A

Report

on

Seven Days Capacity Strengthening Training on “Integrated curriculum-based pedagogy

and progressive education”

Organized By: REED Nepal

Date: 2022-04-15 to 2022-04-21

Venue: Dunai, Dolpa

Contents

Abbreviation........................................................................................................................................1
Executive Summary.............................................................................................................................2
1. Introduction of the organization.................................................................................................3
2. Training Modules of REED Nepal..............................................................................................4
3. Introduction to Dolpa District....................................................................................................4
4. Background of the Training........................................................................................................5
5. Brief Information of Schools.......................................................................................................6
6. School IEMIS Data of Students:.................................................................................................7
7. Donors’ Name...............................................................................................................................9
8. Rationale of Teachers Training...................................................................................................9
9. Brief Introduction on Integrated Curriculum.........................................................................10
10. Brief Introduction on Progressive Education..........................................................................10
11. Training Objectives:..................................................................................................................10
12. Content Highlights and Schedule of Training..........................................................................11
13. Major Findings of the Training................................................................................................13
13.1. Teacher’s Participation from each school........................................................................13
13.2. Pre-Test Vs Post Test..........................................................................................................15
13.3. Course Evaluation Result..................................................................................................16
14. Recommendations......................................................................................................................17
15. Way Forward.............................................................................................................................18
16. Some Snaps:...............................................................................................................................18

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Abbreviation
CDC: Curriculum Development Centre

GON: Government of Nepal

REED: Rural Education and Environment Development Center

DEO: District Education Officer

WASH: Water Sanitary and Hygiene

DRR: Disaster Risk Reduction

GESI: Gender Equality and Social Inclusion

ICT: Information and Communication Technology

EGRP: Early Grade Reading Program

SMC: School Management Committee

PTA: Parents’ Teachers Association

EMS: English Mathematics and Science

CAS: Continuous Assessment System

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Executive Summary
It is said “When the flower doesn't bloom, you change the environment rather than the
flower,". The increased and constantly updated responsibilities of teachers in today's
changing world is one of the reasons for arguing for periodic teacher training.

A training entitled "Seven-day capacity strengthening training on" integrated curriculum-

based pedagogy and progressive education "has been held at Murmur Hotel in Dunai, the
district headquarters of Dolpa district of Nepal. The major objectives of the training were: a.
to make the teachers able to implement the recently implemented integrated curriculum for
grades 1-3; and b. to enable the teachers to practice the strategies of progressive education in
Classroom teaching. Altogether, 42 teachers participated in the training who traveled at least
4 days on foot from their home to reach the training venue. The program was inaugurated in
the presence of representatives from the local Government and the DEO. Most of the
participants were found to be young and came through the English medium of instruction.
However, their learning attitudes and active participation in the training are the major
highlights of the training. Finally, the participants viewed the training as fruitful and
implementable in the classroom and committed to transfer the knowledge and skills gained in
the training into action.

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 1. Introduction of the organization
Since its inception, REED Nepal has pursued development initiatives through Teacher
Training Quality Education Programs. For a long time, it was primarily engaged in
educational work, focusing on the ground level and collaborating with local government,
communities, families, and children. Gradually, it expanded its services in several districts
after the growing demand from stakeholders. Currently, REED Nepal has been expanding the
services to transform the lives of millions of children in many districts by focusing on
education, construction, WASH, DRR, GESI, life skills, environment and climate change,
child protection, etc.

2. Training Modules of REED Nepal

The following training modules are the major implementation of REED Nepal:

 Classroom management training

 Subject wise Training (English, Mathematics, Science, Nepali, Social Study etc.)
 Pedagogical Training
 Integrated Curriculum-Oriented Training (Grade 1-3)
 ICT training for Teachers
 EGRP Training
 Headteacher’s Training
 Child Club’s Training
 SMC/PTA Training
 DRR and Resilience Training
 Environment and Climate Change Training.

