five (5) years as basis for merit promotion. In taking this examination, no fee shall be required. If a teacher fails to pass the merit examination; he or she shall be allowed to take the examination for a second time. Should he or she fail to pass the merit examination for the second time, then he or she shall be required to take a DECS accredited refresher course or program before being allowed to retake the examination.

Failure of any permanent teacher to pass the merit examination shall not, however, be used as a ground for his/her dismissal or demotion.


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Annex-2: Teachers with obligation for qualification upgrading by district and level wise

Basic Level Secondary Level

S.N. District Primary Lower Secondary

No. of totalworking teachers

No. of teachers having full

qualification (IED &+)


qualification (<IED)

No. of total

working teachers


qualification (MED &+)


qualification (<MED)

No. of teachers candidates for qualification

upgrading in the school system (1-10)

1 Taplejung 1139 288 1427 656 771 176 53 123 8942 Panchthar 1279 351 1630 750 880 232 70 162 10433 Illam 1600 432 2032 935 1097 281 84 197 12944 Jhapa 2476 629 3105 1428 1677 471 141 330 20065 Sankhuwasava 1181 259 1440 662 778 201 60 141 9186 Terathum 856 235 1091 502 589 169 51 118 7077 Bhojpur 1264 293 1557 716 841 229 69 160 10018 Dhankuta 1062 290 1352 622 730 218 65 153 8839 Sunsari 1713 561 2274 1046 1228 399 120 279 150710 Morang 2788 791 3579 1646 1933 555 167 389 232111 Solukhumbu 892 204 1096 504 592 164 49 115 70712 Khotang 1466 360 1826 840 986 272 82 190 117613 Udayapur 1377 424 1801 828 973 236 71 165 113814 Okhaldhunga 1081 262 1343 618 725 223 67 156 88115 Saptari 1752 455 2207 1015 1192 326 98 228 142016 Siraha 1713 312 2025 932 1094 279 84 195 128917 Dhanusha 1773 308 2081 957 1124 349 105 244 136818 Mahottari 1465 291 1756 808 948 272 82 190 113919 Sarlahi 1660 397 2057 946 1111 263 79 184 129520 Sindhuli 1632 326 1958 901 1057 267 80 187 124421 Ramechhap 1262 345 1607 739 868 225 68 158 102522 Dolkha 1229 298 1527 702 825 244 73 171 99523 Sindhupalchok 1705 419 2124 977 1147 342 103 239 138624 Rasuwa 380 73 453 208 245 58 17 41 28525 Dhading 1810 403 2213 1018 1195 278 83 195 139026 Nuwakot 1496 356 1852 852 1000 268 80 188 118827 Kathmandu 2228 1036 3264 1501 1763 930 279 651 241428 Lalitpur 1149 388 1537 707 830 330 99 231 106129 Bhaktpur 931 273 1204 554 650 207 62 145 79530 Kabrepalanchowck 2106 576 2682 1234 1448 454 136 318 176631 Makwanpur 1889 465 2354 1083 1271 291 87 204 147532 Rauthat 1592 258 1850 851 999 238 71 167 116633 Bara 1675 331 2006 923 1083 243 73 170 125334 Parsa 1512 318 1830 842 988 230 69 161 114935 Chitwan 1901 544 2445 1125 1320 390 117 273 159336 Nawalparasi 2001 549 2550 1173 1377 397 119 278 165537 Rupandehi 1948 515 2463 1133 1330 438 131 307 163738 Kapilbastu 1425 261 1686 776 910 236 71 165 107639 Arghakhachi 1387 330 1717 790 927 268 80 188 111540 Palpa 1810 493 2303 1059 1244 407 122 285 152941 Gulmi 1784 455 2239 1030 1209 399 120 279 148842 Syanja 1997 567 2564 1179 1385 435 131 305 168943 Tanahu 2034 507 2541 1169 1372 411 123 288 166044 Gorkha 1785 406 2191 1008 1183 332 100 232 141645 Manang 139 40 179 82 97 22 7 15 11246 Lamjung 1388 342 1730 796 934 273 82 191 112547 Kaski 1729 514 2243 1032 1211 483 145 338 154948 Parwat 1316 361 1677 771 906 304 91 213 111849 Baglung 1725 435 2160 994 1166 368 110 258 142450 Myagdi 835 246 1081 497 584 165 50 116 69951 Mustang 244 53 297 137 160 43 13 30 190


39

Basic Level Secondary Level

S.N. District Primary Lower Secondary

No. of totalworking teachers


qualification (IED &+)


qualification (<IED)

No. of total

working teachers


qualification (MED &+)


qualification (<MED)

No. of teachers candidates for qualification

upgrading in the school system (1-10)

52 Mugu 359 76 435 200 235 56 17 39 27453 Dolpa 403 73 476 219 257 50 15 35 29254 Humla 361 92 453 208 245 41 12 29 27355 Jumla 510 133 643 296 347 116 35 81 42856 Kalikot 682 142 824 379 445 115 35 81 52557 Rukum 1065 279 1344 618 726 176 53 123 84958 Rolpa 1009 209 1218 560 658 116 35 81 73959 Pyuthan 1113 230 1343 618 725 168 50 118 84360 Dang 1695 412 2107 969 1138 278 83 195 133261 Salyang 1240 203 1443 664 779 153 46 107 88662 Banke 1287 285 1572 723 849 206 62 144 99363 Bardiya 1352 348 1700 782 918 240 72 168 108664 Surkhet 1621 402 2023 931 1092 264 79 185 127765 Jajarkot 938 222 1160 534 626 115 35 81 70766 Dailekh 1292 309 1601 736 865 217 65 152 101667 Kailali 1892 577 2469 1136 1333 369 111 258 159268 Doti 1070 266 1336 615 721 182 55 127 84969 Acham 1292 299 1591 732 859 230 69 161 102070 Bajura 704 179 883 406 477 113 34 79 55671 Bajhang 1243 293 1536 707 829 236 71 165 99572 Darchula 955 217 1172 539 633 149 45 104 73773 Batadi 1336 332 1668 767 901 283 85 198 109974 Dadeldhura 818 226 1044 480 564 163 49 114 67875 Kanchanpur 1229 404 1633 751 882 289 87 202 1084Grand Total 102047 25833 127880 58824.8 69055.2 19616 5885 13731 82786

Note: referred to the Flash report 2066/67, 54% teachers are under-qualified at the basic level and of 30% at the secondary (9-10) level.

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teacher development policy in nepal 2010

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