Pokhara_Cohort

व्याख्या

Academic Writing is designed to introduce the knowledge and skill of academic writing to the students so that they can enter into this genre comfortably and come out with end products like abstracts, seminar papers, research articles, dissertation, etc. The course is divided into three units. The first unit introduces the academic writing, while the second unit takes the students into this genre equipping the students with various skills. Finally, the third unit involves them in writing various texts creatively and academically.

This course aims to provide students with opportunities to identify explore and
understand issues relevantto the school education in Nepal. The course enables students
to review the educational policies, research reports,and theoretical literature. This course
also helps students directly link their knowledge with the current practices in the
educational sector. It allows students to write and present comprehensive seminar paper
based on the analysis of the selected educational issues comparing, relating, and
reflecting upon the theoretical perspectives, policy provisions, and research findings

Methods of teaching science.

TThis course intends to develop knowledge about education and different aspects of
development thereby enhancing the impetus in education. It also intends to make
students familiar with different perspectives of development and education, education for
sustainable development in terms of its evolving perspectives, phases, characteristics,
goals, progress, dimensions, and different forms of education. This course also deals
about the right based approach to education and development and implication of
sustainable development in Nepalese context. This course also focuses on indigenous
knowledge and practices of sustainable development and education for peace and
development.his course is for m. ed fourth semester

urse introduction
This is a core and compulsory course designed for the students of the Master Degree in
education. It enables students to develop a comprehensive theoretical knowledge and
profound understanding related to different philosophical approaches. It also orients
students about the social foundation and different power perspectives in education, role
of state in education, and educational development in Nepal at various historical times.

The intent of this course is to provide students with opportunities to present and participate in the ELT seminars. This is a fully student-centered course in which the students take the full charge of their learning. Teacher will facilitate them to conduct and participate in the seminar.
The course, first of all, introduces the students to the theoretical aspects of ELT seminars by engaging them in the process of identifying contemporary ELT issues that they would like to explore as a part of their course work. They will analyze the issue from multiple perspectives and present their observations in a class seminar.

This is a course on functional and situational English with a focus on developing students' communicative competence in the use of the English language. The course presents a list of the commonly used everyday language functions and the students are expected to practise them in and outside the classroom. The course is organized into nine units. The first unit introduces the language functions in general and the units from two to eight deal with the language functions as such. Whereas, the ninth unit enables the students to communicate through different forms of written English.

Course title: Curriculum and Evaluation
Course No.: Ed. 431 Full marks: 100
Nature of the course: Theory Pass marks : 35
Level: B. Ed Periods per week: 6
Year: Third Time per period: 55 minutes Total periods: 150

1. Course Description
This is a core course designed for the B. Ed. students. This course is devided into two parts. The first part deals with the basic concept of curriculum, sources of curriculum, local curriculum, curriculum development process, and its implementation in Nepal. The second part deals with the concept of test, measurement, assessment and evaluation, administration and scoring of the test, and use of statistics for interpretation of the test results. This course also aims to enable the students in designing curriculum, preparing specification chart, and developing test items with techincal qualities.

Course title: Learning Psychology Program: BICTE
Course No.: Ed 432 Nature of Course: Theoretical
Level: Bachelor. Credit Hours: 3
Semester: Third Teaching Hours: 48

1. Course description
This course is designed to provide students with knowledge and understanding about learning
theories and their application in teaching and learning. The course introduces different learning
theories – behaviorism, cognitivism and constructivism. In addition, the course helps students to
draw educational implications of different learning theories.

to identify the population education

sub: Nepali
code: neped423
type: theoretical
year: fourth

This course is designed to provide the knowledge .....

This course explores the foundational concepts and practices of curriculum development and evaluation within educational settings. Students will learn about the principles of curriculum design, including objectives, content selection, and instructional strategies. The course also covers various evaluation methods used to assess the effectiveness of curricula and instructional programs, with a focus on both formative and summative assessment techniques. By the end of the course, students will be equipped to develop, implement, and evaluate educational curricula in a variety of contexts, ensuring alignment with educational goals and standards.

Course Description
This is a core course designed for the B. Ed. students. This course is devided into two parts. The first part deals with the basic concept of curriculum, sources of curriculum, local curriculum, curriculum development process, and its implementation in Nepal. The second part deals with the concept of test, measurement, assessment and evaluation, administration and scoring of the test, and use of statistics for interpretation of the test results. This course also aims to enable the students in designing curriculum, preparing specification chart, and developing test items with technical qualities.

This course makes an attempt in exploring the basic ideas of applied linguistics acquainting the learners with the key issues in it so as to prepare them for continuing their studies in this field. It aims to meet the needs of those wishing to apply linguistics in various professional fields; focusing upon the central aspects of the discipline and it also aims to develop learners' basic knowledge and skills in these areas. The first unit deals with a basic understanding of applied linguistics and the development of the discipline along with the research trends and applications of linguistics to language teaching. The second unit is about World Englishes, implication of the global spread of English for ELT, English as a lingua franca and the historical context of English in relation to the Nepalese context. Likewise, unit three deals with contrastive and error analysis. Unit four, is about the various intercultural approaches and its practice in ELT. The last unit deals with the various approaches and interpretations of critical pedagogy in language learning.

This course has been designed to provide fundamental knowledge and understanding of various concepts of curriculum, different curriculum development models, taxonomy of educational objectives, curriculum designs, and theoretical perspectives for analyzing specific curriculum from indigenous and gender lenses. After the completion of this course, the students are expected to have basic knowledge and skills to examine different concepts of curriculum critically, design a curriculum by reflecting the needs and aspirations of particular context, formulate specific instructional objectives based on revised taxonomy, analyze school to university level curriculum from different design dimensions perspectives and examine prepared curriculum from indigenous and gender lenses. Furthermore, this course will be handy to make students familiarize with practices that have been made in references to Nepal to plan, disseminate, implement, and evaluate the curriculum especially from school to university level. This course also provides ample opportunities to the learners to review school level curricula through multiple lenses and then enables them to find out a number of alternatives for further improvement of the reviewed curricula based on the theoretical underpinning that they received under this course.