3. Introduction to Dolpa District

Dolpa District, located in Karnali Province of Nepal, with Dunai as its district headquarters,
covers an area of 7,889 km2 .  Dolpa is the largest and one of the least developed districts in
Nepal.

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The Upper Dolpa region consists of the northern part of the Dolpa district and is comprised of
three rural municipalities, namely She-Phoksundo, Dolpo Buddha and Chharkatasong. The
schools in the northern region of these municipalities close for six months (November to
May) because of the extreme cold in the winter and almost all the local residents of these
localities migrate to warmer regions with their cattle, effects around 2,900 students of 24
schools in these rural municipalities.

4. Background of the Training

The upper part of Dolpa seems to be isolated from the sense of development as in most of the
other Himalayan regions of Nepal. Although, there are some development and infrastructure
activities being held in the region, it could still take time to connect them to the mainland of
Nepal. However, the preservation of the local culture and the geographical diversities also
invite the huge potential for the development of tourism in the region.

REED Nepal conducted a highly effective training for Upper Dolpa teachers a few years ago.
Moreover, there was a moral agreement between REED Nepal and the stakeholders to
cooperate on the activities to enhance the educational quality of the region as deemed by the
pandemic. However, to resume the educational activities, the various donors/supporters
agreed to start with the teacher training for the teachers in the region.

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 5. Brief Information of Schools
Altogether forty-two teachers from eleven schools from three rural municipalities have
participate in the training. The basic information of the schools with summary of major
physical facilities are given below.

S Name of No of No of Mobile Electricit No of Major SMC

N Schools Compute Laptop Networ y Room Challenges Chairperson’s
rs s k s Name and
number

1 Sahid 0 7 No Solar 12 Drinking Urgen

Dharma Power Water Dorjee
Bhakta Buda
Basic 985104116
Schools 6
2 Shree 0 10 No Solar 10 - Pema
Seldridurga Power Gyurmeu
Basic Gurung
Schools 985116455
1
3 Karang 10 2 No Solar 7 Toilet/ Dundup
Ghangjong Power Bathroom Gurung
Rikshung 984448113
Basic 0
School
4 Shree 8 2 No Solar 10 Drinking Luing
Mukporong Power Water/ Play Tsering
Himal Ground Gurung
Basic 984838214
Schools 7
5 Shree 0 2 No Solar 6 Playground / Dawa
Mukot Power Classroom Dorgee
Himal Gurung
Basic 986109417
Schools 7
6 Shree Tashi 0 0 No Solar 6 Play Ground/ Nanda

6
 Sumdo Power Classroom Bahadur
Basic Shahi
School 984936330
9
7 Shree 0 0 No Solar 6 Toilet 974564217
Yancher Power bathroom/Wate 9
Gumba r/ Playground
Basic
School
8 Shree 0 1 No Solar 7 - Tenzin
Sahid Power Namdol
Dasarath Gurung
Chan Basic 986995388
School 8
9 Shree 9 1 No Solar 14 Toilet Kalgang
Chharkabh Power Bathroom/ Groung
at Basic Classroom / 974226836
School Playground 0

1 Shree 0 1 Yes Solar 8 Library/ Toilet Nurbu

0 IndraDhan Power Bathroom/ Damdeel
us Basic Hostel Gurung
School 984349051
3
1 Shree 0 1 Yes Solar 8 Toilet Phurwa
1 Shiddharth Power Bathroom/ Tsepten
Kula Basic Library/ Hostel Gurung
School 986995116
9
Source: Information from participants/Local teachers

