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

Dunai, Dolpa
Contents
Abbreviations...................................................................................................................................1

List of Tables and Figures................................................................................................................1

Executive Summary.........................................................................................................................1

Introduction of the organization......................................................................................................2

Training Modules of REED Nepal..................................................................................................2

Background of the Training.............................................................................................................2

Participating schools and the teachers:............................................................................................3

Basic Information of the Schools....................................................................................................4

Introduction of Schools....................................................................................................................0

Schools Data (Students and Teachers).............................................................................................1

Rationale of Teachers Training........................................................................................................0

Training Objectives:........................................................................................................................0

Brief training schedule and contents highlights...............................................................................0

Findings...........................................................................................................................................3

Recommendations............................................................................................................................4

Way Forward....................................................................................................................................4

List of Tables and Figures

Executive Summary
It is said that “When the flower does not bloom then you fix the environment rather than the
flower”. The added and continuously updated responsibility of teachers with the changing
environment is the reason to advocate the need of training of teachers on regular basis.

A training entitled “Seven days 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. The major objectives of the training were: a. to make the
teachers able to implement the recently implement integrated curriculum of grade 1-3 and b. to
enable the teachers. practice the strategies of progressive education. Altogether 42 teachers were
participated in the training with ….. male and …..female teachers who traveled at least 4 days on
foot from their home to reach in the training venue. The officials from the local government and
DEO were present in the inauguration of the training. Most of the participants were found young
and came through the English medium instruction. However, their learning attitudes and active
participation in the training are their major highlights. At last, the participants viewed the training
as fruitful and implementable in the classroom and committed to implement the knowledge and
skills gained in the training.

Introduction of the organization

REED Nepal started the development initiatives since its establishment via Teacher Training
Quality Education Programs Focusing on ground level’s works partnering with basic level
teachers, communities, families and children of, it mainly worked in educational paradigm for a
long time. Gradually, it expanded its services in several districts after the growing demand of
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, Learning & Life Skills, Environment and Climate Change, Child Protection.

Training Modules of REED Nepal

The following training modules are the major implementation of REED Nepal so far.

 Classroom management training

 Subject wise training (English, Maths, Science, Nepali, Social Study etc)
 Pedagogical Training
 Training of Integrated curriculum (Grade 1-3)
  ICT training for teachers
 EGRP Training
 Headteacher’s Training
 Child club’s training
 SMC/PTA training
 DRR and Resiliency training
 Environment and climate change training

Background of the Training

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

REED Nepal has provided a well effective training for the local teachers of Upper Dolpa couple
of years ago. Moreover, there was moral agreement between REED Nepal and the stakeholders
to cooperate for the activities to enhance educational quality of the region seems deemed by the
pandemic. However, to resume the educational activities the various donors/supporters angered
to start with the teachers training for the teachers of the region.

Participating schools and the teachers:

It was anticipated that approximately 53 teachers from 11 basic schools of Upper Dolpa would
participate in the training. However, the data of participants are given in the table below.

S Name of Schools Walking Total Total Percent of

N Distance from Participants Number of teachers
Dunai Teachers participated
1 Sahid Dharma Bhakta 4 Days 4 10 80
Basic Schools
2 Shree Seldridurga 4 Days 6 10 50
Basic Schools
3 Karang Ghangjong 4 Days 4 8 50
Rikshung Basic
School
4 Shree Mukporong 5 Days 10 13 61.54
Himal Basic Schools
5 Shree Mukot Himal 4 Days 1 5 20
Basic Schools
6 Shree Tashi Sumdo 7 Days 5 5 60
Basic School
7 Shree Yancher 5 Days 1 6 17
Gumba Basic School
8 Shree Sahid Dasarath 5 Days 1 5 20
Chan Basic School
9 Shree Chharkabhat 5 Days 5 11 64
Basic School
10 Shree Indradhanus 5 Days 2 8 25
Basic School
11 Shree Shiddharth 5 Days 3 8 38
Kula Basic School
Total 42 89 50
Table 1: Schools and Number of Participants General Information
 Figure 1: Map of Dolpa

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

Source: Kathmandu post.

