Pedagogical Competency in Nepal

A Term Paper on

“Pedagogical Competency in Nepal”

Submitted to:

Prof. Dr. Mana Prasad Wagle

Faculty, Research Seminar (EDUC 613) & Seminar Issues in Education (EDUC 513)

Kathmandu University School of Education (KUSOED)

Kathmandu University

Hattiban, Lalitpur

Submitted by:

Rahul K Shakya

MPhil in Educational Leadership

Kathmandu University School of Education (KUSOED)

December 15, 2016

Contents

1.        Background        3

Introducing Pedagogical Competency        3

Purpose of the Study        3

Rationale of the Study        3

2.        Methods of study        4

3.        Literature of the study        4

4.        Policy Data        5

5.        Empirical Data        5

6.        Analysis        6

7.        Critical Reflection        7

8.        Conclusion        8

9.        References        9

1. Background

Introducing Pedagogical Competency

        Pedagogy is referred as the art and science of teaching. Hence acquiring the pedagogical skills and knowledge is very essential in the teaching learning process. It is used as the method and practice of teaching especially as an academic or theoretical concept. The use of pedagogy is essential in education as the instructive strategies are governed by the student’s background knowledge, experience, situation, environment as well as learning goals set by the teacher and student. The term Pedagogy was originally derived from the Greek Word Pedagogue which means the slave who escorted children to school.

        This paper deals with explaining the pedagogical competency in the context of Nepal. To understand this topic, we need to have insights on pedagogy which has been discussed above. Pedagogical competency can be understood as the qualification in education and teaching. Hence in order to teach, one should meet the educational requirement as well as knowledge of teaching methodology.  As mentioned by Andrei and Liliana (2011), Pedagogical competency has been researched in different levels i.e. in macro, mezzo and micro considering in various factors such as psychological, interactional, organizational, managerial, administrative, social, economic, cultural (ethnical, religious, of gender, class age and etc.). Therefore, the pedagogical competency is assessed on the base of educational efficiency, individual/professional development and societal change.

Purpose of the Study

        The sole purpose of this study is to know if it is correct to think that only teachers with B.Ed. and M.Ed. qualifications have pedagogical competence in the teaching learning process.

Rationale of the Study

        Being in the professional field of teaching and not having the background of Education i.e. B.Ed. or M.Ed. Degree, I have chosen this topic to reflect the experiences of teachers having or not having an education degree. In order to identify the differences methods used by these teachers in the teaching learning process, I have kept a keen interest in this area.

1. Methods of study

In order to identify and address the issue, I had thoroughly read the Teacher’s Competency Draft 2072. After reading this document, I had a clear idea on pedagogical competence required by a teacher in order to teach inside a class room. Then I selected two participants from college. The teachers were teaching graduate level students where one had an B.Ed. degree and the other did not have one.

The participants, one male and the other female, were teaching in a renowned private college of Kupondole, Lalitpur. Both of the teachers were teaching in social science faculty but to different levels. The female participant was from education background and the male from non-education background. This was exactly what I had wanted in the study to get different and diverse information for my study.

It was difficult to arrange a proper time with both the faculties, as they were part-time teachers and could not commit extra hours for interview. After frequent request during a weekend, we decided to meet at a common place for discussion on the topic.

1. Literature of the study

An issue was raised in one the study conducted by Ryegard (2010), “Pedagogical Competence- is it possible, obvious or simply unnecessary?” The answer to this question lies on whom you ask, is what the writer had written as a reply to the question. The study was conducted in Sweden and as we know that the social and culture structure is different from Nepal, but we are able to draw essence from the issue. As seen in practice, every teacher does not possess an education degree but still they are teaching.

“According to the Higher Education Ordinance institutions of higher learning may only employ teachers who are proficient both in their particular discipline and in pedagogy. Since pedagogical competence is not often defined and the Higher Education Appeals Board does not scrutinize the evaluation proceedings, both deficient documentation and some dubious evaluations can be found.” This is the practice that has been found in Sweden and what I intend to find is the relevance of such ordinance in our country. According to Rodzevičiūtė (2010, p. 314) in order to be pedagogically competent, one requires cognitive competence; information technology competence; methodological competence; planning competence; organizational competence; leadership competence; motivational competence; assessment competence; communicative competence; expressive competence; lifelong learning competence; project management competence; additional education organization competence; social competence. As it has been mentioned in the theory, I try to compare this scenario in the context Nepalese teachers.

1. Policy Data

In accordance to the policy enlisted by the Teacher’s Competency Draft 2072, the teachers should have content knowledge, pedagogical knowledge, knowledge about learners, learning and classroom management, communication and collaboration, continuous learning and professional development, legal bases and professional development and information and communication. These policies have mentioned what are required for the teachers to be competent in teaching learning process. However, the implementation of these policies are not quite visible as teachers are not able to follow while practicing.