Universities with faculties of education run programmes to produce competent, trained, qualified and professional teachers for the quality education in the country. Taking this case into consideration, this study examined the curriculum of teacher education of four universities from Nepal and India in relation to objectives, contents, teaching-learning methods and assessment procedures. This is a comparative descriptive study based on document analysis. In Nepal, there is the provision of integrated four-year B.Ed. programme with one fifth of the professional courses while in India two-year B.Ed. with almost professional/pedagogical courses is in practice. The major objective of teacher education programme in both countries is to produce competent school teachers and educational professionals in the field. India has slightly stronger criteria (at least 50% marks at undergraduate) for enrollment at B.Ed. than in Nepal. Both countries have provisions of internal and external assessment to evaluate the students' achievement. There are more similar instructional techniques used in teacher education for teaching- learning while criteria used for interpretation of the results vary from institution to institution in both countries.
This study aims at comparatively identifying the constitutional provisions for right to education, their implementation and impact on education in India and Nepal. This is an analytical descriptive study based on document analysis. By the mid of 2011, 81% constitutions of the world guaranteed or aspired to protect the right to primary education. Nepal and India both have clear constitutional provisions for right to free and compulsory basic education but are unable to fulfil the international and national educational commitments and goals. India and Nepal fall in 2nd and 48th rank respectively based on population in the world in 2018. However, educational indicators indicate that both the countries could not ensure the educational access to all the children. In the year 2014-15, 22.131 million children were either not enrolled or did not complete primary education in India. This number was 270 958 in Nepal in the same year. Results show that there is a wide gap between the educational policies and their actual implementation in India and Nepal.
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