1. Educational Training Centre, Kathmandu
Teachers’ Professional Development Training Manual
(Health ,Population and Environment Education)
Prepared By:
Keshav Raj Ghimire
Environmentalist
Kathmandu
2. i
Table of Contents
Table of Contents............................................................................................................................. i
Introduction..................................................................................................................................... 1
Training Schedule ........................................................................................................................... 3
Needs Assessment:.......................................................................................................................... 4
Demands of Teachers...................................................................................................................... 6
Syllabus Design .............................................................................................................................. 7
Training session design:30 hrs........................................................................................................ 8
Demography.................................................................................................................................... 8
Sustainable Development................................................................................................................ 9
Menstruation ................................................................................................................................. 10
Climate Change............................................................................................................................. 12
Population Change........................................................................................................................ 15
Classroom Management................................................................................................................ 17
Biodiversity................................................................................................................................... 19
Ecosystem ..................................................................................................................................... 20
Environmental Pollution............................................................................................................... 21
Conservation Areas....................................................................................................................... 22
Discussion Method........................................................................................................................ 23
Case study..................................................................................................................................... 24
Resource and materials development:20 hrs................................................................................. 25
Training delivery:12 hrs (3days)................................................................................................... 25
Evaluation of the training program: 10 hrs................................................................................... 26
3. ii
Report writing and submission: 8 hrs ........................................................................................... 26
Counseling .................................................................................................................................... 26
Self Learning Materials................................................................................................................. 28
Project Work................................................................................................................................. 29
6. 3
Training Schedule
Day First
session(1.5
hr)
B
R
E
A
K
15
Min
Second
session(1.5 hr)
B
R
E
A
K
45
Min
Third
session(1.5
hr)
1 Registration
and module
introduction
Sustainable
Development
Ecosystem
2 Biodiversity Environmental
Pollution
Conservation
areas
3 Climate
Change
Population
change
E-learning
4 Menstruation Generic Case
study
Discussion
Method
5 Generic Class
mgt
Self learning
materials
Evaluation
and closing
7. 4
Needs Assessment:
Needs assessment is a tool for program planning. In Nepal, environmental education is
integrated into social sciences and health and population education at primary, lower secondary
and secondary levels. It is called Social and Environmental education (including health
education) at grades 1-3; Environmental Science and Health Education at grades 4-5, Population
and Environmental Education at lower secondary level (6-8), and Science and Environmental
Education at High Schools (grades 9-10). Environmental education represents some 14% of the
curricula except at the lower secondary level where the percentage is only seven.
As in all other areas, education and awareness-raising is critical for shaping people's
perceptions, attitudes and behaviour towards the environment. These efforts at reorientation
education towards sustainable development enables individuals to appreciate more
environmental policies, legislation and regulations, and to foster individual responsibility
8. 5
towards sustainable resource management and development. Relevant environmental concerns
need to be incorporated into the programmes of different training institutions, and Nepal
Government has already initiated programmes towards this end.
In general, the adoption of the Nepal Environmental Policy and Action Plan (NEPAP),
and the constitution of the Environment Protection Council (EPC) are significant contributions to
the implementation of Agenda 21 in this area. Nepal's participation in the Habitat II Conference
(City Summit) in Istanbul, Turkey 3-14 June 1996, along with the commitments on priority
issues included in the National Plan of Action and Best Practices reports, are important
achievements towards the realization of sustainable human settlements in an urbanizing world.
For Teachers’ Professional Development , training; following steps are being done in the
direct supervision of Educational Training Centre , Tripureswar. I have collected demands of
teachers’ of Health, Population and Environment Education from different schools of
Kathmandu district. I have done interaction with supervisor of training office and district
education office Kathmandu.
