- How are the policy and plan being implemented to improve classroom
practices? - What are the impacts of the endeavours to improve pedagogical practices
in Nepal? - What lessons can be drawn from innovative pedagogical practices in Nepalese
education so as to mainstream effective practices? - How are the education system and pedagogical practices responding to the
changing learning requirements for the twenty-first century?
This study used a mainly qualitative research approach, involving a review of
the literature about pedagogical processes in Nepal, followed by comparison
of theory with the actual pedagogical practices being used in classrooms.
Research reports were used to identify classroom practices in use, and a small
empirical study (classroom observations and teacher interactions) was used
for comparison and triangulation purposes.
The research tools used in the study were:
- Literature review – The researcher examined education commission reports,
policies and plans, programmes, evaluation reports, research reports, the
Education Act, the curriculum and curricular materials, teacher training
documents, and other reference materials. - Classroom observations – The researcher observed classroom^
teaching and learning practices in seven schools^5 in three districts. Altogether
the researcher observed 21 classes, out of which 12 were at schools
participating in innovative pilot projects. - Interviews – After the classroom observations, the researcher briefly
interviewed five of the teachers to clarify some of the aspects of classroom
teaching-learning in the observed classes. Implications of the practices and
future requirements were drawn based on theoretical and conceptual analysis.
5 The seven school were selected in consultation with the District Education Office
with the aim of selecting average performing schools. Out of the seven schools, four
schools were implementing innovative projects at the time of the study (child-friendly
schools in Dhading District and the Critical Thinking Method at Sindhupalchowk),
while the other three schools had no special pedagogical activities ongoing at the
time of the study.