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 6. School IEMIS Data of Students:
S Name of Grade Grade Grade Grade Grade Grade Grade Grad
N Schools 1 2 3 4 5 6 7 e8
B G B G B G B G B G B G B G B G
1 Sahid 5 1 4 1 11 5 1 5 8 5 3 3 0 0 0 0
Dharma 3 2
Bhakta
Basic
Schools
2 Shree 4 5 5 2 7 1 0 0 0 0 0 0 0 0 0 0
Seldridurga
Basic
Schools
3 Karang 4 5 5 2 7 1 0 7 0 8 5 1 0 0 0 0
Ghangjong
Rikshung
Basic
School
4 Shree 1 3 5 2 3 5 3 6 5 5 3 3 5 1 2 2
Mukporong
Himal Basic
Schools
5 Shree 2 3 3 0 2 1 1 3 0 0 0 0 0 0 0 0
Mukot
Himal Basic
Schools
6 Shree Tashi 4 1 3 2 2 2 3 2 2 1 0 0 0 0 0 0
Sumdo
Basic
School
7 Shree 6 7 5 4 3 3 0 0 0 0 1 2 0 0 0 0
Yancher
Gumba

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 Basic
School
8 Shree Sahid 3 3 1 3 3 2 1 2 1 2 0 0 0 0 0 0
Dasarath
Chan Basic
School
9 Shree 3 4 7 5 3 2 1 2 1 4 7 5 3 3 0 0
Chharkabho
t Basic
School
10 Shree Indra 2 7 5 7 7 2 4 4 3 2 0 0 2 3 0 0
Dhanus
Basic
School
11 Shree 9 6 5 1 5 9 11 1 5 3 9 8 0 0 0 0
Shiddharth 4 0
Kula Basic
School
43 57 48 53 53 33 25 41 25 30 28 22 10 7 2 2
Source: Information from participants/Local teachers

7. Donors’ Name

 Freunde Nepals Deutsch

 Himalaya Currents
 Altitude Project Community
 Schulverein Lo-Manthang FC Namdo school TT
 Dolpa Local Help Association
 DIE Bambusschul ( Frankfurtgermany)
 Revival pf vijer

8. Rationale of Teachers Training

"All changes start with the distance rumble in the grassroot level." Implementing this theme,
the Rural Education and Environment Development Center (REED) Nepal has been working

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in the rural part of Nepal for the last two decades in order to enhance the education of rural
community schools. The upper part of Dolpa region holds huge potential, especially for the
tourism sector of Nepal. To explore the potential, the education of the local community is
vital and children’s quality education is essential for the sustainable development of the
region. This teacher’s training program is one of the stepping stones in order to enhance the
quality of education in the community schools. On the other hand, the lack of reach of the
government of Nepal in one of the remotest regions of Nepal makes it difficult to implement
the curriculum formed by the CDC, GON. Thanks to organizations like REED Nepal and,
more importantly, the donors for being the helping hands in the implementation of
government policy.

9. Brief Introduction on Integrated Curriculum

There have been several criticisms of the education system in Nepal because it has given priority to
rote learning and given less priority to the overall development of children. In order to provide
opportunities for the holistic development of the students, the national curriculum framework 2018
of Nepal emphasized the integrated curriculum from grade 1 to 3, and gradually it is planned to
extend up to grade 8 basic level education. The integrated curriculum of grades 1-3 aims to teach
subjects like science, creative arts, moral education, and life skills through a core subject called "My
Surroundings" as an interdisciplinary aspect, whereas subjects like Nepali, English, Mathematics, and
My Surroundings exists as separate disciplines called multidisciplinary aspects of the integrated
curriculum. The teaching methodologies have given emphasis to aligning with progressive education
and have to interrelate with other subjects in classroom teaching. The subject contents of different
subjects are grouped under common thematic areas that associate one subject with another. The
evaluation systems seem to be more practical, and the portfolios of the students have been given
more emphasis.

10. Brief Introduction on Progressive Education

Progressive Education is a pedagogical movement that focuses on the whole child as a unit rather
than the content of the teachers. It emphasizes learning by doing and hands-on projects,
expeditionary learning, and experiential learning. Moreover, progressive education focuses
on integrated curriculum and thematic teaching. Hence, the integrated training of progressive
education with an integrated curriculum is more relevant than their isolation. Its focus is on project
based learning and hands-on activities, and individual differences are also taken into consideration.
Hence, it is one of the revolutionary aspects of education.