1. Need verification
2. Training package development
From different schools demands of teachers’ of Health, Population and Environment
Education have been collected for need verification. Needs of teachers’ from different schools
are as follow:
9. 6
Demands of Teachers
S.N. Name of Teacher School’s Name Content Need Method Need Generic
1 Rameswar Neupane Purano
Guheswari S
.S
Resource
Materials
Demonstration Classroom
Mgt
2 Narendra Ojha Gokarna S.S. Demography Student
Centered
Extra
Training
3 Pratima Aryal Nepal R.H.S.S. Menstruation Teacher
Centered
Classroom
mgt
4 Renu Basnet Nepal R.H.S.S Rare plants Demonstration Diverse
mgt
5 Gobinda Raj
Khaniya
Gram Shiksha
Mandir S.S.
Statistics Appropriate Diverse
Mgt
6 Kamala Shakya Bishwa
Niketan H.
S.S.
Menstruation Demonstration Classroom
Mgt
7 Ganesh Pd Nepal Phutung S.S. Outdoor
Teaching
Practical Case study
Project
work
8 Bijaya Kumari
Shrestha
Okhreni S.S. Climate change lecture Classroom
Mgt
9 Padam raj Neupane Demographics Group Relective
Exercise
10 Dipendra Pd Joshi Chapabot S.S. Reproductive
Health
Discussion Availibility
of
materials
11 Durga Laxmi
Pradhan
Nawayug S.S. Population
change
Question
answer
Concept
12 Binod Chandra
Acharya
Balsudhar S.S. Statistics Discussion e-teaching
13 Swayambhu Lal
Shrestha
Bhagawati S.S. Statistics Group Seminar
14 Bhushan Bamsi Bhagyodaya
S.S.
Reproductive
Health
Discussion No
problem
15 Hareram Phuyal Nagarjun
Thulagaun S.S.
Picture teaching Lesture Classroom
mgt
16 Shova Dhakal Kabhresthali
S.S.
Ecosystem Practical Classroom
mgt
17 Ramkala Pantha Jitpur H S.S. Population
Change
Demonstration Pop Chart
18 Menuka Kharel Kalidevi H Climate change Discussion Reflective
10. 7
S.S. Exercise
19 Shyam Pd Bhandari Devilal Sudhar
S.S.
Reproductive
Health
Discussion Diverse
mgt
20 Gautam Khanal Okhreni S.S. Population
Change
Discussion Diverse
mgt
21 Radha Krishna
Bista
Balkumari S.S. Religions Question
answer
Religions
22 Sangita Dhakal Aadinath S.S. Gender Classroom
Mgt
23 Nilkantha Maharjan Mangam H
S.S.
Demography Discussion Panjikaran
form
24 Man Bahadur
Tamang
Champadevi
S.S.
Menstruation Discussion Less
learning
boys
25 Prakash Shrestha Setideviv S.S. Reproductive
system
Lecture Refresh
training
26 Bal Krishna
Shrestha
Arunodaya H
S.S.
Sustainable
Development
Demonstration Case study
27 Chandra Gurung Jana Jagriti
S.S.
Reproductive
Health
Training
Syllabus Design
According to needs of the teachers, the needed syllabus are given in the following chart
S.N. Topic Lesson Cr. hr.
1 Reproductive Health Menstruation 3
2 Demography Demography 3
3 Causes of Population
Change
Population Change 3
4 Biodiversity Kinds of biodiversity 3
5 Caring of the Earth Climate change 3
6 Population,
environment and
development
Sustainable
development
3
11. 8
7 Generic Classroom
management
3
8 Teaching Method Discussion,
demonstration
6
9 Self-learning e-teaching 3
Training session design:30 hrs
Training sessions are designed to achieve the different objective for teachers’
professional development .The following sessions are designed for five days training package.
These sessions are linked to content of course of secondary level of health, population and
environment education, generic and self learning materials for teachers’ professional
development.
Demography
The study of the characteristics of human populations, such as size, growth, density,
distribution, and vital statistics is known as demography. Demography is the study of
human population dynamics. It encompasses the study of the size, structure and distribution
of populations, and how populations change over time due to births,
deaths, migration and ageing. Demographic analysis can relate to whole societies or to groups
defined by criteria such as education, nationality, religion and ethnicity.
