46th IATEFL Conference Glasgow 2012 Laxman Gnawali Hornby Scholar Associate Professor (ELT) Kathmandu University, Nepal

Nepal a country in transition Monarchy abolished three years ago Constituent Assembly formed after a general election to write the constitution Tenure over but nothing in view Effect of the liquid situation in education

Schooling structure in Nepal GradesLevelNormal age 1-5Primary Lower secondary Secondary Higher Secondary Technical diploma (3 years)16-19 Undergraduate and above20 and onwards

English and the school types Public schools: Nepali medium Private schools: English medium English brings the opportunities Despite political intervention for the public school sector reform, private schools flourish

Pre-service teacher training Largely a Higher Secondary School Board and university responsibility: +2 teacher training/B Ed/PG Diploma/M Ed International agencies and private companies running certification courses MOE runs 10 month training for the primary level

In-service teacher training MOE – NCED, Department of Education NELTA BC NGOs

What do you need to have in order to be an eligible candidate for a teaching position?

In principle, a prospective teacher must possess Good English language proficiency A Teaching license At least one Degree or Non-Degree Teaching qualification CELTA/ DELTA TEFL Certificate or Diploma PG Diploma B Ed M Ed/MA

Teacher Training and Support Modality Cascade model University tutors MTOT > TOT > Teacher Training > Teaching School Supervisors Mentoring, reflective practice and action research non-existent except in a few schools

What qualifications are required to be a trainer? ??? University Position Administrator's Position NELTA executive position A degree such as MA, MEd, PhD Repute as a good teacher No Trainer's degree or training license required Some training bodies have internal qualifications but that does not apply to the mainstream

Does the trainers training take place at all? YES!

What happens at the trainers' training? Orientation on the training programme and the training package No theoretical component on needs assessment, training design, delivery and training evaluation No Training practicum except some demos during the ToT Once labeled as trainers, no assessment

How the personal became political

Trainer Development Course at Marjon Hornby Scholarship announced by BC Nepal through NELTA in 2000 I was selected and placed in Marjon, Plymouth, now a University College Earned M Ed in TTELT: Graduated as Trainer for ELT Returned to Nepal in 2001

Upon return I saw that No ELT trainer in Nepal had a formal trainer's training: in-house exceptions Training meant giving teaching tips Training with top down approach Deficient model of training No discussions among trainers on andragogy

I saw an opportunity PG Diploma in ELT at Kathmandu University producing teachers No Masters in ELT under the same University M Ed in ELT at Tribhuvan University focused on Linguistics and Language teaching Methodology A Trainer development programme would 'sell'

M Ed in ELT programme proposed Consultations with the ELT professionals and NELTA colleagues and TU faculty Consultations with the Faculty Board of the University M Ed in ELT programme proposed and approved in 2003 Annual intakes since then.

M Ed in ELT Courses include Linguistics courses ELT Methodology and Materials Development Courses Readings in English Action Research Teacher Development Internship (Teacher Training)

Programme Structure Four semesters First three semesters: All other Courses Fourth semester: Teacher Development Internship (Teacher Training) Dissertation

Teacher Development Course Content Principles and Models of training Principles of adult Learning and andragogy Teacher training methodology and materials Advising and mentoring teachers Observation and feedback Reflective practice in language teaching Conference plan, professional networking and getting published

The Process The participants Read professional literature on teacher training Attend lectures Design and deliver micro-teacher training Visit schools, observe teachers and gave feedback Study mentoring cases Reflect by dialoguing, storying, imaging Present papers at the NELTA conference

The Internship Process Visit schools to assess teachers' needs: interviews and observation Design training sessions and materials Deliver teacher training: 20 hours delivery Evaluate their own training Prepare a report including own reflections on the training experience

Mabindra in Dang

The outcomes About 50% graduates continue with training after the degree Some contribute to the government and non- government training programmes Volunteer in the NELTA training activities Some start own training company : Freelancers emerging Many contribute papers on teacher training and development

The outcomes Some pursuing postgraduates studies abroad One of our graduates is about to complete his PhD on Self-directed Teacher development strategies from the English and Foreign Language University, Hyderabad India Wider Impact: Tribhuvan University included the a course on teacher development from 2009.

Lessons Learnt Training skills can be taught and learnt Idiosyncratic style of untrained trainers may not change teachers Certification and degree for the trainers can change the scenario Small efforts can bear visible fruits but establishing the ideas faces resistance Trainers trainers need a wide range of exposure A long way to go as the legal provision do not demand the training certification

For making this possible, thanks to AS Hornby The Hornby Trust The Biritish Council UCPN, Marjon