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 facilities are
given below.

S Name of No of No of Mobile Electrici No of Major SMC

N Schools Compute Lapto Netwo ty Roo Challenges Chairperso
rs ps rk ms n’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
Seldridurg Power Gyurmeu
a Basic Gurung
Schools 985116455
1
3 Karang 10 2 No Solar 7 Toilet/ Dundup
Ghangjon Power Bathroom Gurung
g 984448113
Rikshung 0
Basic
School
4 Shree 8 2 No Solar 10 Drinking Luing
Mukporon Power Water/ Play Tsering
g Himal Ground Gurung
Basic 984838214

9
 Schools 7
5 Shree 0 2 No Solar 6 Playground / Dawa
Mukot Power Classroom Dorgee
Himal Gurung
Basic 986109417
Schools 7
6 Shree 0 0 No Solar 6 Play Ground/ Nanda
Tashi Power Classroom Bahadur
Sumdo Shahi
Basic 984936330
School 9
7 Shree 0 0 No Solar 6 Toilet 974564217
Yancher Power bathroom/Wa 9
Gumba ter/
Basic Playground
School
8 Shree 0 1 No Solar 7 - Tenzin
Sahid Power Namdol
Dasarath Gurung
Chan 986995388
Basic 8
School
9 Shree 9 1 No Solar 14 Toilet Kalgang
Chharkab Power Bathroom/ Groung
hat Basic Classroom / 974226836
School Playground 0
10 Shree 0 1 Yes Solar 8 Library/ Nurbu
IndraDhan Power Toilet Damdeel
us Basic Bathroom/ Gurung
School Hostel 984349051
3
 11 Shree 0 1 Yes Solar 8 Toilet Phurwa
Shiddhart Power Bathroom/ Tsepten
h Kula Library/ Gurung
Basic Hostel 986995116
School 9
Source: Information from participants/Local teachers

School IEMIS Data of Students:

SN Name of Grade Grade Grade Grade Grade Grade Grade Grade

Schools 1 2 3 4 5 6 7 8
B G B G B G B G B G B G B G B G
1 Sahid 5 13 4 12 11 5 1 5 8 5 3 3 0 0 0 0
Dharma
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 Mukot 2 3 3 0 2 1 1 3 0 0 0 0 0 0 0 0
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
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
Chharkabhot
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 14 5 9 11 10 5 3 9 8 0 0 0 0
Shiddharth
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

Donors Name
1. Freunde Nepals Deutsch
2. Himalaya Currents
3. Altitude Project Community
4. Schulverein Lo-Manthang FC Namdo school TT
5. Dolpa Local Help Association
6. DIE Bambusschul ( Frankfurtgermany)
7. Revival pf vijer
Rationale of Teachers Training

“All changes start with the distance rumble in the grassroot level”. Implementing this theme,
Rural Education and Environment Development Center (REED) Nepal have been working 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 district holds huge potentiality specially for the tourism sector
of Nepal. To make this dream true, the education of the local community is vital and the
children’s quality education is essential for the sustainable of the region. This teacher’s training
program is one of the stepping stone in order the enhance the quality of education in the
community schools. On the other hand , lack of reach of Government of Nepal in one of the
remotest region of Nepal make it difficult to implement the curriculum formed by Curriculum
Development Center (CDC).Thanks to the organization s like REED Nepal and more importantly
the doners of being the helping hands in the implementation of government policy.

Training Objectives:
The objectives of the training were determined by consulting with the donors and coordinators.
However, the suggestions from the local and district education officials were 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 of various subjects.

