46th IATEFL Conference Glasgow 2012

Laxman GnawaliHornby Scholar 2000-01Associate Professor (ELT)

Kathmandu University, NepalLGNAWALI@YAHOO.CO.UK

Nepal a country in transition Monarchy abolished three years agoConstituent Assembly formed after a general

election to write the constitutionTenure over but nothing in viewEffect of the liquid situation in education

Schooling structure in NepalGrades Level Normal age

1-5 Primary 6-10

6-8 Lower secondary

11-13

9-10 Secondary 14-15

11-12 Higher Secondary

16-17

Technical diploma (3 years) 16-19

Undergraduate and above 20 and onwards

English and the school typesPublic schools: Nepali medium Private schools: English medium

English brings the opportunities Despite political intervention for the public

school sector reform , private schools flourish

Pre-service teacher training Largely a Higher Secondary School Board

and university responsibility: +2 teacher training/B Ed/PG Diploma/M Ed

International agencies and private companies running certification courses

MOE runs 10 month training for the primary level

In-service teacher training MOE – NCED, Department of Education NELTABCNGOs

What do you need to have in order to be an eligible candidate for a teaching position?

In principle, a prospective teacher must possess

Good English language proficiency A Teaching license At least one Degree or Non-Degree Teaching

qualificationCELTA/ DELTATEFL Certificate or Diploma PG DiplomaB Ed M Ed/MA

Teacher Training and Support Modality

Cascade modelUniversity tutors MTOT > TOT > Teacher Training >

Teaching School Supervisors

Mentoring, reflective practice and action research non-existent except in a few schools

What qualifications are required to be a trainer?

???University PositionAdministrator's Position NELTA executive position A degree such as MA, MEd, PhDRepute as a good teacherNo Trainer's degree or training license required Some training bodies have internal qualifications

but that does not apply to the mainstream

Does the trainers’ training take place at all?

YES!

What happens at the trainers' training?

Orientation on the training programme and the training package

No theoretical component on needs assessment, training design, delivery and training evaluation

No Training practicum except some demos during the ToT

Once labeled as trainers, no assessment

How the personal became political

Trainer Development Course at Marjon

Hornby Scholarship announced by BC Nepal through NELTA in 2000

I was selected and placed in Marjon, Plymouth, now a University College

Earned M Ed in TTELT: Graduated as Trainer for ELT

Returned to Nepal in 2001

Upon return I saw thatNo ELT trainer in Nepal had a formal

trainer's training: in-house exceptions Training meant giving teaching tipsTraining with top down approachDeficient model of trainingNo discussions among trainers on andragogy

I saw an opportunity PG Diploma in ELT at Kathmandu University

producing teachers No Masters in ELT under the same University M Ed in ELT at Tribhuvan University focused

on Linguistics and Language teaching Methodology

A Trainer development programme would 'sell'

M Ed in ELT programme proposed Consultations with the ELT professionals and

NELTA colleagues and TU faculty Consultations with the Faculty Board of the

University M Ed in ELT programme proposed and

approved in 2003 Annual intakes since then.

M Ed in ELT Courses include Linguistics courses ELT Methodology and Materials Development

CoursesReadings in EnglishAction Research Teacher DevelopmentInternship (Teacher Training)

Programme StructureFour semestersFirst three semesters: All other Courses Fourth semester:

Teacher DevelopmentInternship (Teacher Training) Dissertation

Teacher Development Course Content

Principles and Models of trainingPrinciples of adult Learning and andragogy Teacher training methodology and materialsAdvising and mentoring teachers Observation and feedbackReflective practice in language teaching Conference plan, professional networking

and getting published

The ProcessThe participants Read professional literature on teacher

trainingAttend lecturesDesign and deliver micro-teacher trainingVisit schools, observe teachers and gave

feedback Study mentoring cases Reflect by dialoguing, storying, imagingPresent papers at the NELTA conference

The Internship Process Visit schools to assess teachers' needs:

interviews and observation Design training sessions and materials Deliver teacher training: 20 hours delivery Evaluate their own trainingPrepare a report including own reflections on

the training experience

Mabindra in Dang

The outcomes About 50% graduates continue with training

after the degreeSome contribute to the government and non-

government training programmesVolunteer in the NELTA training activities Some start own training company :

Freelancers emerging Many contribute papers on teacher training

and development

The outcomes Some pursuing postgraduates studies abroadOne of our graduates is about to complete his

PhD on Self-directed Teacher development strategies from the English and Foreign Language University, Hyderabad India

Wider Impact: Tribhuvan University included the a course on teacher development from 2009.

Lessons Learnt Training skills can be taught and learntIdiosyncratic style of untrained trainers may

not change teachers Certification and degree for the trainers can

change the scenario Small efforts can bear visible fruits but

establishing the ideas faces resistance Trainers’ trainers need a wide range of

exposureA long way to go as the legal provision do not

demand the training certification

For making this possible, thanks to AS HornbyThe Hornby Trust The Biritish CouncilUCPN, Marjon