Projekti
TPP-Nepal Teacher Preparation Programme through ODL Mode for Enhancing Quality in Education
Teacher Preparation Programme through ODL Mode for Enhancing Quality in
Education (TPP-Nepal Project) is a capacity development project between
Tribhuvan University, Nepal and JAMK University of Applied Sciences together with
HAMK University of Applied Sciences, Finland. The partnership has been
established during a previous project, Training of Trainers for the Teacher
Qualification Upgrading Programme in Nepal (ToT Nepal), that ended in 2015.
In Nepal, the Ministry of Education has introduced a School Sector
Reform Program (SSRP) to improve the quality and relevance of education.
Ministry has identified a specific need for qualified teachers in math, science
and social studies that calls for easily available upgrading programs for
teachers across Nepal. Open and Distance Learning (ODL) provides a tool for
equitable access to qualification upgrading programs that is accessible also
for remote areas and to teachers that are unable to attend classes regularly on
campus.
With a share of 88 per cent of Higher Education student enrollment in
Nepal through its main, constituent and affiliated campuses, Tribhuvan
University (TU) has a key role in implementation of School Sector Reform
Program of Nepal. Through providing flexible ODL programmes for secondary level
teachers who are currently working with insufficient degree level, TU-FoE can
play its part in implementing the Teacher Qualification Upgrading Program for 13,000
working teachers in secondary level schools across Nepal. Qualified teachers
equal improved learning results contributing to the academic achievement and
employability of the youth of Nepal.
TTP Nepal project contributes to result areas 1-3 of the HEI ICI
programme. ODL programmes in math, science and social studies are developed
with 30 self-learning material packages for TU-FoE and Regional Campuses. With
wider ODL supply, regional campaigns and improved teacher competence, the aim
is to increase student enrolment in ODL programmes by 300 % by the end of 2019.
Key Results to be Achieved:
1. Systematic Open and Distance Learning (ODL) management schemes in
TU-FoE and Regional Campuses with up-to-date academic ODL programmes for
preparing high quality human resources required for the country
2. New Open and Distance Learning (ODL) teaching methods and pedagogical
approaches in use at TU-FoE and Regional Campuses
3. Improved access to ODL at TU-FoE and Regional Campuses with an
increased number of programmes and courses available
4. Increased enrolment in the ODL programmes and more equal share of
special attention groups (women, minority groups)
More Information:
Tuovi Leppänen, Project Manager
+358405322861
Projektin tulokset
- The operation procedure regarding the ODL implementation was written for the whole faculty and approved by the executive council of TU. Two semester M.Ed Science and two semester B.Ed Social Studies and Math programmes were also approved by the academic council with a new structure and new curricula.
- New programmes were marketed and announced on the local radio, webpages and newspapers.
- Information letters were shared with the district education office and the video tape was produced. All of this raised a lot of interest among potential applicants.
- Mahendra Ratna Campus opened the new programs with the joint effort of the six campuses in autumn 2019.
- The programmes in Science and Social Studies received 153 applicants and started in February 2020 with 101 students, 21% of whom were women
- Programmes which were opened during ToT-Nepal project phase (2015-2017) received 200 students
- 29 Self-Learning Materials were produced.
- The Teachers’ Handbook was published
- The guidance and counselling concept and models are used in new programmes and other programmes at TU.
- The joint publication, Achievements and Challenges of Open and Distance Learning Development in Nepal, was produced to highlight the lessons learnt, the progress made and the challenges remaining in different regions. Articles were written by all campuses, and they were reviewed by Finnish experts. https://janet.finna.fi/Record/janet.359382
- List of all publications:
o Joint publication was published in March 2020: Achievements and Challenges of Open and Distance Learning Development in Nepal, https://www.jamk.fi/fi/Tutkimus-ja-kehitys/JAMKin-julkaisut/Julkaisuja/achievements-and-challenges-of-open-and-distance-learning-development-in-nepal--jamkpubl279/
o TPP webpages opened in 2017: https://www.jamk.fi/en/research-and-development/rdi-projects/nepal/home/
o Do-Salenius, P. 2019. Dynamics of a Higher Education Institutional Partnership in a Finnish Nepalese Capacity Building Project. Master’s Thesis in Development and International Cooperation, with Specialization in Education. Faculty of Education and Psychology. University of Jyväskylä.
o https://jyx.jyu.fi/handle/123456789/65771
o EAIE Forum magazine article was published in spring 2020: Digitalizing learning – how to develop open and distance learning programmes in developing countries. https://www.eaie.org/our-resources/library/publication/Forum-Magazine/2020-spring-forum.html
o JAMK, network magazine article in 2019: https://www.jamk.fi/globalassets/tietoa-jamkista--about-jamk/materiaalit-esitteet-asiakaslehdet-ja-logot/asiakaslehdet/20191/jamk_asiakaslehti_1_2019_web.pdf
o Blog posts during the project: https://blogit.jamk.fi/aokkhankkeet/tag/nepal
o Article: Leppänen, T. 2020. ”Pedagoginen ihme - havaintoja globaalista opettajuudesta” will be published in the JAMK publication in autumn 2020.
- The evaluation report was published in December 2019. All TPP project components and their impact on ODL development at TU has been evaluated in the report. The main outcome is that ODL development is necessary for TU in cooperation with international partners. Cooperation in the TPP project has been smooth and essential for TU to start new programmes. However, it has also been challenging for TU to implement all international ideas and initiatives due to the different pedagogical context and fragile infrastructure. One of the most important theme has been the guidance and counselling theory and practices.