Monday, 26 May 2014

Week 11 A successful evaluation towards successful education

   

     
    Educational evaluation can be an effective tool to measure organisational outcomes, effectiveness of various inputs, significance of practices and validity of implementations, thereby opening gates for further strategic plans for broader and more effective changes towards greater goals. 
     In the context of Nepal education on the whole is a big challenge for everyone including students, teachers, educational leaders, scholars as well as government. The entire educational system needs to undergo rigorous transformation in terms of evaluation, monitoring, quality, institutional structures, human resource and technology, albeit its complexities and confusions. Moreover, the state alone cannot resolve the problems unless a high level collective participation from various stakeholders including scholars and researchers is made possible. There is more of social aspects and ideal conjoined with evaluation process.
     Benjamin and Monica (1998) presents three dimensional model illustrating utopias/ideals, available knowledge and social practice intrinsically correlated with evaluation. They believe that evaluation helps to draw a line that demarcates the ideal from what is achieved. It is the social construct that brings challenges and complexities in education. One major challenge, however, does not lie in evaluation technology or system but in strengthening the capacity of society, promoting a culture that will enhance evaluation and maintaining a framework of knowledge that will help transform the isolated testing system into open social learning. So evaluation process affects and is also affected by social policies or reforms in a particular country or state.
     Evaluation supports programme improvements that leads us to think “what works, why and in what context”. It helps decision makers to use evaluation as a tool to make necessary improvements, adjustments to implementation approach or strategies and decide on alternatives (UNDP hand book, 2009).
     Needless to say that in Nepal it is challenging to make evaluation outcomes correspondingly meet the policies of the government. Some of the policy statements (Centre for Economic Development and Administration (CEDA), 2003) made in the eighth plan were as follow.
·         Upgrade higher education in terms of physical and research infrastructure.
·         Encourage the private sector to participate in higher education.
·         Make the educational institutions financially managerially autonomous and self- reliant.
·         Decentralise the management of higher education through creation of universities in different regions.
     The policy statements reflect a movement from the traditional system of state control towards a more competitive system with increased autonomy and normative financing system of public resources. Moreover, in case of implementation government has attained some progress.
     More challenges lie in the ninth plan (CEDA, 2003) which includes some of the policy statements as given below.
·         Establishment of more universities.
·         Expansion of technical education.
·         Strengthening the role of UGC (University Grants Commission).
·         Setting a standard of level- wise quality measurement.
·         Establishment of open universities.
·         Providing physical facilities to universities.
In my view an effective evaluation process can bring the following changes.
·         Help explore weaknesses and strengths of the organisation.
·         Help restructuring institutional arrangements.
·         Expand human resources.
·         Improve quality in teaching- learning process.
·         Develop educational research.
·         Establish value- based organisational culture.
·         Help rethink, reconceptualise and implement effective educational leadership practice.
        So, an effective evaluation process can make much difference in the whole education system and policy.


References

Benjamin, A., & Monica, C. (1998). Evaluation and Education Reform: Policy Options. Retrieved May 25, 2014, from http://www.pdf.usaid.gov/pdf-docs/pnacdo54.pdf
Centre for Economic Development and Administration (CEDA). (2003). A Study on the Effectiveness of Investment in Higher Education Project: A Report. Retrieved May 25, 2014, from www.npc.gov.np

Hand book on Planning, Monitoring and Evaluating for Development Results, UNDP. (2009). Retrieved May 25, 2014, from www.undp.org/evaluation/handbook/document/english/pme-handbook.pdf

Monday, 19 May 2014

Week 10- Stepping into academic development and career building


“When we manage people, we become leaders,
When we manage ourselves, we become successful.
Let us manage our university: and bring to it its life and
Prosperity” (Kafle, 2009).

     Post modernism is an outcome of consistent human development and achievements in different fields and realms of human existence. Man’s inquisitiveness for innovations and discoveries, and evolution of knowledge speak in volume of expansion and dominance of educational territories and their empowerment. Education has a lion’s share in global market and every institution has goals and mission to meet the challenging needs of the time. However, the pace of growth vary from one space to another in terms of government policies, institutional culture, work habit, economy and politics.
     There are challenges in 21st century education and Nepalese institutions are of no exceptions to be influenced by global tendencies and changes in education. Dr Tirth Raj Khaniya’s studies on policies of HE (2009) reflects the failure of the proposition of the National Education Commission. The National Education Commission established the idea of “multi- universities” in 1992 in the wake of huge proliferation of students in various institutions especially in TU (Tribhuvan University). The main purpose of this new idea was to:
·         set up one university in each development region (there are five development regions in Nepal).
·         provide higher education to all qualified and talented individuals.

