Teacher Development Policy in Nepal 2010

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

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
November 2010 Ministry of Education
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 18-18
career development
Policy field-5: School leadership 18-19
Policy field-6: Public-private cooperation 19-19
Policy field-7: Arrangement for institutional 20-20
capacity
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
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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
1
Final version ready to submit to the CEHRD meeting held on 29th of Nov, 2010 for approval

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
Minimum qualification and Training: For basic level, B. Ed or equivalent qualification
and For secondary level, M. Ed or equivalent qualification
Mandatory certification training on School Management and Leadership for eligibility
SSRP defined Teacher standard
a. Minimum qualification of teachers for basic education is raised from
SLC pass to grade 12 pass.
b. Pre-service training and teaching license are mandatory prior to hiring
people in teaching position.
c. Quality of working teachers (permanent or temporary) is ensured by
assessing their performance and providing them opportunity of
professional development.
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d. Regularity of teacher in school and in classroom is monitored properly.
e. Teachers' time on task is approaching 100 percent.
f. It is ensured that teachers use proper instructional materials in class.
g. Teacher is made accountable that their students receive timely feedback
to improve their performance.
h. Teacher is knowledgeable in the mother tongue of the majority of
students in classroom.
i. Teacher commitment is ensured through accountability system.
Past achievement
Consolidation of gains and lessons learnt in the past with regard to in-service
and pre-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.
More importantly, it is observed that quite a meaningful level of awareness was

developed 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.
Diverse experiences in different situations
Best practices as well as emerging models and modalities applied for the purpose
of teacher 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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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 teacher development have been in
practice 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 teachers vary from country to country. India
has tradition 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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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 Bank report (2005) has synthesized different modalities and approaches
of teacher 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 delivery of quality education, teacher

development 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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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 Parisad has recently started to impart special message
and practical 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.
3. The Issues and challenges
Adjustment of teachers' appointment into the new structure: Unless the working teachers'
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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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 training interventions: As discussed in the earlier paragraphs,

mandate 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: The most critical issue
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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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 mobilization: As usual, teacher development component has not adequately been
financed 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
This policy field intends to portray detailed policy actions with respect to minimum
eligibility 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 qualification will be made mandatory for all to enter into
teaching force at both the basic and secondary levels.
i. Intermediate in Education (I. Ed.), or higher secondary degree (+2) with

education 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.
ii. Masters in Education (M. Ed.), or non-education masters' degree with

one-year special Teacher Preparation Course (TPC) will be enforced as
minimum qualification criteria for teaching in secondary level.
iii. Universities will be made responsible for design and implementation of

the one-year TPCs under special collaboration with NCED.
iv. One-year TPC for basic level will be considered equivalent to one year
course of the three–year B. Ed. program by the course providing
institutions.
v. Teaching license policy will be strictly implemented under the TSC

jurisdiction 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.
14

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
15

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.
16

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.
17

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.
18

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
19

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.
20

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.
21

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
22

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
Remarks
Subjects Full marks Subjects Full
Marks
10-month in- 400 1. Com. English 200 The graduates with

service and pre- certificate awarded upon
2. Com. Nepali 100
service teacher completion of this course
training *3. Elective subjects 200 will be eligible for admission
curriculum under in Bachelor degree under
NCED 4. General concepts Humanities and Education
of education faculties and for entry in the
50
5. Introduction to teaching force as trained
educational professional.
psychology 50
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
23

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

% of teachers having lower
qualification against the SSRP
2 criteria 54 70
Total need for qualification
2 upgrading 69055 13731 82786
Absolute figure of attrition for
the next five years
3 (@2%/annual) 6906 1373 8279
Actual need for qualification

upgrading after annual
4 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
24

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
25

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.
26

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,
27

S. N. Theme Time allocation
• National and international practices
2 Professional accountability
• Concept 4: 30 hours
• 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
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 12 hours
• Current education management (ECD to HSE)
• Review of broader policies
• Common mechanism for governance
6 Profession and career development
• Concept, practices and models
Theme: 3 Joint action plan for educational reform
7 Common policy framework
8 Planning 6 hours
9 Program implementation
10 Monitoring and evaluation
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
28