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 11. Training Objectives:
The objectives of the training were determined by consulting with the donors and
coordinators from each school. However, the suggestions from the local and district
education officials were also taken into consideration. The contents under the objectives were
adjusted on need basis of the participants.

The major objectives of the training were:

 to enable the participants teachers to implement the recently imposed integrated

curriculum of GON.
 to enable the teachers to practice the strategies of progressive education in classroom
teaching in various subjects.

12. Content Highlights and Schedule of Training

Da Session I Brea Session II Break Session III Brea Session IV

y k k
10:00-11:15 11:1 11:30-12:45 12:45-1:30 1:30-2:45 2:45 3:00-4:15
5- -
11:3 3:00
0
1 Opening, Norms, TBG Concept of Concept of
introduction group (Jhilimili) integrated integrated
division, curriculum curriculum
rules Need
collection,
pre-test,
objectives
2 Competenci Competenci TBG Soft Skills, Theme based
es in es in (Same their Teaching
Integrated Integrated Action) importance (Interdiscipli
Curriculum Curriculum and their nary and
level wise (Subject integration Multidiscipli
1-3 and 1-8 wise) in the nary
and subject Maths,

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 wise Nepali, curriculum. paradigm)
English and
Hamro
Serophero.
3 Students’ Students’ TBG Developme Trends and
assessment assessment (Assessing nt of Examples
system system attentivene Students’ and
(CAS) (Formative ss) final Demonstratio
Evaluation evaluation n of
Process) and Parent’s Progressive
Role. Teaching
Methods in
Integrated
Curriculum.
4 Lesson Plan Trends and TBG Developme Development
developmen Examples of (Words nt of Lesson of Lesson
t and Progressive Antakshya Plan in Plan in
Implementat Teaching ri) Mathematic Mathematics
ion (Maths) Methods in s aligning aligning with
Demo by Mathematic with Integrated
Facilitators. s using local Integrated Curriculum
resources. Curriculum (Group
(Group Work)
Work)
5 Presentation Presentation TBG Lesson Plan Lesson Plan
and micro and micro (Recognis developmen development
teaching in teaching in e the t and and
mathematics mathematics animal) Implementat Implementati
by by ion (Nepali) on (Nepali)
Participants. Participants. Demo by Demo by
Facilitators. Facilitators.
6 Teaching Teaching Presentation Presentation
Language Language and micro and micro

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 skill for the skill for the teaching in teaching in
basic level basic level Nepali by Nepali by
students. students. Participants. Participants.
7 Lesson Plan Lesson Plan Progressive Feedback,
developmen developmen teaching posttest,
t and t and strategies course
Implementat Implementat for basic evaluation
ion (Hamro ion level and closing
Serophero) (English) students.
Demo by Demo by (Discovery
Facilitators. Facilitators. and open
learning
approach)

13. Major Findings of the Training

13.1. Teacher’s Participation from each school.

It was anticipated that approximately 53 teachers from 11 basic schools in Upper Dolpa participated
in the training. However, altogether 42 participants from all the schools participated in the training.
The names and addresses of schools, their remoteness, number of teachers, and numbers of
participants are given in the below table.

Participant
S Name of Participan
Address Number of Teachers s in the
N School t percent
Training
Private
Governme
/ M
nt
Project

Sahid Dharma Shey-Phuksundo

1 Bhakta Basic RM-4, 6 4 4
Schools Saldang/Namdo
40%

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 Shree
Shey-Phoksundo
2 Seldridurga 5 5 6
RM-3, Saldang
Basic Schools
60%

