Master Plan

Subject: Principles of Education and Nursing Education

Topic: Unit I- Organizational Pattern of Education

Date: September 8th, 2016

Venue: B.Sc. Nursing 4th year class
Time: 1 hour
No. of participants: 30
Level of participants: B.Sc. Nursing 4th year students.
Teaching/ learning resources: Powerpoint slides, White board, Blackboard
Teaching / learning method:Structured Integrated Session
Supervised by: Additional Prof. Nirmala Pokharel.
Presented by: Ms. Shweta Upadhyay

General Objective: At the end of the interactive session, the students will be able to explain the
educational pattern of education in Nepal.
Specific Objectives: At the end of the interactive session, the students will be able to:

Define Organization
Enlist the National Goal of Education
Describe the organisational structure of Education in Nepal.
Debrief the Role of Ministry of Education
Explain the Role of Department of Education
S.N. SPECIFIC CONTENTS TIME TEACHING TEACHING EVALUATION
OBJECTIVES LEARNING LEARNING
METHOD MEDIA
At the end of this session, Self- introduction What is educarion?
the students will be able to: Topic introduction 10 min Why is education
Objectives important in Nursing
Pretest
-

1. Define Organization Definition of Organization. 5 min Structured Power point

Interactive Slides What is Organization?
Teaching
2. Enlist the National Goal of National Goal of Education. Structured Power point What are the National Goal of
Education 5 Min Interactive Education?
Slides
Teaching
3. Describe the organisational Organisational structure of Power point What is the Organisational
structure of Education in Education in Nepal. 20 Min Structured structure of Education in
Slides,
Nepal. Interactive Nepal?
Teaching White Board
4. Debrief the Role of Role of Ministry of Education 10 Min Structured Power point What is the Role of Ministry
Ministry of Education Interactive of Education
Slides,
Teaching
White Board
5. Explain the Role of Role of Department of Education 5 Min Structured Power point What is the Role of
Department of Education. Interactive Department of Education?
Slides,
Teaching
White Board
6.
Summary 5 min Discussion
White Board

ORGANIZATION

A social unit of people that is structured and managed to meet a need or to pursue collective
goals. All organizations have a management structure that determines relationships between the
different activities and the members, and subdivides and assigns roles, responsibilities, and
authority to carry out different tasks. Organizations are open systems--they affect and are
affected by their environment.

National goals of education

1. Nurture and develop personality and inherent talents of each person

2. Instill respect for human values and the will to safeguard national and social beliefs so as to
help develop a healthy social unity

3. Help individual to socialize in enhancing social unity

4. Help individual keep her/his identity in the national and international context and to help
her/him lead a socially harmonious life in the modern world

5. Help in modernization of the country by creating suitable human resources for its development

6. Teach about the conservation and wise use of Nepal's natural resources

7. Help and bring underprivileged and disadvantaged into the mainstream of the nation.

Organizational Pattern of Education in Nepal:

The main aim of education in Nepal was self-realization for the purpose of liberation of soul and
its unity with the Supreme.

During VEDIC or Pauranic Era the child had to stay in Gurukul for a definite period in order to
gain under the guidance of his guru certain competencies in knowledge and skill, and inculcate
certain attitude, which reflected moral, spiritual and practical values. The state had no control
over education and it was managed entirely by the private sectors. The individual or social
organization developed a trust which used to the main source of income for the Gurukul,
Sanskrit language was the media for teaching. The recitation, dialouges, discussions, excursions,
demonstrations were the methods usually employed in teaching.

After Siddartha Gautam gained Nirvana to become Buddha, the influence of Buddhist
philosophy on education was seen in Nepal. The monasteries and councils of monks which were
better organized than gurukuls that imparted Sanskrit Education, took the responsibility of
giving education based on the Buddhist philosophy to those males or females who were ready to
denounce their family ties and become monks but due to the dearth of the financial support these
organizations had to be shut down like gurukuls.

