Multigrade teaching has never been recognised officially in the education system in Nepal (CERID, 1988). However, large numbers of teachers find themselves responsible for multigrade classes. Although statistics are not collected routinely about the extent of multigrade teaching, a Joint Secretary of the Ministry of Education announced in 1989 that approximately 60% of schools in Nepal required multigrade teaching (CERID, 1989). This chapter describes the context of multigrade schools and teachers in Nepal, highlights issues of access, quality, efficiency and equity associated with multigrade schools, describes in-service training for multigrade teaching and analyses the impact of this training on teachers and classrooms.
All Science Journal Classification (ASJC) codes
- General Social Sciences
- General Arts and Humanities