Statistical socio-economic characteristics or variables of a population, such as
age, sex, education level, income level, marital status, occupation, religion, birth rate, death rate,
average size of a family, average age at marriage. A census is a collection of the
demographic factors associated with every member of a population.
12. 9
At the end of this session the trainees will be able to :
i. Define demography
ii. Describe population of an area
iii. Sketch diagrams of population.
Activities:
1.Define demography
2.Define population
3.Demographic factors
4.Draw the diagram of population of Nepal from 1911 to present.
Sustainable Development
"Sustainable development is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs. It contains within it two
key concepts:
the concept of needs, in particular the essential needs of the world's poor, to which
overriding priority should be given; and
the idea of limitations imposed by the state of technology and social organization on the
environment's ability to meet present and future needs."
13. 10
Figure 1:Sustainable Development
At the end of this session the trainees will be able to:
Define sustainable development
Write key concepts of sustainable development
Say the main points of Agenda-21
Activities:
Groups of trainees will define SD
Groups will share definitions of SD
Groups will discuss about Agenda-21
Menstruation
The process in a woman of discharging blood and other materials from the lining of the
uterus at intervals of about one lunar month from puberty until menopause, except during
pregnancy.
14. 11
Periodical cycle in women wherein once a month an egg is released from the ovary, and the
uterine wall is thickened to prepare for the fertilized egg to settle in it. If fertilization does not
occur, then for 3-6 days the uterine lining sheds with discharge of blood.
Figure 2:Female Reproductive Organs
At the end of this session trainees will able to:
Define the term menstruation
Draw the diagram of female reproductive organs.
Activities of the trainees:
Groups will draw diagrams of female reproductive organs
Explain the process of menstruation
15. 12
Climate Change
Any change in global temperatures and precipitation over time due to natural variability or to
human activity. Climate change is a long-term change in the statistical distribution
of weather patterns over periods of time that range from decades to millions of years. It may be a
change in the average weather conditions or a change in the distribution of weather events with
respect to an average, for example, greater or fewer extreme weather events. Climate change
may be limited to a specific region, or may occur across the whole Earth.
Factors that can shape climate are climate forcings .These include such processes as
variations in solar radiation, deviations in the Earth's orbit, mountain-building and continental
drift, and changes in greenhouse gas concentrations. There are a variety of climate change
feedbacks that can either amplify or diminish the initial forcing. Some parts of the climate
system, such as the oceans and ice caps, respond slowly in reaction to climate forcing because of
their large mass. Therefore, the climate system can take centuries or longer to fully respond to
new external forcing.
16. 13
Activities for trainees: The trainees will be able explain the following table related to National
Adaptation Programme of Action , which is given below:
S N Risks Impacted
NAPA Sector
Private Sector Adaptation Measure
1 Erratic
Rainfall
Agriculture,
Forestry, Water
Resources &
Energy,
Climate
Induced
Disasters
Crop/Livestock Insurance, Installation of Early
Warning Forecasting System, diversification of crops
17. 14
2 Increase of
Temperature
Public Health,
Agriculture,
Forestry,
Crop/Livestock Insurance, promotion of Climate
resilient crops
3 Lowering of
Water Table
Agriculture,
Urban Dev &
Infrastructures,
Water
Resources and
Energy
Rainwater Harvesting, Cleaner Production, Solar
pump deep boring, Awareness Raising
4 Reduction of
Herbs and
Forest Cover
Forestry & Bio
Diversity
Promotion of Climate Resilient Seeds and Saplings,
Affor/Refor. program
5 Decaying of
Crops and
Forest
Agriculture,
Forest & Bio
Diversity,
Public Health
Green Cold Storages, Ropeway
6 Unplanned
City growth
Urban Dev &
Infrastructures,
Public Health
Energy efficient and bio friendly construction
practices, Green Zones
18. 15
Population Change
Net migration and natural increase are the two ways in which the population of a place changes.
