the task among themselves and should all participate in the discussion and
presentation the next time. This activity promoted collaborative learning,
teamwork, interpersonal communication and confidence.- In two of the observed classrooms, the teachers began the classes with some
physical activities. These were enjoyed by the students. After this, however,
the teacher initiated drill activities. In one class, this involved memorization of
the multiplication table, while in the other class the drill was word meanings
(English to Nepali). When asked, later, to explain why they used drills, these
teachers were of the opinion that such content could only be memorized
using drills. - In both districts, the teachers provided students with immediate and positive
feedback, mostly asking questions to the group but expecting answers
from individuals. There were, however, chorus answers from time to time.
In these cases, the teachers reminded the students to take turns to answer.
This indicates that the teachers were trying to transfer to their classrooms
the questioning skills they had gained during their training.
The examples from the four schools participating in the innovative projects
indicate that teaching-learning practices are improving as a result of the
projects. It was clear that the innovative methods used by these teachers
were not only useful in delivering the required content but were helpful in
developing some non-cognitive skills as well. It was noteworthy, however, that
teachers were not aware that they were instilling students with these non-
cognitive skills, and these skills were not assessed or recorded. Nevertheless,
these cases indicate that when particular efforts are made to provide
teachers with in-service training in innovative teaching-learning practices,
the outcomes are positive. Further analysis of the innovative approaches
is essential, however, to understand their implications and the feasibility of
mainstreaming them.
Many innovative initiatives have been undertaken over the past 15 years to
improve pedagogy in Nepalese schools. These include the Child Friendly
School initiative of Save the Children (2006), the Innovative Child-Centred
Teaching-Learning Process of UNICEF (Integrated Forum for Community
Development, 2004), the Quality Education Resource Package of World
Education (2007), the Quality with Equity Initiative – Community Owned
Primary Education of the United Nations Development Programme (2002),
and various efforts by the NCED of the Ministry of Education.