This paper analyses the implication of Teachers' Professional Development (TPD) training in pedagogical transformation in community schools in Gandaki Province, Nepal. It followed sequential explanatory mixed methods research design. The sample size of this study comprised selected 45 secondary level TPD trained teachers purposively from Kaski, Tanahu, and Syangja Districts of Gandaki Province from five schools from each district. The quantitative data were collected through questionnaire survey with teachers and the qualitative data were collected through Focus Group Discussions with trainers and head teachers separately. The analysis of data reveals that pedagogical transformation through training is not satisfactory. For the effective implementation of training knowledge and skill of training, the coordination among all the stakeholders needs to be harmonious. The training curricula, trainers’ knowledge and skill, and teaching context should be updated and improved as per the current social situation. Besides, the teachers’ motivation and devotion are the key elements for adequate pedagogical transformation. The study concluded that regular monitoring with a reward and punishment policy can implement the training knowledge and skill for pedagogical transformations.
This article analyses the online teaching-learning experience of university teachers and students during the COVID-19 pandemic in Nepal. The purpose of this study is to explore the challenges of online teaching-learning such as the availability of ICT infrastructure, technological skills and management for online classes by the higher education institutions. The researcher collected and studied some of the related academic and policy documents to understand the procedure of online teaching and learning in and around the country during the pandemic. This study was based on qualitative research utilizing semi-structured interviews with 15 participant students and five teachers from Prithvi Narayan Campus, Pokhara, Nepal. Only the students of the Faculty of Humanities and Social Sciences, and the Faculty of Management were selected for data collection. This study took the non-participant observation of various online classes and personal involvement and experiences as references to support and strengthen the data collected through interviews. The purpose was to find and discover the situation of online modes of teaching learning. The findings of the study indicated that the digital use in teaching and learning is the best alternative as it creates opportunities in an adverse situation. However, it causes many divisions among students. It is suggested that the government and university authorities should create a strong-learning atmosphere among the students so that the lines of division among students would be erased gradually.
This paper analyses the rhetoric and the content of the speeches on the Nobel Prize award ceremony delivered by South Asian Nobel Prize laureates Malala Yousafzai and Kailash Satyarthi. It is the argument that the speakers have exposed in international forum concerning child right and education. Their speeches encompass the South Asian philosophy, language discourse, speech and tone, Hindu and Islamic scripture’s chants and the problems of terrorism and poverty. It aims to evaluate the rhetorical elements comparatively followed in the speeches to argue and convince the audience. Terrorism, poverty and trafficking are the main problems against child right and education in South Asian countries against which they struggled and raised voice and they deserved the award. As for method, the article adopts the audio speech in YouTube and written speech of both speakers in Google. Various internet sources of rhetorical analysis are taken as secondary resources to study and analyse their speeches. The speeches are analysed from the perspective of ethos, logos and pathos which are the main rhetorical elements in public speaking as discussed by Aristotle. Satyarthi’s speech is found more inclusive and strong than of Yousafzai’s in terms of coverage and content. Both speakers are aware of using rhetorical skills while introducing South Asian problem in international forum.
The article aims to study and analyze Michel Foucault's concept of Panopticism and its implication in daily life and in literary texts. Panopticism is a concept where self-surveillance, distance surveillance and central control mechanisms are developed and implemented. Panopticism is the term used by Michel Foucault in which the surveillance, observations and monitoring systems are regulated in different ways and methods in different time periods. Panoptic surveillance of eighteenth century and the present systems of CC TV surveillance in Offices, Schools, Colleges and Banks is the mechanical representation of the panoptic concept. This panoptic observation creates power and controls people, create law and order, and also creates the dictatorial ruling over general people. This article follows the method of studying Jeremy Bentham and Mitchel Foucault's terms Panopticism and attempts to assimilate in the present concept of mechanics of distance surveillance through technology. It also applies the concept to study George Orwell's novel 1984. It concludes that the present concept of CC TV surveillance and others type of distance controlling systems resembles the idea as noted by Bentham, Foucault and applied by Orwell in the novel 1984. The issue of controlling people with Big Brother power in the novel is the panoptic observation and ruling over people by the rulers.
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