…..opportunities for in-service training are crucial to the long-term development of teachers as well as for the long- term success of the programs in which they work…”
In-service teacher training (ISTT) is essential for teachers to enhance their professional skills and update themselves with the latest trends in pedagogy. In order to serve the purpose, government of Nepal formally established National Council for Educational Development (NCED) in 1993 under the Ministry of Education (MoE).
The NCED is an apex body responsible for human resource development in Education, especially in pedagogy. One of the major activities of NCED is to provide ISTT to in-service teachers in different phases for their professional development.
Every year, ISTT programs are conducted to in-service teachers across the country through NCED itself or Lead Resource Centers (LRC) and Resource Centers (RC) based in district levels. However, it is reportedly argued that the effectiveness and impact of such trainings in the classroom remains yet to be capitalized on. For this interactive article, I have made attempts to bring views and opinions of the concerned stakeholders including Dr Anjana Bhattarai, Head of English Education, Central Department of Tribhuvan University (TU), Dr Laxman Gnawali, Associate Professor at Kathmandu University (KU) School of Education, training expert from NCED, teacher educators, and Resource Persons and teachers.
They were asked:
“The government of Nepal offers in-service training to teachers but there is not much visible improvement in the pedagogy in classroom. What can be the causes behind it and how can the in-service teacher training be made highly effective and productive?
DR ANJANA BHATTARAI | Head of English Education, Central Department, TU, Nepal
In my perspective one of the most important factors contributing for ineffective in-service teacher training is the attitude of teachers. Most teachers (not all because few are active and work hard) do not feel such training as an opportunity for their professional development, whereas they feel it as a chance to earn extra money. It is a tragedy that we are yet unable to make them feel the importance of it. Therefore, teachers need to change their attitude and apply the skills learnt in training in their classroom. I think a possible solution for this problem can be a good head teacher. If a head teacher has positive attitude towards training and encourages his teachers to apply new ideas in classroom, teachers cannot afford to be reluctant to transfer the skills in the classrooms.
Weak monitoring system is yet another factor for this problem. Despite having Resource Persons (RP) and supervisors, the government is unable to make monitoring effective. Classroom inspection and supervision are not taken seriously. The RPs do not observe classes minutely and offer constructive feedback to teachers, whereas they meet teachers (in some cases they meet in paper only), ask how they are doing and teachers obviously say they are doing wonderful. How can this ensure teachers are transferring the skills in their classes?
The next contributing factor is existence of impunity. We do not have strong and effective mechanism to reward those who are doing well and penalize irresponsible ones. This eventually discourages the teachers who are willing to do something.
I think there is some problem in our parents too. Parents need to visit schools, show their interests in the activities of school and raise question behind weak performance of their children.
To sum up, if we can change the attitude of teachers, make our monitoring system efficient, encourage parents to raise questions in schools and make provision of reward and punishment, the impact of training can be better than now.
Dr Laxman Gyanwali | Associate Professor (ELT) | School of Education Kathmandu University
A few classroom visits in Nepal can tell us how ineffective the impact of the government-run in-service training has been. When I ask my graduate students why such a wastage of resources, they say the training does not directly link to the real classrooms, ignores local contexts, and does not address trainees’ mental constructs, their needs and expectations. I fully agree with them. However, for me the main culprits for the ineffective teacher training are the trainers. You may ask why. No trainer has been trained to be a teacher trainer. Each of them has a degree on pedagogy not on andragogy. They do not have a faintest idea of adult learning. Because the trainers in the government system have a permanent position, they do not bother for their own development. And they pass on their attitude to the teachers who they train.
There is only one solution to rectify this situation. Let’s set requirements for the entry as well as for the promotion for teacher trainers. They need to have a degree on training and andragogy and they also need to undergo periodic CPD, just as the teachers do. For me, training is as effective as the trainer involved in it.