Karang
Ghangjong Shey-Phoksundo
3 6 2 4
Rikshung Basic RM- 2
School
50%

Shree
Mukporong Shey-Phoksundo
4 10 3 10
Himal Basic RM-5, Bhujer
Schools
77%

Shree Mukot
Shey-Phoksundo
5 Himal Basic 3 2 1
RM-2, Tiling
Schools
20%

Shree Tashi
Shey-Phuksundo
6 Sumdo Basic 1 4 5
RM-7, Ku-Dolpa
School
100%

Shree Yancher
7 Gumba Basic 4 2 1
School
17%

Shree Sahid
8 Dasarath Chan 2 3 1
Basic School
20%

Shree
Chharkatangsong -
9 Chharkabhot 7 4 5
1 , Chharka
Basic School
45%

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 Shree Indra
Dolpo Buddha-6
10 Dhanus Basic 5 3 2
Simen
School
25%
Shree
Shiddharth Dolpo Buddha-5
11 5 3 3
Kula Basic Tinje
School 38%
      54 35 42 47%
14. Table 1: Schools and Number of Participants General Information

Chart Title
120%
Percent of Teachers Participated

100%

80%

60%

40%

20%

0%
1 2 3 4 5 6 7 8 9 10 11
Schools' Name as per Above Table

Figure 1: Teacher's Participation Percent from Each School

13.2. Pre-Test Vs Post Test

All the teachers found keen on active participation in the training session, For the quantitate
evaluation of training progress, a pre test and post test were taken before and after the training
respecively and the obtained marks are tabulated and compared below.

Pre-Test vs Post-Test

Pre-Test Post-Test
Marks Frequency (No Frequency (No of
of Participants) Participants)

15
 0 1
1 10
2 6 1
3 9
4 6 1
5 1 5
6 1 7
7 4
8 10
9 5
10

Result: Average Marks of Pre-Test: 2.47 or 24.7%

Average Marks of Post-Test: 6.85 or 68.5%

Progress Percent: 43.8%

Chart Title
12

10
Number of Participants

0
0 1 2 3 4 5 6 7 8 9 10
Marks Obtained

Pre-Test Post-Test

13.3. Course Evaluation Result

Name of Course Delivered Average Rank

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 Sessions (1-4)
Opening, introduction 1 3
Norms, group division, rules Need collection, pre- 1 3
test, objectives.
Concept and Competencies in integrated curriculum. 4 2.5
Soft Skills in Integrated Curriculum. 1 3
Theme based Teaching (Interdisciplinary and 1 4
Multidisciplinary paradigm).
Students’ assessment system of Basic Level Students. 3 4
Trends and Examples of Progressive Teaching 3 4
Methods in Integrated Curriculum.
Teaching Language skill for the basic level students. 5 3.5
Lesson Plan development and Implementation 4 3.5
(Maths).
Lesson Plan development and Implementation 2 4
(Hamro Serophoro).
Lesson Plan development and Implementation 2 3
(English).
Feedback, posttest, course evaluation and closing 1 3
40.5
1 = Fair; 2 = Good; 3 = Very Good; 4 = Excellent.

Result: Overall Ranking of the training: 3.38

14. Recommendations
 Most of the teachers were found very good in English language however they need
some sensational training in Nepali language training such as EGRP and Nepali
language Teaching.
 Most of the participants showed the election time is the major cause to have decent
percentage of absentees.
 The data provided by the teachers showed that the students teachers ratio is found low
in most of the schools. Hence it would be more efficient if extra teachers are
encouraged to study and research for the advanced teaching strategies and their
implementation possibilities in the local context.

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  Agreement package of teachers training along with regular school support would be a
better option.

15. Way Forward

 Most of the teachers had shown desire to take training of ICT using in classroom
teaching. So, it would be a good option for the supporters/Donors can collaborate with
REED Nepal.
 Most of the participants recommended the training venue near to their working station
would be the better option.
 School visits and students’ assessment should be done before the training in order to
find actual gap in schools in further trainings.
 According to the participants the school activities does not align with the curriculum
recommended by GON. Hence the reach of government should be more regular
aiming to reduce the gaps. Finally, the learning materials for teachers and students
recommended by GoN such as Curriculums, Teacher’s Guide, Text Books etc should
be distributed in the schools.

16. Some Snaps:

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