However, the party politics took precedence over professional inputs and repudiated the whole idea before it was put into practice. From another perspective, this was a good lesson for the entire educational sector to think that universities should be based on “knowledge empire” instead of “territorial empire” (Khaniya, 2009).

       Though the rate of student enrollment irrespective of caste and socio- economic background of students is high in TU, the standard of quality education is low. The fundamental focus of the university should be towards improving quality teaching and enhancing human resources. Responding to the overall poor performance of TU Kafle (2009) came up with the following propositions essential for the university.

·         Focus on qualitative growth rather than quantitative growth.
·     Focus on setting values and beliefs through proper education and research initiatives.
·         Primary concern should be on reengineering its rigid structure.
·         Proper utilisation of government funds.
·    Educational reforms should be based on values such as what is desirable in education and how it may be attained.

     The idea of qualitative approach along with an emphasis on teacher development strategies can be extended in the context of my institution (New Don Bosco Academy) incorporating the following additional essential features which we generally practice.

·         Follow some internal standard to ensure quality education.
·      Develop human resource through both internal and external trainings.
·         Work with a motto “Putting the Students first” (prevailing principle of my institution).
·    Conduct workshops, seminars and awareness programmes at both national and international level (especially essential to universities).
·         Integrate shared instructional leadership in institution environment.
·         Reward staff/promote them to higher level for their oustanding performance and contribution
·         Conduct regular staff meetings.
·         Encourage parent- teacher interactions.
·         Focus on formative assessment.
·         Focus on Project- based learning (PBL).

         For organisational goals quality management systems are practised by many institutions in  the world.Mahony & Garavan (2012) give the widely used example of the ISO9000 series which is founded on the following eight quality management principles:

·         Customer focus
·         Leadership
·         Involvement of people
·         Process management
·         System approach to management
·         Continuous improvement
·         Factual approach to decision making
·         Mutually beneficial supplier relationship

     To sum, putting quality management in practice is a Herculean task but institution should not give in or give up because education is meant for progress and after all it is a sensitive institution that deals with the future of students.


References

Kafle, B. S. (2009). Role of Tribhuvan University in National Development: Prospects and Challenges. In A. L. Bhomi, B. Luitel, S. B. Mulmi, & K. Devkota (Eds.), Education and Development, vol. 24 TU (CERID), ISSN: 1816-7691, URL: http//www.cerid.org
Khaniya, T. R. (2009). Policy on Higher Education. In A. L. Bhomi, B. Luitel, S. B. Mulmi, & K. Devkota (Eds.),  Education and Development, vol. 24 TU (CERID), ISSN: 1816-7691, URL: http//www.cerid.org
Mahony, K., & Garavan, T. N. (2012). Implementing a quality management framework in a higher education organisation. A case study. Vol.20 No.2, pp. 184- 200. DOI: 10.1108/09684881211219767.  

Upadhaya, H. P. (2009). Educational Reform and School Governance in Nepal. In A. L. Bhomi, B. Luitel, S. B. Mulmi, & K. Devkota (Eds.), Education and Development, vol. 24 TU (CERID), ISSN: 1816-7691, URL: http//www.cerid.org

Sunday, 18 May 2014

Week 9- Blended Learning Towards Educational Revolution


Exploring definitions

a)      a systematic process of selecting appropriate learning and teaching strategies, technology and media to achieve learning outcomes set.(adapted from Dick, Carey & Carey, 2009; Holden & Westfall, 2010)

Strength: In blended learning the idea of teaching strategies in conjunction with technology and media for specific learning outcomes can be appealing.

Weakness: Not quite sure of the idea of systematic process. This may engender semantic problem in understanding the concept.

b)      a formal education program in which a student learns at least in part through online learning, with some element of student control over time, pace, path, and/or pace; at least in part in a supervised physical environment; and the modalities along each student’s learning path within a course are connected to provide an integrated learning experience’ (UNSW Faculty of Medicine).
     
Strength: The definition is suggestive of wide range of flexibility of learning in a shared physical environment.

Weakness: Learning experience is talked about but could not find any trace of learning outcomes.

     


    
     In my view blended learning is a unique and an interesting mode of learning that combines the elements of face- to- face learning, online learning, self-paced learning along with media learning to achieve certain learning outcomes. To extend it further “a learning solution created through a mixture of face- to- face, live- e- learning, self- paced learning as well as through a mix of media” (2008 International Seminar on Future Informational Technology & Management Engineering).