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
29

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
30

working even in difficult circumstances throughout the country
provision of SSRP to prepare special teaching cadre for Multi-grade teaching,
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
teacher training courses customized to the special needs of teachers working in
traditional schools (Gumba, Madarsa and Gurukul) have been developed;
likewise, 10-day TOT for Gubma has already been completed last month.
……………………………………..0……………………………………………….
31

Annexure
32

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
33

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
34

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 Name of Training Participants

Experience
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.
10. Year Experienced teachers’ training/ - Teachers of Elementary, Junior High / High
Mid-career teachers’ training School, Special Class and Kindergarten.
- Health-Care Teachers.
35

Years of Name of Training Participants
Experience
15. Year Experienced teachers’ training/ - Teachers of Elementary, Junior High / High
Mid-career teachers’ training School, Special Class and Kindergarten.
- Nutritionist Staff.
20. Year School Administration Training - Heads of the Instruction Department
Mid-career teachers’ training - 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:
36

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.
37

Annex-2: Teachers with obligation for qualification upgrading by district and level wise
Basic Level Secondary Level No. of teachers
No. of teachers No. of teachers No. of No. of teachers No. of teachers candidates for
No. of total
Lower having full having full total having full having full qualification
S.N. District Primary working
Secondary qualification qualification working qualification qualification upgrading in the
teachers
(IED &+) (<IED) teachers (MED &+) (<MED) school system (1-10)
1 Taplejung 1139 288 1427 656 771 176 53 123 894
2 Panchthar 1279 351 1630 750 880 232 70 162 1043
3 Illam 1600 432 2032 935 1097 281 84 197 1294
4 Jhapa 2476 629 3105 1428 1677 471 141 330 2006
5 Sankhuwasava 1181 259 1440 662 778 201 60 141 918
6 Terathum 856 235 1091 502 589 169 51 118 707
7 Bhojpur 1264 293 1557 716 841 229 69 160 1001
8 Dhankuta 1062 290 1352 622 730 218 65 153 883
9 Sunsari 1713 561 2274 1046 1228 399 120 279 1507
10 Morang 2788 791 3579 1646 1933 555 167 389 2321
11 Solukhumbu 892 204 1096 504 592 164 49 115 707
12 Khotang 1466 360 1826 840 986 272 82 190 1176
13 Udayapur 1377 424 1801 828 973 236 71 165 1138
14 Okhaldhunga 1081 262 1343 618 725 223 67 156 881
15 Saptari 1752 455 2207 1015 1192 326 98 228 1420
16 Siraha 1713 312 2025 932 1094 279 84 195 1289
17 Dhanusha 1773 308 2081 957 1124 349 105 244 1368
18 Mahottari 1465 291 1756 808 948 272 82 190 1139
19 Sarlahi 1660 397 2057 946 1111 263 79 184 1295
20 Sindhuli 1632 326 1958 901 1057 267 80 187 1244
21 Ramechhap 1262 345 1607 739 868 225 68 158 1025
22 Dolkha 1229 298 1527 702 825 244 73 171 995
23 Sindhupalchok 1705 419 2124 977 1147 342 103 239 1386
24 Rasuwa 380 73 453 208 245 58 17 41 285
25 Dhading 1810 403 2213 1018 1195 278 83 195 1390
26 Nuwakot 1496 356 1852 852 1000 268 80 188 1188
27 Kathmandu 2228 1036 3264 1501 1763 930 279 651 2414
28 Lalitpur 1149 388 1537 707 830 330 99 231 1061
29 Bhaktpur 931 273 1204 554 650 207 62 145 795
30 Kabrepalanchowck 2106 576 2682 1234 1448 454 136 318 1766
31 Makwanpur 1889 465 2354 1083 1271 291 87 204 1475
32 Rauthat 1592 258 1850 851 999 238 71 167 1166
33 Bara 1675 331 2006 923 1083 243 73 170 1253
34 Parsa 1512 318 1830 842 988 230 69 161 1149
35 Chitwan 1901 544 2445 1125 1320 390 117 273 1593
36 Nawalparasi 2001 549 2550 1173 1377 397 119 278 1655
37 Rupandehi 1948 515 2463 1133 1330 438 131 307 1637
38 Kapilbastu 1425 261 1686 776 910 236 71 165 1076
39 Arghakhachi 1387 330 1717 790 927 268 80 188 1115
40 Palpa 1810 493 2303 1059 1244 407 122 285 1529
41 Gulmi 1784 455 2239 1030 1209 399 120 279 1488
42 Syanja 1997 567 2564 1179 1385 435 131 305 1689
43 Tanahu 2034 507 2541 1169 1372 411 123 288 1660
44 Gorkha 1785 406 2191 1008 1183 332 100 232 1416
45 Manang 139 40 179 82 97 22 7 15 112
46 Lamjung 1388 342 1730 796 934 273 82 191 1125
47 Kaski 1729 514 2243 1032 1211 483 145 338 1549
48 Parwat 1316 361 1677 771 906 304 91 213 1118
49 Baglung 1725 435 2160 994 1166 368 110 258 1424
50 Myagdi 835 246 1081 497 584 165 50 116 699
51 Mustang 244 53 297 137 160 43 13 30 190
38

