Dr Suresh Raj Sharma, vice chancellor of Kathmandu University (KU), outlining the challenges faced by the education sector in Nepal, has said, “Our primary task is to advance the quality of education. Improving the standard of teachers through training programmes is a step towards that direction.” He added that the decentralisation of education and making teacher-training projects compulsory are positive developments that need to be sustained.

Sharma was speaking at the launch of a unique one-year primary teacher-training programme under the auspices of Rato Bangla School (RBS), KU and New York’s Bank Street College held here on Wednesday. The training programme is based on a model developed by Bank Street College of education- a teacher training institute in USA and has been adapted to Nepali conditions.

It introduces, for the first time in Nepal, a system of advisement whereby senior teachers would supervise and support the work of student teachers. “The practice based training programme aims to ensure that teachers are well equipped to meet the diverse needs of children, both in the classroom and beyond” said Shanta Dixit, Director of RBS which is running the programme.

Dr Kedar Nath Shrestha, Dean of KU School of education, criticising the lack of practical experience among both trainers and trainees in such government programmes, said “Unfortunately, training programmes in the past have not had a direct impact in classrooms.” He expressed hope that this new effort would help produce well-qualified teachers.

The multi layered training programme spread over three terms would offer a combination of theoretical classes and intensive practice teaching sessions. Altogether, 18 schools are co-operating in this endeavour and would open their classrooms to student teachers.

Elaborating on the possible impact of the project, Dixit, Director of RBS, said, “ This programme has the potential of influencing 14,000 students of all cooperating schools.” She added “We have also included government schools in this effort because three quarters of Nepali students actually go to these schools. A real difference can take place if we improve the education provided to them.”

Dr Trilokya Nath Upreti, pioneer of teacher training programmes in Nepal, talking to The Himalayan Times, however, traced the success of Government initiatives in building a massive infrastructure for education. “What is usually forgotten is that we had to start from scratch four decades ago.” Appreciating the emphasis on a participatory approach to training, Upreti added that the essence of this unique programme was the credo of “learning by doing”.