Later in Forth Century during the Lichhavi Period, the individual or social organization, or the
state developed a trust, which used to be the main source of income for the educational centers in
the Gurukul, gumpas and the monasteries.

In the seventh century, during the time of Anshu Verma educational institution were divided into
three categories 1. Shaiva type, 2. Vaishnav type and 3. Buddhist type and he himself became the
patron of education. Such institutions were not the state responsibility and survived with the help
of the benevolent individuals who either donated money or kind, or created trust to support
education. Very few people who opted for education on their own received education.

During Malla Era, the state was not responsible for running the educational institutions, it was
mandatory for the royal staffs who were responsible for the administration of the palaces as well
as for the educating and grooming the prince and princess to be educated.
During the era of Jayasthithi Malla pragmatic education system was vouched. He divided the
peoples caste based on their occupation and emphasized on education based on their vocation.

The Rana Prime minister Jung Bahadur opened the first school with English education in Nepal
in 27th Ashwin 1910 B.S. on the ground floor of his palace so was called as Durbar School.
The Department of Education was established in 1915 B.S. and General Babar Jung Rana, son of
Jung Bahadur was appointed as the Director General of Public Instruction.

Till 2007 B.S. the department of education used to be headed by the military generals.

In 1948 B.S. Durbar School was moved to the building that was erected in the bank of Rani
Pokhari by Prime Minister Bir Shumsher, he also stared Rani Pokhari school in the first floor of
the same building. During this time the children of public started having access to Durbar
School, Ross and Mr. Canning were responsible for the management and supervision of the
education at Durbar School. The School was affiliated to Calcutta University and the students
had to go to Calcutta to sit for the examination. Chandra Shumsher was the first Nepali to pass
the entrance (class 10). In his era, an Indian lady named Ganga Bai started basic primary
education for girls in Thamel. So Bir Shumsher not only opened the door of education for the
public but also encouraged female education.

Dev Shumsher in 1957 B.S. he expanded education to 16 more primary school and appointed
teachers for those schools in Chaitra 1957. In order to promote the commoner to Durbar School,
he granted scholarship of Rs. 5 to each student and extended help in kinds to needy students. He
established 57 schools in the country with necessary teachers and established Gorkhapatra
Sansthan the landmark in Publication.

Trichandra College and schools for learning account were established under the premiership of
Chandra Shumsher. During his time affiliation was transferred to Patna University and graduate
study was started.

Though a twenty two member Education Board was formed formally by Juddha Shamsher in
1993 B.S. to advise the Director General of Public Instruction, it was only after the proclamation
of the Nepals Constitution 2004 during the premiership of Padma Shumsher the avenue for
overall development of education was opened up.

In 2009 B.S. a twenty member Education board was formed under the chairmanship of Sardar
Rudra Raj Pandey and also Nepal National Education Planning Commision (NNEPC) was
formed in 2010 B.S.(1954). Nepal National Education Planning Commission laid the foundation
for a national education system within the framework of national unity, democracy, and
development.
The All-round National Education Commission, 1962 added nationalism and the prevailing
political ideology to the national education system. However, during the period of 1956-1970,
national education efforts were focused more on expanding access rather than on doctrine.

The adoption of the National Education System Plan (NESP) for 1971-76 nationalized education
and moulded the system in line with the values of the Panchyat Political System. In late 1980s
and 1990s, many projects were initiated to improve the access and quality of school education.

Some of the major projects were: Primary Education Project (PEP), Basic and Primary Education
Programme (BPEP) I and II, and Secondary Education Development Project (SEDP). During this
period, the government had formed two high-level Commissions - the National Education
Commission, 1992; and the High Level National Education Commission, 1999 - for policy
recommendations to address inconsistencies, streamline the system, and to improve education.
After 2000, the government policies shifted towards "fundamental reforms" such as
decentralization and community involvement to improve school performances.