The latter is the difference between the number of births and deaths that occur to residents. The
Nepalese population is growing at a rate of 2.17%. The population in Nepal is made up from
diverse ethnic groups. The largest single ethnic group is Chhettri (16%), followed by: Brahman-
Hill (13%), Magar (7), Tharu (7%), Tamang (6%), Newar (5%), Muslim (4%), Kami (4%),
Yadav (4%) and ‘other’ (34%).
Since Nepal is the only official Hindu state in the world, the majority of the population in
Nepal practice the Hindu religion (86% of the population), whilst the remaining religions are
represented by Buddhists (8%), Muslims (4%) and ‘other’ (2%). The population of Nepal is
fairly poor with a GNP per head of household of $220. The population is also ageing and since
the economic and social reforms referred to earlier in this document are effective then this has
further heightened the increasing proportion of elderly people in the Nepalese population.
Nepal - Population Changes 1970-2050
Current Growth Rate: 2.342% (July 2000 est)
Year Rank Population 11,918,678 53,293,874
1970 47 11,918,678
1975 48 13,278,095
1980 43 15,016,477
1985 43 17,037,772
1990 44 19,325,207
1995 41 21,907,276
2000 41 24,702,119
19. 16
2005 40 27,676,547
2010 41 30,758,068
2015 40 33,863,332
2020 39 36,924,895
2025 37 39,917,760
2030 37 42,839,465
2035 36 45,672,133
2040 36 48,384,438
2045 34 50,938,060
2050 32 53,293,874
Figure 3:source:os-connectnet.com
Activities:
Trainees will sketch the DTM of Nepal with the help of above table and group discussion .
E-learning
E-learning is a new education concept by using the Internet technology, it deliveries the
digital content, provides a learner-orient environment for the teachers and students. The e-
learning promotes the construction of life-long learning opinions and learning society.
1. E-learning is a new education concept; it may different from the old educational concept. We
should provide a new explanation to this new concept.
2. Delivery of the digital content is the main characters of e-learning. We can tell what is e-
learning and what is not.
3. This definition extends the environment on the Internet. We mean that the Internet provides a
learning environment for the students and teachers. This environment is learner-oriented, so we
can throw out the thoughts of traditionally teacher-center's instruction in classroom.
20. 17
4. As a new concept of education, e-learning gives a condition for us to realize the life-long
learning principle and help us to build a more real learning society.
E-learning can involve a greater variety of equipment than online training or education,
for as the name implies, "online" involves using the Internet or an Intranet. CD-ROM and DVD
can be used to provide learning materials.Distance education provided the base for e-learning's
development. E-learning can be "on demand". It overcomes timing, attendance and travel
difficulties.
Activities:
i. Open email ID
ii. Google Search for resources.
Classroom Management
Classroom management and management of student conduct are skills that teachers
acquire and hone over time. Classroom management is closely linked to issues of motivation,
discipline and respect. Methodologies remain a matter of passionate debate amongst teachers;
approaches vary depending on the beliefs a teacher holds regarding educational psychology. A
large part of traditional classroom management involves behavior modification, although many
teachers see using behavioral approaches alone as overly simplistic. Many teachers
establish rules and procedures at the beginning of the school year.
Classroom management is a term used by teachers to describe the process of ensuring
that classroom lessons run smoothly despite disruptive behavior by students. The term also
implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching
21. 18
for many teachers; indeed experiencing problems in this area causes some to leave teaching
altogether.
These are the goals:
maximizing the amount of learning
minimizing the frequency of behavior problems
creating a positive and safe environment
Classroom Arrangement Suggestions
Students should be seated so that their attention is directed toward the teacher.
Students should be able to clearly see chalkboards, screens, presentations and displays.
Students should face the front of the room and away from windows.
High traffic areas should be free of congestion.
Students should be seated so that teachers can see all students at all times. Adults in the
classroom provide monitoring and attention to students. It is important that all students
are within the view of the teacher at all times.
Students should be seated so that teachers can easily move among students to monitor
work and behavior.
Classroom rules should be clearly posted.
The teacher should have a place near the front of the room so that learning materials can
be organized and available prior to the lesson.
Areas should be established to display student work.
22. 19
Students should be able to quickly and easily find their work and begin working.