Balram Adhikari | translator, and a lecturer at Mahendra Ratna Campus, Kathmandu
The in-service teachers should count themselves fortunate for getting the opportunity to learn and to teach at the same time. Also, they should be gratitude to the concerned authority for providing them with such opportunity. However, it is a sad fact that take away from the training session is less and its translation into the actual classroom teaching is even lesser. There could be multitude of causes behind this ranging from training policy to classroom pedagogy. Since the limited space prevents me from digging depth into the issue, I point out two areas of training drawing on my own experience of teacher and teacher educator both. The first is attitudes. It is not uncommon to hear in the training the participant teachers saying, “It only works here in the training hall, not in our schools”. Most participants have this ‘it doesn’t work’ attitude. First, the training should aim at inculcating positive attitudes in teachers. Only the positive beginning can lead us to the positive ending. Here I am reminded of Thomas Friedman’s famous saying, “If it is not happening, it is because you are not doing it”.
Second is the nature of training itself. Training should be based on target demands needs. By its very nature, training implies equipping a specific group of teachers with specific skills, strategies, knowledge and resources to help them address specific problems in a specific teaching-learning context. That is, everything is specific in teacher training. Only specific training packages can address specific teaching-learning problems. The specificity in training calls for involvement the target teachers in framing the training package.
Parshu Ram Tiwari | NCED Trainer of English
NCED conducts many in-service teacher trainings out of them TPD is the nationwide training program. These trainings actually implemented by Educational Training Centres (ETC), LRCs and RCs under the guideline developed by NCED. Except TPD, other several training programs like CAS training, MLE training, MGML training, training for the teachers using English as MoI etc.
It is not fact that there is zero transfer of teacher training in classroom. Some teachers who are devoted to their profession have brought newness and innovations in their classrooms due to knowledge and skilled learned in training. However, effectiveness in classroom hasn’t been noticed as the training expects.
There are some inhibiting factors to the transfer of teacher training, which are as below:
- Especially roaster trainers in RC level are not efficient to conduct training.
- In ETCs and RCs, there are not well equipped training hall to use modern technology for delivering training.
- Teachers demand general needs, not academic and pedagogical needs. Very few teachers demand technical needs but they are not addressed properly.
- District education office puts the training program in low priority.
- Teachers have no dedication, motivation and willingness to implement training skill and knowledge in the classroom and they are reluctant to change their traditional ways of teaching with modern ones.
- Training has not been linked with teachers’ career path.
- No provision of follow-up support mechanism
- No support and encouragement from school (Head teacher and SMC) to teacher for implementing training in classroom.
- No rewarding system to those teachers who teaches using methods and techniques learned in training.
- Training needs to be conducted only in LRCs and ETCs.
- Training program needs to be well monitored and supervised.
- Incentive for teachers who complete training successfully and transfer it effectively in the classroom.
- Training needs to be linked with the promotion and upgrading
- Training centers need to be equipped with modern technology and resources.
- Follow up and support mechanism need to be developed.
- School must support the teachers to transfer training skill in classroom by providing resources and making the classroom environment conducive.
- Teachers need to develop collaborative learning and sharing culture among teachers.
Govinda Prasad Chaulagain | Resource Person, District Education OfficeSolukhumbu
As a resource person, I see there are a couple of reasons why in-service teacher training is not helping to improve the pedagogy in classroom. First of all, the student-teacher ratio in some school is very high. In few schools there are up to 120 students in a single class! Therefore, it is quite challenging to make classroom interactive. When a teacher tries to do something new in group/peers classroom goes out of control and hence they return to old method. Besides, teachers also have to teach more than usual number of periods because of lack of teachers. Therefore, they are not encouraged to try something new because of more work load.
Lack of materials and resources is another problem. Schools do not have even basic things to develop teaching-learning materials. Similarly, in some schools, there are not even reference materials for teachers. So they are compelled to depend on textbooks fully. The textbooks are clutch, a survival kit and everything for them.
There is also problem with permanent teachers working for long. They are comparatively more inactive than temporary or contract teachers in terms of transferring skills in the classroom. Not only that sometimes, they manage to skip trainings too.
I think there is problem in the present Teachers Professional Development (TPD) modality for in-service teachers. There is a top-down approach in designing training package. The trainers design training package that does not correlate with the actual needs of teachers. On the other hand, teachers themselves also cannot spell out what are their actual needs and always talk about the same issues like large classroom, unavailability of resources and materials and so on.
