Transcript Multi-grade & Multi-class Teaching Practices in Nepal By: Mr

By:
Mr. Chouhan Tara
Management Association of Nepal
Abstract:
 A teacher may teach the students by combining two
full size classes to meet the shortage of teachers,
 The inadequate supply of teachers as per the fixed
student-teacher ratio and inadequate number of
classrooms has forced the use of combined teaching as
a reality,
 The need is there to identify some basic specifications
and requirements for effective instructional delivery in
both multi-grade and multi-class settings.
Major Question:
 What are the policies needed for establishing multi



grade and multi-class schools in Nepal?
What are the factors that determine a school as an
MGT or MCT school? ƒ
What are the current issues/problems prevailing in
MGT and MCT practices? ƒ
What basic specifications are required for the effective
arrangement of Multi- grade and multi- class
teaching? ƒ
What instructional approaches are necessary for MGT
and MCT practices in Nepal?
Issues/ Challenges in curriculum
development
 MGT/MCT as a pedagogic choice or compulsory






practice:
Need of appropriate pedagogical training and
materials:
Curricular adjustment:
Availability of educational resources and support
materials in the form of teacher input:
Teacher’s preparation and knowledge base:
Dichotomy of mono-grade and multi-grade teaching:
Monitoring and supervision of MGT activity:
Lessons Learned
 As the practice of multi-class and multi-grade is
strongly prevailing in the schools of Nepal,
 MGT/MCT has been considered by majority of the
teachers as an unwanted reality,
 MGT training proved to the teachers is found to be
inadequate,
 As existing primary level curriculum is more subject
based and grade oriented.
Presented By:
Mr. Chouhan,
Lecturer in
Management Association of Nepal(MAN)
and
Monitoring Officer
Student Financial Assistance Fund Development
Board( SFAFDB)