Students should have easy access to frequently used materials.
Separate student materials from teacher materials.
Biodiversity
Ecological diversity refers to the sum of the different types of environment or Ecosystem
present in a region or the habitat which is the sum total of the climate, vegetation and geography
of a region. Ecosystem is a unit of the biosphere in which there is an interaction between the
living and nonliving factors so as to maintain a continuous flow of energy. It is a structural and
functional unit of a biosphere. There are several kinds of habitats or ecosystems around the
world. The variety of diversity of species in an ecosystem is influenced by the ecosystem it self.
Examples of ecosystems: Grass land, wet land, desert, aquatic ecosystem etc.
Species diversity is the variety of different species in a given area. It is very difficult to
estimate the different species in a given area. Most of the species are found near the equator and
a few at the poles.
Genetic Diversity may be defined as variation in genes with a particular species. It refers
to the heritable variation. Sexual reproduction play an important role genetic diversity. A species
having more genetic diversity can adapt better to the changed environmental conditions.
Activities
Define biodiversity
Biodiversity of Nepal
23. 20
Ecosystem
The term ecosystem refers to the combined physical and biological components of an
environment. An ecosystem is generally an area within the natural environment in which
physical (abiotic) factors of the environment, such as rocks and soil, function together along with
interdependent. a term used to describe a natural unit that consists of living and non-living parts
which interact to form a stable system. The ecosystem idea can be applied at different scales in
the same way eg a pond or an ocean.
Figure 4:Ecosystem, source:Sage
24. 21
Figure 5:Ecosystem, source:Sage
Activities:
Trainees will draw a diagram to show producers, consumers and decomposers.
Trainees will defined food chain and sketch a diagram.
Environmental Pollution
Environmental pollution is contamination of air, water and land from man-made waste.
Pollution leads to depletion of the ozone layer, global warming and climate change. Air pollution
is the release of chemicals and particles into the atmosphere. Water pollution includes surface
runoff, leakage into groundwater, liquid spills, wastewater discharge and littering. If toxins are
spilled on the ground or if an underground storage tank leaks, soil can become contaminated.
Well known contaminants include herbicides and pesticides. Toxic waste is waste material, often
in chemical form, which pollutes the natural environment and contaminates groundwater. Other
types of pollution include ocean pollution and noise pollution. Environmental pollution can have
a deadly effect on humans and ecosystems. For example, cigarette smoke, including second-hand
25. 22
smoke, causes cancer, emphysema, stroke and heart attack. Drinking water can become
contaminated by untreated sewage, rashes and skin problems occur due to oil spills, while
excessive noise can cause hearing loss.
Activities:
i. Trainees will prepare a list of pollutants
ii. Trainees will classify the degradable and non-degradable pollutants.
iii. Trainees will prepare ropes of reused plastics.
Conservation Areas
A conservation area is a tract of land that has been awarded protected status in order to
ensure that natural features, cultural heritage or biota are safeguarded. A conservation area may
be a nature reserve, a park, a land reclamation project, or other areas.
26. 23
Activity
Trainees will label the names of protected areas of Nepal given in the above figure.
Discussion Method
Discussion is a modified form of classroom lecture where the focus is shared between the
instructor and the students for information transfer. Typically, an instructor will stand before a
class and present information for the students to learn but the students will also participate by
answering questions and providing examples.
Pros of Whole Group Discussion as a Teaching Method:
i. Whole group discussions provide for greater interaction between teacher and students.
ii. Instructors maintain a greater control over what is being taught because they are able to
steer the discussion.
iii. Auditory learners find them appealing to their learning style.
iv. Teachers can check on what students are retaining through questions posed.
v. Whole group discussion is comfortable for many teachers because it is a modified form
of lecture.
vi. Students have a tendency to stay focused on the lesson because they might be called on to
answer questions.
vii. Students may feel more comfortable asking questions during whole group discussions.