Reasons for growing significance of blended learning and open learning in traditional teaching:

·         Flexibility and freedom of learning as a positive influencing factor in teaching- learning process.
·         Covers broader aspects of knowledge and learning within specific time frame.
·         Easily manageable teaching practice to mitigate the burden of large group of students because of higher enrolment rate.

Outline your experience of teaching, assessing and/or providing feedback in a blended or open mode.

     In my professional context blended learning is a new concept. However, various narratives and literature of blended learning along with my present experience of online tasks have directed my thinking towards different perspectives and analysis of the context.

     The pros and cons of blended learning can be as follow.

Advantages:

·         BL (Blended Learning) seems to be very beneficial to students of different faculties such as education, business, school of nursing and so forth.
·         Based on Smyth’s (2012) studies on students’ experience of BL:
·         BL provides flexible learning experience with no place bounds, autonomous learning, capabilities to problem solving and more learning.
·         Nursing students could get useful information online and apply in their practical life.
·         Students could consolidate their learning in part through physical learning.

Disadvantages:

·         BL mars the essence of teaching by seizing the innate capabilities and spiritualism.
·         Lack of balance between online contents and face-to- face delivery (Margaret, 2011).
·         Based on Smyth’s studies (2012):
·         Social interaction limited
·         Overwhelming and tiring experience
·         Internet connectivity may be an issue in some geographical areas.
·         Absence of prompt feedback which is an essential tool of formative assessment.

Staff Engagement and method of delivery

     Unlike Marshall’s (2014) model of staff engagement and method delivery representation based on high staff engagement, low staff engagement, fully delivered online and fully delivered on campus, my institution covers only two aspects: high staff engagement and fully delivered on campus. It is because no online courses or blended learning is available at present. Role of technology is limited to online browsing internet for extra information and not as a part of the curriculum or mode of teaching and learning. However, teachers and students do get online materials for learning but not subscribed in the course. So the lectures are always face- to- face on campus delivery. I believe this trend will go on until explosion of technology takes place.

SECTIONS

     SECTIONS as a technology tool as suggested by Bate & Poole (2003) is convincing in a sense it contextualizes various important aspects with huge coverage in lesser words. We can further extend this tool adding a few more aspects such as feasibility in terms of a particular geographical and social context, and also availability of experts in the particular domain of technology.

Appropriateness of levels of engagement across the institution

     The 4 level marker encompassing Below, Basic/Fundamental, Above and Exceptions does make a sense in understanding the nature of the course practice and use of technology but  may not be quite feasible in terms of strict grade based evaluation of students’ real knowledge and the level of practice of technology. I guess use of formative assessment and continuous assessment system is a challenging issue in BL.


References

Bates, A.W., & Poole, G. (2003). Effective teaching with technology in higher education: Foundation of Success. San Francisco, C A: Jossey- Bass.
Margaret, G., Young, P., Lockyar, L., & Moule, P. (2011). How ‘blended’ is blended learning?: Students’ perceptions of issues around the integration of online and face- to- face learning in a continuing professional development (CPD) health care context. Nurse Education Today. Vol. 31, Issue 8, pp 887-891. http://dx.doi.org.wwwproxyo.library.unsw.edu.au/10.1016/j.nedt.2011.02
Smyth, S., Houston, C., Cooney, A., & Casey, D. (2012). Students’ experiences of blended learning across a range of post graduate programmes. Nature Education Today. Vol. 32 issue 4 p.p 464-468. http://dx.doi.org.wwwproxyo.library.unsw.edu.au/10.1016/j.nedt.2011.05.01

Study on the Application of Blended Learning in the College English Course. (2008). Xian Tang Qun Pan, Foreign Trade College, Wuhan University of Science & Engineering, Wuhan, China. 2008 International Seminar on Future Information Technology and Management Engineering. DOI: 10.1109/FITME.2008.65

Saturday, 17 May 2014

8th week Quality assurance and improvement in HE

     The concept of quality assurance and improvement in HE in Nepal is complex as the social and political influences greatly affect the entire education system. The problems are generally contextual in terms of the goals and the concepts and process of quality assurance in everywhere in the world. According to Houstan (as cited in Kim & Thomas, 2012) the concept of quality is problematic and contested in HE due to perception of different stakeholders whose views range from economic to social perspectives. In the context of TU, (Tribhuvan University- the largest state owned university in Nepal) though much emphasis is laid on development of physical infrastructure, faculty proliferation and quality education, not much has been accomplished in comparison to global markets on account of political influence and the government policies.

