KTM Workshop II

The course Fundamentals of English Writing Skills is designed to impart the knowledge and skills
of general as well as academic writing to the students so that they can perform their written skills
to communicate in their professional life comfortably and effectively. It has been designed to focus
on the practical aspects of writing reinforced by theoretical explanations.
This course is for the students of Social Studies major who have not studied any courses in writing
before. Therefore, it starts with a review grammar necessary for writing. Then the course discusses
the process of writing that the students need to know and develop some skills. It further delineates
the elements of writing. After having required knowledge and skills, the students are involved in
writing paragraphs and essays which will prepare them to produce varieties of academic writings
during the session. Finally, the students will learn and practice the way of citing and referencing
in their writing.

Schools are an important setting for both education and health aspects of the people related to it. A health-promoting school is one that works in a way that demonstrates a whole school commitment to improving and protecting the health and well-being of the school community. It is one that constantly strengthens its capacity as a healthy setting for living, learning, and working. This course is designed to provide students with an understanding of health-promoting school as a setting-based concept of school health programs. It deals with school health programs, the development of school policies and environments, curriculum materials, health services, and cooperation and evaluation techniques of health-promoting schools.

This course aims at exposing the students to theoretical and empirical knowledge on the issue related to language, society, and power. The course engages students in researching the relation between language and power. The course comprises four units. The first unit deals with some major concepts related to language, society, and power. The second unit focuses on the theories of understanding language-power relations. The third unit exposes the students to the issues of language ideology and language policy. The last provides students with insights into understanding the role of language in social justice.

‘Dimensions of Teacher Development’ is a course beyond methodology and it covers the key concepts of English language teaching as a professional and various dynamics of teacher development. It addresses the fundamentals of teacher development such as beliefs, maxims and identities. It also discusses the teacher learning theories, their features and their applications to English language teaching. The course makes an attempt to empower the students to operationalize various teacher learning models and approaches. It also enables them to design and deliver training sessions. Thus, the course aims at producing professionally competent English language teachers and trainers.

The course is designed to develop professional Biology and Environmental Science teachers with strong pedagogical knowledge, practical classroom skills, and the ability to effectively teach, learn, and assess these subjects. It introduces prospective teachers to both theoretical concepts and hands-on skills through activity-based, constructivist approaches. The course emphasizes innovative teaching strategies, equipping future educators with modern methods and up-to-date knowledge in biological sciences. The curriculum engages students with various aspects of Biology and Environmental Science Education, incorporating technology-driven instruction. It addresses the needs of contemporary educators by providing pedagogical frameworks, strategies, and resources through blended learning formats.
Divided into five units, the course covers a wide range of topics related to teaching and learning approaches in Biology and Environmental Science. It enhances both theoretical understanding and practical skills, preparing prospective teachers to teach effectively in national and global contexts. To successfully complete the course, students must pass both the theoretical and practical components.

Schools are an important setting for both education and health aspects of the people related to it. A health promoting school is one that works in a way which demonstrates a whole school commitment to improving and protecting the health and well-being of the school community. It is one that constantly strengthens its capacity as a healthy setting for living, learning and working.This course is designed to provide students with an understanding of health promoting school as a setting based concept of school health program. It deals with school health programme, development of school policies and environment, curriculum materials, health services and cooperation and evaluation techniques of health promoting school.

The course, Network Security, is a major course for students studying towards acquiring the Bachelor in Information Communication Technology Education (BICTE). This course aims to provide fundamental skills needed to understand the internal and external security threats against a network, and to implement security policies that will protect an organization’s information. The course objective is to impart fundamental understanding of every facet of information security, security policies, cryptography, authentication, security of network, system, user and program, identifying malware, perform vulnerability analysis, auditing and attacks and responses to those attacks.

This is a foundation course on language and linguistics to orient the students with the basic knowledge of language and linguistic. It deals with different concepts and dichotomies related to linguistics. It also introduces different levels and areas of language and linguistics such as phonetics and phonology,
morphology and syntax, semantics, pragmatics and discourse analysis. It further includes the applications of linguistic knowledge into language teaching. The students will demonstrate their skills in applying linguistic theories in their practical fields.

ICT's integrated education system is pervasive in school education and higher education in the 21st century. Professional teachers need to know about how ICTs are integrated into the education system from educational administration to the classroom level and build the necessary competencies to use ICT tools in their teaching, learning management, and evaluation purposes. This course thus is designed for students with a Bachelor's Degree in education aimed to impart both the knowledge of the use of ICTs in education and professional competencies envisaged to be necessary for 21st-century school teachers. This course furthermore has addressed the ICT professional standards set by different organizations and Nepal's own standards as promulgated by the Ministry of Education Nepal. This course is mainly a practical course in which the students have to learn things in action - project work, laboratory work , and assignments. Besides there are some theoretical discussions on the use of ICTs theory, philosophy, and historical development of ICTs in education.

This course has been designed to help students understand the basic concepts and processes of doing and writing research in English language education. The first unit of the course is focused on helping students conceptualize the definition, characteristics, paradigms and types of research. The second unit deals with the basic components of research. In this unit, students will be engaged in the process of identifying research problems, framing research questions and objectives, writing literature review, specifying research methods and data analysis procedure and writing reports. The third unit is focused on the methods of data collection while the fourth and the fifth units deal with research designs and data analysis/interpretation, respectively. The final unit aims at engaging students in writing research reports.

This is a compulsory course for Master in Social Studies Education (MSSED) in Tribhuvan University. The course subsumes five units focusing on theoretical and practical aspects of developmental and educational psychology with classroom application. The first two units are related with developmental psychology and adolescent psychological development and its classroom application. Units III and IV are about some contemporary learning theories and their implications in teaching and learning. The fifth unit is about learning difficulties, disadvantaged and gifted learners. There are mainly two purposes to offer this course. One purpose is to make the MSSED students capable of understanding teenage learners’ psychology and deal with them accordingly at home and or in school. Second purpose is to make them familiar with learning theories and learners characteristics so that they will be able to use that knowledge and understanding in formal and informal teaching and learning situations.

The course has been designed for the first semester Master of Education (M. Ed.) program of the Faculty of Education (FoE), Tribhuvan University (TU). The course includes key Eastern and Western philosophical perspectives in order to develop students’ competency for visualizing the educational processes from those perspectives. More specifically, it embraces Eastern ideas from Vedic, Buddhism, Kirat Mundhum and Islam, and other indigenous beliefs in relation to education. Further, it consists of the assumptions and beliefs of progressivism, modernism, post-modernism, and transformative learning theories. Third, the course contains the key sociological ideas to enable students to critically explain the educational practices in Nepal through those lenses. In addition, the course intends to impart the ideas of caste, ethnicity and nationalism, gender and feminism, and identity construction. These philosophical and theoretical ideas help to develop competencies of prospective teaching professionals, educational administrators, educational supervisors, curriculum developers, and educational planners.