The professional development of teachers must be rooted in inclusivity, serving as a fundamental lens in both pre-service and in-service capacity development programs. Ensuring that teachers are equipped with the knowledge, skills, and mindset to create inclusive and equitable learning environments is essential for fostering a respectful and just society. A well-structured, inclusive professional support mechanism not only strengthen teachers’ instructional practices but also play a crucial role in realizing Nepal’s commitment to the Sustainable Development Goals (SDGs). By embedding inclusivity at the core of teacher professional support, an inclusive education system can be strengthened by embracing diversity, empowering marginalized communities, supporting children with disabilities, and upholding the principles of gender and social justice to transform education through inclusive approaches.
Trainers, rosters, and teachers’ competency framework
One of the key areas of professional development is the competency framework that guides trainers, educators and teachers. Inclusivity should be embedded in knowledge, skills, and behaviors of competency framework. Teachers need to be well-versed in Universal Design for Learning (UDL), Universal Design for Assessment (UDA), diversity management, remedial support, and socio-emotional learning. Moreover, skills related to diverse learners, pedagogy adaptation, resilience, safety, and equity must be integral to the training. Many teachers still are struggling with classroom management when dealing with diverse groups of students, especially in under-resourced schools. Training in accessible learning resources, inclusive classroom environments, and gender-responsive communication is crucial. Another area often overlooked is the translation of inclusive policies into classroom practices. Many educators as well as practitioners are unaware of policies related to inclusivity, equity, and diversity. Professional development initiatives should thus include training on interpreting policies, codes of conduct, and behaviors into actionable strategies. In addition, teachers should be competent in using inclusive technology to bridge the learning gaps among students with disabilities and most marginalized students.
Teacher professional development (TPD) framework
A well-structured TPD program should ensure that inclusivity is not just a theoretical concept but an active practice. A ‘Training Needs Assessment (TNA) should incorporate questions to identify gaps on inclusivity, and customize capacity development initiatives accordingly. Certified training models (such as 10+5, 10+5) and Provincial Education Training Centers (PETCs) should integrate inclusivity in their content and delivery modes, be it in-person, virtual, or hybrid. Additionally, localized content (20%) should include the diversity management aspects to address the unique challenges of different contexts.
Another essential component of TPD is the service entry-level training and customized curriculum development at the local level. These should incorporate inclusivity-focused lessons, model practices, lesson study, action research, project-based learning, and field visits. The 45-day entry-level training, which includes 15 days face-to-face, 15 days online, and 15 days school-based, must embed inclusivity as an essential content. Similarly, Teaching Improvement Plans (TIPs) should emphasize inclusive practices in school-based training. Encouraging flipped classroom models, fostering inclusive local school practices through teacher mentors, and integrating accessible learning resources for self-directed learning are essential. Moreover, teachers should be trained on action research with a focus on inclusivity, enabling them to assess and enhance their inclusive teaching methodologies.
Mentorship for teachers
Mentoring plays a significant role in shaping teachers’ professional journeys. A structured & inclusive mentorship system should ensure that teachers, especially new recruits, receive adequate support for inclusiveness. Affirmative actions for marginalized groups should be incorporated at the federal, provincial, and local levels, ensuring at least 45% representation as appropriate. Mentors should have the expertise in UDL, UDA, Continuous Assessment System (CAS), remedial support, safety & equity in education. Additionally, policies allowing affirmative actions for women and persons with disabilities in experience years (e.g., reducing required experience from 7 to 5 years) can promote diversity in leadership.
Mentoring curriculum, guidelines, and training should include social-emotional skills, differentiated instruction, and localized diversity considerations (20%). A structured mentoring process should involve gender and marginalized-balanced learning networks, model class demonstrations emphasizing equity, and inclusive feedback mechanisms for classroom observations. To enhance mentor support mechanisms, academic mentors should be balanced in terms of gender and marginalized representation at federal and provincial levels. Subject-specific field mentors should also be selected with inclusivity in mind to support localized mentoring programs effectively.
Teachers’ performance evaluation
Performance evaluations should integrate inclusive indicators. These should include criteria assessing teachers’ participation in inclusive education, respect for diversity, and application of inclusivity-related questions in lesson planning and classroom interactions. A notable best practice is awarding the ‘Best Performer in Inclusive Practices annually during school events, which fosters motivation and recognition for inclusive teaching excellence. To ensure quality training, an inclusive monitoring team should be formed, which evaluates training programs from a GESI perspective. Moreover, Local Education Units (LEUs) should maintain and utilize disaggregated data of trainees, trainers, and stakeholders to facilitate informed decision-making in teachers’ professional development.
Educational symposium at local governments
A crucial platform for promoting inclusivity is through ‘Educational Symposiums’ organized by local governments. These symposiums should prioritize inclusive participation and agendas, ensuring that discussions and policy dialogues address the needs of marginalized children. Additionally, Memorandums of Understanding (MoUs) with NGOs/INGOs collaborating in Teachers’ Professional Support (TPS) must mandate inclusivity as a key component. This will ensure that inclusiveness remains a standard in educational partnerships.
Resource experts’ selection and TOR
Another important aspect of the teacher support system is the selection and training of resource experts. The diversity of resource experts (1 per 30 schools at the local level) should be maintained through inclusive recruitment strategies. The ‘Resource Expert Selection Committee’ should be composed of at least three members, ensuring gender and diversity representation. Resource experts should facilitate inclusive education at school level, offering technical support for inclusive ‘School Improvement Plans (SIPs) and GESI-responsive Local Education Plans (LEPs). Additionally, they should promote disaggregated IEMIS data utilization, implement inclusive policies, and enhance equitable learning outcomes. Another critical role for resource experts is presenting ‘Learning Achievement Promotion Programs (LAPPs)’ for struggling learners to LEUs. Resource experts also play a pivotal role in training inclusive roster teachers, evaluating inclusive SIPs, and facilitating ongoing professional development for school leaders and educators.
Alignment with SESP and national educational goals
Nepal’s School Education Sector Plan (SESP) has set clear goals that align with the inclusive teacher support system. For instance, local governments will implement activities to enhance foundational reading and numeracy proficiency, ensuring an integrated curriculum approach in schools which foster equity in education. Similarly, local governments will implement mentoring systems at the basic education level of schools using a Standard Operating Procedure (SOP) and GESI-responsive ‘School Report Cards’ from EMIS will be used in social audits in schools to enhance performance. These reinforce the importance of structured, inclusive, and well-supported teacher professional development programs.
Conclusion
In essence, an inclusive ‘Teachers’ Professional Support Mechanism’ is pivotal in achieving quality education for all, aligning with the goals of SDG 4 (Quality Education) , SDG 5 (Gender Equality) and others. Investing in teacher training, mentorship, performance evaluation, and resource expert facilitation with a strong focus on inclusivity will drive equitable learning opportunities, particularly for marginalized groups and children with disabilities. Strengthening local governance structures, implementing affirmative actions, and promoting evidence-based decision-making will build a resilient and inclusive teacher support system within Nepal’s education system. Moving forward, collaborative efforts among government agencies, educators, NGOs/INGOs will be essential to advancing gender equality, eliminating discrimination, and fostering an education system that ensures no one is left behind.