27. 24
Cons of Whole Group Discussion as a Teaching Method:
i. Whole group discussions require setting up and enforcing ground rules for students. If
these rules are not enforced then there is a possibility that the discussion could quickly go
off-topic.
ii. Students who are weak in note-taking skills will have trouble understanding what they
should remember from group discussions. This is even more so than in lectures in many
cases because not only the teacher but fellow students are talking about the lesson.
iii. Some students may not feel comfortable being put on the spot during a whole group
discussion.
Case study
The case study method of teaching is quite different from the traditional lecture or class
discussion. It requires substantial work before and during class by both the professors and the
students. But the effectiveness of this method in other fields suggests the work is worthwhile.
A case study is a research method common in social science. It is based on an in-depth
investigation of a single individual, group, or event. Case studies may be descriptive or
explanatory. The latter type is used to explore causation in order to find underlying
principles.[1][2]
They may be prospective, in which criteria are established and cases fitting the
criteria are included as they become available, or retrospective, in which criteria are established
for selecting cases from historical records for inclusion in the study.
Activities:
Trainees will prepare cases
28. 25
Trainees will prepare steps for case study.
Resource and materials development:20 hrs
Modules of different training based on environment education, health science and
population studies are main resources for the training. Similarly text books of Health, Population
and Environment Education of grade 9 and 10 published by Janakshiksha Samagri Kendra
Sanothimi Bhaktapur, as well as teachers’ guide book of the same text books are resource of
training.Charts and diagrams prepared by the trainer are also the resource materials for the
training sessions of TPD. Training materials are being prepared in the office of Educational
Training Centre, Tripureswar Kathmandu under the supervision of training chief Mr. Surya Raj
Ghimire. The chart papers and diagrams sketch by trainers are also sources of resource materials.
The chief of ETC Mr. Surya Raj Ghimire has conducted two days workshop in the training
centre for preparation of resource and materials development needed to conduct TPD of Health,
Population and Environment Education 2011,the trainer Keshav Raj Ghimire has participated in
the resource and materials development workshop in April 6,and 7th
2011.
Training delivery:12 hrs (3days)
Day First session(1.5
hr)
Break 15
min
Second
session(1.5 hr)
Break 45
min
Third session(1.5
hr)
1 Registration and
module
introduction
Sustainable
Development
Ecosystem
2 Biodiversity Environmental
Pollution
Conservation
areas
29. 26
3 Climate Change Population change E-learning
4 Menstruation Generic Case
study
Discussion
method
5 Generic Class mgt Self learning
materials
Evaluation and
closing
Evaluation of the training program: 10 hrs
Evaluation of the training program will be prepared during training period and during the
report writing by trainer. It will be based upon the trainees achievement. The achievement test of
trainees will be conducted at the last of training with open and closed ended questions.
Report writing and submission: 8 hrs
At the end of internship, the details of training will be submitted to the department of
curriculum and insrtuction, school of education , Kathmandu University.
Counseling
1. Objective
The objectives of this part are as follows:
a) To evaluate the assignments prepared by the teachers.
b) To identify the problems appeared in relation to applying the proposed activities
of the training in the classroom teaching.
c) To ensure quality classroom performance of the teacher based on onsite support
30. 27
of subject expert as agenda-based discussion with SMC and teachers.
It is the last event of the TPD. In this context, after returning from the training the
experts visit the schools. It is run for two days in the respective schools the trained
teachers. The ETC-hub sends the experts to help the trained teacher. They provide
professionalism for English teachers. The activities to be performed in the visit will
be as follows:
• Collection of the project prepared by the teacher
• Preparation of the note on the reform made by the teachers
• Identification of new problems in the schools and give solutions to them.
2. Working Procedure
• The TPD-hubs send experts for 2 days in the schools where this module is being
conducted.
• The experts collect all the three project works to have performed by the teacher in the self
exercise period and observe overall school running process then note down the aspects to be
reformed in the first day.The teachers need to complete the assignments within 45 days of the
training.
• Then the experts observe at least one class of the participant teacher's .They observe classes
of other non-participant teachers and note down the reformation aspects. And there should be
agenda-based meeting with teachers, HT and SMC .