Basic Level Secondary Level No. of teachers
No. of teachers No. of teachers No. of No. of teachers No. of teachers candidates for
No. of total
Lower having full having full total having full having full qualification
S.N. District Primary working
Secondary qualification qualification working qualification qualification upgrading in the
teachers
(IED &+) (<IED) teachers (MED &+) (<MED) school system (1-10)
52 Mugu 359 76 435 200 235 56 17 39 274
53 Dolpa 403 73 476 219 257 50 15 35 292
54 Humla 361 92 453 208 245 41 12 29 273
55 Jumla 510 133 643 296 347 116 35 81 428
56 Kalikot 682 142 824 379 445 115 35 81 525
57 Rukum 1065 279 1344 618 726 176 53 123 849
58 Rolpa 1009 209 1218 560 658 116 35 81 739
59 Pyuthan 1113 230 1343 618 725 168 50 118 843
60 Dang 1695 412 2107 969 1138 278 83 195 1332
61 Salyang 1240 203 1443 664 779 153 46 107 886
62 Banke 1287 285 1572 723 849 206 62 144 993
63 Bardiya 1352 348 1700 782 918 240 72 168 1086
64 Surkhet 1621 402 2023 931 1092 264 79 185 1277
65 Jajarkot 938 222 1160 534 626 115 35 81 707
66 Dailekh 1292 309 1601 736 865 217 65 152 1016
67 Kailali 1892 577 2469 1136 1333 369 111 258 1592
68 Doti 1070 266 1336 615 721 182 55 127 849
69 Acham 1292 299 1591 732 859 230 69 161 1020
70 Bajura 704 179 883 406 477 113 34 79 556
71 Bajhang 1243 293 1536 707 829 236 71 165 995
72 Darchula 955 217 1172 539 633 149 45 104 737
73 Batadi 1336 332 1668 767 901 283 85 198 1099
74 Dadeldhura 818 226 1044 480 564 163 49 114 678
75 Kanchanpur 1229 404 1633 751 882 289 87 202 1084
Grand 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.
-----------------0-----------------------
39

Teacher Development Policy in Nepal 2010

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i

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

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

November 2010 Ministry of Education

National Center for Educational Development

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

S. N. Contents Page No.

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

ADB Asian Development Bank

CDC Curriculum development center

CEHRD Council for human resource development

CTEVT Council for technical education and vocational

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

IFCD Innovative forum for community development

INGO International non-government organization

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

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

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

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

TOT Training of trainers

TRO Teacher record office

TPD Teacher professional development

TEP Teacher education project

TSC Teacher service commission

TUN Teachers' union of Nepal

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

Teacher community represented by a number of individual teachers and

National Center for Educational Development (NCED)

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

iii. professional development

iv. teachers' accountability and career growth

10. An important section of this guideline is about implementation mechanism that

With regard to the scope, present guideline is revised version of existing

Present exercise is primarily an evolving process rather than confining to the