                                                            Tribhuvan University, Kathmandu

     In terms of quality assurance the University Grants Commission (UGC) has initiated a very positive step by launching Quality Assurance & Accreditation (QAA) program which aims at making reforms in HE in Nepal. It has formed a committee called QAAC (Quality Assurance & Accreditation Committee) for the development and implementation of QAA activities in HE in Nepal.

     QAAC has laid emphasis on two forces that influence quality assurance in Nepal.
Internal forces 
These include:
·         Strategic planning
·         The role of the faculty and the university
·      Program design & approval
·         Validation
·         Services
·         Annual course monitoring
·         Student assessment & course monitoring
·         Teaching& learning process
External forces 
These include:
·         Regulatory bodies
·         International collaborations
·         Funding
·         Government requirements
·         External examiners
·         Professional bodies

     QAAC has set certain benchmarks or criteria for accreditation consisting of the following eight aspects.
·         Policy and procedures
·         Curriculum aspects
·         Teaching- learning & evaluation
·         Research consultancy & extension
·         Infra- structure & learning resources
·         Student support & guidance
·         Information System
·         Public information

     The concept of benchmark and accreditation is very important to meet the challenges of 21st century HE Issues and it also forms a good basis of value judgement and evaluation of the progress of universities. Without any criteria and accreditation I believe universities will be simply running its system in the dark. According to Uday K. Tiwari (2010) benchmarking acts an effective way to ensure proper use of public funding, cross cultural border opportunities, competition in the global markets, technological endeavors and help institutions work in more professional ways.

     From grass root level universities in Nepal should must stick to building healthy organisational culture through effective management practice. A supportive organisational culture supports the effective implementation of quality management system (Corbett & Rastrick, 2000 as cited in Kim & Thomas, 2012). Culture can play a crucial role as a binding force that brings together various key elements of quality management ranging from effective teaching to technology, human resource management and so forth. In contrast an adverse political influence or intervention may engender what we can relate it to as bad culture which will have negative repercussion on the whole management system.

     So, in order to meet the benchmarks and accreditation of QAAC the Nepalese HE institutions must make a revolution in terms of effective policies, sound organisation culture, quality education, ICT, proper human resource management, proliferation of faculties and changes in institutional arrangements.






References

Kim, O. Mahony & Thomas, N. Garavan (2012). Implementing a quality managent frame work in a higher education organisation. A case study.vol. 20 No. 2, pp 184-200, Emerald Group Publishing Ltd., DOI: 10.1108/09684881211219767
The Quality Assurance & Accreditation- University Grants   Commission, retrieved May 16, 2014 from http//www.ugc.nepal.edu.np

Tiwari, U.K. (2010). Find out the major problems of PCL phase out. A Research Report, retrieved May 16 from http//www.hseb.edu.np   

Saturday, 10 May 2014

7th week - Changing trend in student demographics


    
 Ever since the establishment of democracy in Nepal through People’s Movement 1 (1990) there has been a driving force to make reforms and initiate strategic plans for achieving higher educational goals. Then with People’s Movement 2 (2006) which overthrew monarchy and replaced with a republic education trended to be more inclusive. The strategy of the Nepalese government that focused on Education for All (EFU) and the impact of globalization have broadened the horizons of common people to look beyond their traditional vocation and get educated for better lifestyle.

     According to UGC (University Grants Commission) report (2012) there has been an increasing trend in the number of students pursuing higher education over the past 30 years. The number grew ten- fold from 38 thousand in 1980 to 407.9 thousand in 2010. This translates into an average annual increase of 8.2% with average number of student doubling in every 15 years. Similarly in 2010/11, total HE enrolment accounts for 407,934 of which TU (Tribhuvan University- the main institution of Nepal) claiming the lion’s share of 353,718 (86.7 %} students .In contrast the share of remaining universities and medical institutions are less than 5% and below 1% respectively.

     Geographical location has a great effect on the distribution of students in Nepal.  Hilly regions constitutes the highest number of students (62%), Terai belt (plains) with moderate number (35%) and mountains having the lowest number of students (3%) (UCG, 2012) The central development region mainly Kathmandu has the highest flow of students as they migrate from several districts for better education and job prospects.

