Description

The poor quality of teaching-learning in the classroom was one of the key reasons for the overall low efficiency of basic education in Nepal. This was manifested in low student achievements and high dropout and grade repetition rates. The entry-level qualifications for primary teachers were low. Motivation was low and absenteeism high. In addition to weak management capacity, poor teaching stemmed from a lack of emphasis on training of teachers. Except for a few with pre-service training, virtually the entire primary school teaching force was untrained. To improve the quality of primary school education, adequate institutional capacity was necessary for conducting and managing training programs, undertaking curriculum development, and developing teaching-learning materials.

This report validates the completion report’s assessment of the project which aims to build institutional capacity for a teacher training system that encompasses pre-service, in-service, and recurrent training of primary school teachers; and improve access of girls and other disadvantaged groups to basic education in Nepal. IED overall assessment: Successful

Contents

• Project Basic Data
• Project Description
• Evaluation of Performance and Ratings
• Other Performance Assessments
• Overall Assessment, Lessons, and Recommendations
• Other considerations and Follow-up