PREFACE

Preface

This work outlined the problems to be investigated and set in the context of Nepal. Both an understanding of the problems and of the context are thought to be necessary to appreciate the goals of the development of a training programme for training teachers as a complete programme.

Indeed, since the problem is concerned with training, adoption and implementation, it is vital that the problem is seen in its context.

The heart of the problem is how to develop the teaching competencies of science teachers within the culture of Nepal as demanded by the rationales for teaching. In developing these competencies one has to consider not only the methods of training but also procedures for motoring the training, the retention of the newly developed competencies and their use in schools.

As it can be seen from this work the focus upon teaching competencies provides a strategy for developing (or at least contributing to the qualitative improvement of) science education in Nepal. Indeed the paradigm (model / criterion) for successful educational implementation in developing countries has been shown to rest on the capabilities and motivations of teachers who are themselves a product of their culture. Hence the focus in this work is on the development of teaching competencies of science teachers within the context of Nepal. The concentration of this work is on educational technology. The key feature of the educational technology here is not hard ware, equipment and materials. It is directed towards thinking systematically about the needs and resources available in our country, then planning an appropriate training procedure and strategy, and suggesting ways of implementing it. The point is not just reading about it for verbal transformation of ideas but to do by actually going in the field to work and demonstrate for the development and implementation of an innovation in the context of a given country (Nepal).

This training programme as an innovation may not be perfect and complete. But it should provide enough information and appropriate procedure to develop confidence in teacher educators to begin with. The training programme definitely gives an idea to form a foundation, which is the first platform for a shift towards quality education in our country.