     Interestingly the share of girls enrolment has dramatically increased from 19% to 41% over 30 years (1980 to 2010). The report also reveals the highest number of faculty enrolment in girls in medicine (about 53%), followed by education (48.5 %), humanities and management (39%) and both agriculture and engineering (17%) (UGC, 2012). In retrospect girls were confined to house work and not allowed to go to schools. In many cases even if they completed their school they were not allowed to join college as they were forced to get married which was a social obligation for girls. But the modern Nepalese women see no bounds and are free to choose their vocation. To cite an example from my school the number of girls is more than the boys in a few classes. Besides, there is a good number of students belonging to the marginalized class and various ethnic communities of Nepal, and this seems to be a good marker of success of the inclusive policy of the government.

   Over 30 years, Gross Enrolment Ratio (GER) in Higher Education rose from 3% in 1980 to 14% in 2010. Female GER ha increased sharply from 1% in 1980 to 11.9% in 2010 with an average growth of 8.6%. Likewise male GER has also gone up from 4% in 1980 to 16.1 % in 2010 with an average annual growth of 4.8% (UGC, 2012). 
                 
  The proliferation of colleges with diverse faculties and multiple courses affect the young generation (age of 25) that constitutes over 55% of the total population (central Bureau of Statistics 2012). So student’s choice and opportunities are determined by the existing trend in student demographics.

     By and large boys are interested to pursue higher studies in engineering and management whereas girls are inclined towards medicine and nursing courses. So students practise rigorously to get through entrance examinations which are very competitive. Furthermore, there is a massive flow of students pursuing higher education in overseas especially in Australia, UK, Norway and so forth.

     So the changing trend in student demographics makes a lot of differences in education from local, national and international perspectives.



References

Education Management Information System (2012). A report on Higher Education. University Grants Commission. Retrieved May 6, 2012, from http//www.ugcnepal.edu.np

Glencorse, B. (2014). Re: The World beyond 2015. Is higher education ready? Higher education in Nepal. Accountability lab. Retrieved May 6, 2014, from http//www.info.com.au

Higher Secondary Education Board, Sanothimi, Bhakapur. Retrieved May 6, 2014, from http//www.hscb.edu.np

Friday, 2 May 2014

6th week Multifaceted dimensions of learning space

    


     In my view a developed infrastructure of an institution is a way to maintain a high morale and gain popularity in the public. Initially, the major challenge that my institution faced was lack of sufficient classrooms, lavatories, science labs, games and sports equipment, musical instruments and computers. We realised that for conducive learning environment such fundamental facilities were very important. There was a need to expand the children’s learning horizons in order to attain meaningful learning outcomes. So we made various changes to the extent that we even made two blocks: senior and junior blocks with new buildings and more facilities.
     To my mind the amalgamation of both physical and cultural environment are equally important in transcending and enhancing the learning capacities and creativity in students respectively. The cultural space through various programs and interactions can be an innovative tool for them. Sometimes students can also invent and explore their own learning space in terms of use of technology proving that they can be makers of themselves. In this context Graham Attwal (2007) asserts that a learner does not only learn by single learning provider but also can learn by providing himself with a wide range of learning materials. This can be taken as an example of virtual learning environment where we can figure out the learner’s outlet of mind through the use of computer, mobile and so forth. Similarly, Johannesen, Erstad and Habib (2012) consider virtual learning environment as strengthening teaching practice through entanglement of social and material in everyday life.
     From another perspective, role of students can be an influencing factor in bringing long term improvements in physical learning space. Their voice can exert a rigorous effect in designing and planning of school environment such as construction of buildings and implementation of a number of facilities in schools. Furthermore, the power of student’s feelings and imagination for better improvement in school environment was implemented in Blisher’s 1967 book, The School That I’d Like and recently updated in Burke and Grosvenor’s (2003) book (Flutter, 2006).
     Finally I foresee my institution grow higher if the idea of physical learning environment in conjunction with virtual learning environment and standard student survey methodology is embraced strictly.



References
Attwell, Graham (2007). The Personal Learning Environment- the future of eLearning? eLearning Papers, Vol. 2 no. 1. ISSN 1887- 1542.
Flutter, Julia (2006). This place could help you learn: student participation in creating better school environments, Educational Review, 58:2, 183- 193, DOI: 10.1080/00131910600584116.

Johannesen, M., Erstad, O., & Habib, L (2012). Virtual learning environments as sociomaterial agents in the network of teaching practice. http//dx.doi.org.www.proxy o.library.unsw.edu.au / 10.1016/j. compedu.