Content Highlights of Training

9
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 Competencie Competencie TBG Soft Skills, Theme based
s in s in (Same their Teaching
Integrated Integrated Action) importance (Interdisciplin
Curriculum Curriculum and their ary and
(Level wise) (Subject integration Multidisciplin
level wise 1- wise) Maths, in the ary paradigm)
3 and 1-8 Nepali, curriculum.
and subject English and
wise Hamro
Serophero.
3 Students’ Students’ TBG Trends and
assessment assessment ( Assessing Developmen Examples of
system system attentivene t of Progressive
(Continuous (Formative ss) Students’ Teaching
Assessment Evaluation final Methods in
process) Process) evaluation Integrated
and Parent’s Curriculum.
Role.
4 Lesson Plan Trends and TBG Developmen Development
development Examples of (Antakshya t of Lesson of Lesson
and Progressive ri) Plan in Plan in
Implementat Teaching Mathematics Mathematics
ion (Maths) Methods in aligning aligning with
Demo by Mathematics with Integrated
Facilitators. using local Integrated Curriculum
resources. Curriculum (Group Work)
(Group
Work)
5 Presentation Presentation TBG Lesson Plan Lesson Plan
and micro and micro (Recognise development development
teaching in teaching in the animal) and and
mathematics mathematics 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
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,
development development teaching posttest,
and and strategies for course
Implementat Implementat basic level evaluation
ion (Hamro ion (English) students. and closing
Serophero) Demo by (Discovery
Demo by Facilitators. and open
Facilitators. learning
approach)
SN Name of School Address Total Teachers Participants
in the
Training
Private/ Government M
Project
1 Sahid Dharma Shey-Phuksundo 6 4 4
Bhakta Basic RM-4,
Schools Saldang/Namdo
2 Shree Seldridurga Shey-Phoksundo 5 5 6
Basic Schools RM-3, Saldang
3 Karang Ghangjong Shey-Phoksundo 6 2 4
Rikshung Basic RM- 2
School
4 Shree Mukporong Shey-Phoksundo 10 3 10
Himal Basic RM-5, Bhujer
Schools
5 Shree Mukot Himal Shey-Phoksundo 3 2 1
Basic Schools RM-2, Tiling
6 Shree Tashi Sumdo Shey-Phuksundo 1 4 5
Basic School RM-7, Ku-Dolpa
7 Shree Yancher 4 2 1
Gumba Basic
School
8 Shree Sahid 2 3 1
Dasarath Chan
 Basic School
9 Shree Chharkabhot Chharkatangsong - 7 4 5
Basic School 1 , Chharka
10 Shree Indra Dhanus Dolpo Buddha-6 5 3 2
Basic School Simen
11 Shree Shiddharth Dolpo Buddha-5 5 3 3
Kula Basic School Tinje
54 35 42

Participants Percent
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
1 2 3 4 5 6 7 8 9 10 11 12

Chart Title
14

12

10

0
1 2 3 4 5 6 7 8 9 10 11

Number of Teachers Participants in the Training

Findings
Pre-Test vs Post-Test

Pre-Test Post_Test
Marks Frequency Frequency
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

Mean Marks of Pre-Test: 2.47 or 24.7%

Mean 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

Course Evaluation Result

Name of Course Delivered Average Rank

Sessions (1-4)
 Opening, introduction 1 3
Norms, group division, rules Need collection, pre-test, 1 3
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 Methods 3 4
in Integrated Curriculum.
Teaching Language skill for the basic level students. 5 3.5
Lesson Plan development and Implementation (Maths). 4 3.5
Lesson Plan development and Implementation (Hamro 2 4
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.

Overall Ranking of the training: 3.38

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.
 Most of the participants showed the election time is the major region 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 interested teachers are
encouraged to study and search for the advanced teaching strategies and possibilities in
the local context.

Way Forward
Agreement package of teachers training along with regular school support would be a better
option.

 Most of the teachers had shown desire to take training of ICT using in classroom
teaching. So it would be a good option 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.


Training Synopsis Video Link: