- An assessment of the Integrated Forum for Community Development project
(IFCD, 2004, p. 39) found that out of 14 classes observed in Nawalparasi District,
teachers used the ‘enrichment’ method in nine classes; the ‘progress report
maintenance’ and ‘news sharing’ methods in 10 classes; the ‘teacher message’,
‘small-group reading’ and ‘evaluation’ methods in 11; ‘group activities’ in 12;
and the ‘storytelling’ and introduction and instruction method in 13 classes.
Out of 19 classes observed in Sunsari District, teachers used the ‘news
sharing’ and ‘small-group reading’ methods in 15 classes; the ‘storytelling’
and ‘teacher message’ methods in 18; and the ‘introduction and instruction’,
‘group activities’, ‘enrichment’, ‘revision and evaluation’, and ‘progress report
maintenance’ methods in 19 classes. The report noted that the teachers
had also made various other changes in their teaching activities to improve
the quality of education, including preparing daily lesson plans, developing
creative activities, disseminating messages and facilitating learning (p. 76). - Koirala, Dhakal and Dhakal (2006), in their evaluation of a Save the Children
Norway project, found that teachers were using ‘play way’, ‘discussion’,
‘demonstration’ and ‘storytelling’ methods of teaching, and noted that
evaluating students’ learning on a continuous basis had enabled teachers
to form a closer bond with their students and create a congenial classroom
environment. The evaluation also found that meetings between grade and
head teachers had been helpful in sharing ideas, issues, experiences and
best practices, as well as in improving teaching methods and intra-school
relations (p. 13).
It has been observed that when an innovative programme or project is
expanded or mainstreamed, the impact is often much lower. What worked
and brought about desired improvements during the project or pilot phase
often does not achieve the expected results when it is implemented widely
by the government. For example, the ‘continuous assessment’ system, the
‘child-centred education’ approach, and ‘life-skills education’ have not had
beneficial outcomes within the government school system despite successes
demonstrated by non-governmental organizations working with small groups
of schools (CERID, 2002 and 2003). This may be a result of various shortcomings
in the government system. One such issue is the lack of accountability in
government schools, with schools failing to delineate teachers’ responsibilities
for improving teaching and learning in the classroom. Another shortcoming
is weak monitoring and supervision at the classroom level, along with a lack of
on-the-spot technical backstopping for teachers and weak skill-based teacher
training, which lack demonstration, practice and feedback and instead
focus on teaching content and disseminating information. A further issue is