All the programmes were also launched accordingly. The Education for All (EFA), Teacher
Education Project (TEP), Secondary Education Support Programme (SESP), Community School
Support Programme (CSSP) and Food for Education (FfE) were the programmes implemented in
line with the spirit of decentralization and community support.

Recently, the Ministry of Education (MoE) has developed a Core Document for the School
Sector Reform (SSR). The Core Document has elaborated policy directions, articulated
strategies, and introduced new sets of quality led interventions for improving governance,
management and resource mobilization in school education, aiming at improving efficiency and
ensuring studentsb learning with restructuring the school structure as Basic Level (grade 1-8) and
Secondary Level (grade 9 to 12).

Besides these programmes for school education, Higher Education Project (HEP) I and II also
have been implemented under the University Grant Commission (UGC) for the overall
development of the Tertiary Education of Nepal. The Council for Technical Education and
Vocational Training (CTEVT) of Nepal is offering vocational education programmes to produce
technical human resources of basic and medium level necessary for national development.

With all these programmes and interventions in education, Nepal has achieved considerable
success in the aspects of access and equity whereas the quality aspects still needs some more
remarkable interventions to improve.
Agencies under MoE
SN Types Agencies

1 Central Level 1. Department of Education (DoE)

2. National Centre for Educational Development (NCED)
3. Curriculum Development Centre (CDC)
4. Office of the Controller of Examination (OCE)
5. Non-formal Education Centre (NFEC)
6. School Teachers' Record Office (STRO)
7. Education Review Office (ERO)

2 Regional Level 1. Five Regional Education Directorates (REDs)

3 District Level 1. Seventy-five District Education Offices (DEOs)

4 Local Level 1. One thousand fifty-three Resource Centres (RCs)
2. Thirty-two Thousand One Hundred and Thirty Schools and Twenty-
nine Thousand Eighty-nine ECD/PPC centres
5 Commissions 1. University Grant Commission (UGC)
2. Teacher Service Commission (TSC)
3. Nepal National Commission for Education, Science and Cultural
Organization (NATCOM)
6 Universities 1. Tribhuvan University (TU)
2. Nepal Sanskrit University (NSU)
3. Kathmandu University (KU)
4. Purbanchal University (PU)
5. Pokhara University (PoKU)
6. Lumbini Buddha University (LBU)
Just approved to open
7. Agriculture and Forestry Science University
8. Mid-Western University
9. Far-Western University
7 Councils/Boards 1. Council for Technical Education and Vocational Training (CTEVT)
2. Higher Secondary Education Board (HSEB)
8 Libraries 1. Kaiser Library (KL)
2. Nepal National Library (NNL)
3. Dilliraman Kalyani Regmi Memorial Public Library (DKRMPL)
9 Other 1. Janak Education Material Centre Limited (JEMCL)
REFERENCES

https://stepsinnepal.files.wordpress.com/2011/01/ministry-of-education-a-glimpse.pdf
Singh Indira, Essentials of Education, A textbook for Nurses and Other Health
professionals, Kathmandu, Hisi Offset Printers, 2008.Pg no. 1-34
Neeraja KP. Textbook of Nursing Education. New Delhi, Jaypee Publishers, 2003. Pg
no.351-363
Sankaranarayanan B., Sindhu B., Learning and Teaching Nursing, New Delhi Jaypee
Publishers, 4th Edition, 2012. Pg. no. 19-16

QUESTIONS

MULTIPLE CHOICE QUESTIONS: 1*2= 2

1. Free Basic Education in Nepal is upto class:

a. Class 1 b. Class 5
b. Class 8 d. Class 10
2. The Ministry of Education (MoE) was established in
a. 1950 B.S. c. 1951 B.S.
b. 1953 B.S. d. 1954 B.S.

Answer Key:

1. b
2. c

SHORTANSWER QUESTION

1. State the national Goals of Education in Nepal. (1*2= 2)

2. Enlist the main Functions of Ministry of Education in Nepal. (1*3= 3)