Finally, to make our in-service training highly effective, we should not forget to address the issues raised above.
Ashok Raj Khati | Training Specialist at REED Nepal, & adjunct faculty at Gramin Aadharsha Multiple Campus, Kathmandu
First of all, I am quite convinced that in-service teacher-training programs can never be ineffective because they definitely provide some visions and frames for teaching. A trained teacher approaches to the students with some sort of framework, philosophy and guidelines; he or she could deal with students even on the way or on a bus far better than untrained ones.
However, to what extent the effectiveness of a particular teacher-training program becomes visible inside the classroom is an important aspect. It is true that some teacher training programs are more effective than others. They are primarily so because of positive attitude and motivational orientation of participants and facilitators toward professional learning. There are always a few people who assume that their qualification and experience could be adequate to teach in a specific context. This tendency does not produce effective training outcomes.
In addition, if teachers’ socio-cultural contexts and interests are encapsulated in teacher training programs, they are likely to be more effective. In recent years, new trends in teacher training programs such as in-school support, collaborative approach, researching and conferencing have been proved successful in mitigating the specific challenges faced by teachers in Nepali contexts. Similar type of training modality for years creates monotony on the part of teachers and they find training as a form of ‘ritual’ in their career.
Bhupal Sin Bista | Faculty of English, Shree Phutung Higher Secondary School, Kathmandu
The government has envisioned the provision in-service teacher training for the community school teachers for the efficiency and efficacy of teaching methodology exploited while conducting classroom lessons. The considerable amount of national budget allocated in the education sector has been separated for this purpose. Every year such trainings are conducted in RCs, LRCs and educational training centers on need based. It should have resulted in the tremendous improvement in the educational sector of the nation by now but the reality is something beyond our imagination. That is to say, the in-service teacher training does not have tangible impact on the teacher’s educational pedagogy. There can be several factors behind it. Some of the factors that bring about this gap might subsume:
- Lack of training needs assessment
- Lack of expertise in training guidance
- Lack of appropriateness of training content
- Lack of instructional aids
- Lack of persistent monitoring and supervision
- Lack of stick and carrot approach
- Lack of learning culture
- Classroom dynamics
- Physical facilities of the school
- Classroom size
- Lack of adjusting training with TPD, including career development
These are the crucial issues seen with regard to the transfer of teacher training inside the classroom teaching. To improve the existing scenario, such issues are to be addressed decently meeting the needs of the individual teacher and the school. Furthermore, teachers should be encouraged to do so with diminishing the digital divide via appropriate and feasible policy, strategy, guideline and programmes.
Sakun Joshi | Faculty of English, Shree Sitapaila Higher Secondary School, Sitapaila
Every year, the government invests a good amount of budget to provide in-service and refresher training to in-service teacher aiming to increase educational quality of the nation. In spite of having such efforts, there is still not much visible improvement in the pedagogy in the classroom. Some prominent causes behind the present situation can be as follows:
- Improper classroom size to perform different techniques in classroom.
- The large number of pupil in the classroom is another problem, which makes difficulty to manage lesson and prepare sensible teaching aids and demonstrate them in classroom.
- The administration of many community schools does not show interest towards innovative teaching and learning.
- Sometimes teachers knowledge on the content is also a constrain to successful teaching learning
- Lack of creativeness and professionalism among teachers due to insecurity of their job.
- Lack of regular and continuous supervision from the monitoring body.
I think fulfillment of the following requirements can help bring improvement in the pedagogy in the classroom:
- Give proper concern towards the improvement of the physical condition of schools including availability of enough materials and references.
- School administration should be enthusiastic towards bringing new technology in school.
- Teachers should be given every opportunity to exercise their lesson as per their needs.
- There should be provision of strict supervision following with reward and punishment to teachers.
The stakeholders highlighted on different causes and proposed ideas above to make ISST effective and productive. Here I urge our valued readers to please feel free to share if you have something to say on the issue. Please express your views in the comment box.