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Secondary Level Teaching License syllabus Overview:
The Secondary Level Teaching License Exam in Nepal is a crucial evaluation conducted by the Teacher Service Commission (TSC) to select qualified educators for secondary schools. This exam tests both the theoretical knowledge and the practical teaching abilities of aspiring teachers. It serves as a gateway for individuals seeking to enter the secondary-level teaching profession in Nepal.
With a total score of 100 marks, candidates are given 1 hour to complete the exam. A minimum of 50 marks is required to pass. The syllabus covers a wide array of topics aimed at building a competent, reflective, and professionally prepared teaching force.
Purpose of the Syllabus
The syllabus is designed to guide teacher candidates in understanding Nepal’s educational framework and develop their personal and professional competencies. Its key goals are to:
Introduce modern educational ideas and strategies.
Connect educational psychology to classroom practices.
Strengthen the bond between schools and their surrounding communities.
Encourage ongoing professional growth and ethical practices.
Build effective leadership and classroom management skills.
Ensure accurate assessment and support of student progress.
Foster innovation by integrating ICT and encouraging classroom-based research.
Syllabus Content Areas
3.1 Education System of Nepal
This section explores the foundational principles of Nepal’s education system, including constitutional rights related to education, key national laws, and educational policies. Candidates learn about the Education Act 2028, Free and Compulsory Education Act 2075, Education Regulations 2059, and Local Government Operation Act 2074. It also highlights Nepal’s commitment to international goals such as the Sustainable Development Goals (SDGs) and the Incheon Declaration. Topics also cover school-level education structures and governance in a federal context.
3.2 Emerging Trends in Education
This portion discusses inclusive practices and modern educational reforms. Topics include inclusive education, gender equality, child-friendly schools, technical/vocational training, and non-formal learning. It also highlights the development of life skills, managing crises in education, and strategies for self-regulation and conflict resolution.
3.3 Psychology of Learning and the Learner
Candidates study major theories of learning like behaviorism, cognitivism, constructivism, and social constructivism. The section dives into child development, learning motivation, memory, and the diverse needs of students. Understanding the psychology behind learning and addressing barriers, especially for students with special needs or those who are gifted, is emphasized.
3.4 School-Community Partnerships
This topic addresses the importance of community involvement in education. Teachers are expected to work closely with parents, local governments, and organizations. It also explores local-level educational planning, resource utilization, public hearings, social audits, and the influence of teachers’ associations.
3.5 Teacher Growth and Professionalism
Professional development is vital for educators. This section covers the characteristics of effective teachers, models of teacher training, and the concept of schools as learning communities. It explains the licensing process, the roles of local bodies in supporting teachers, and upholds the importance of ethics and accountability in the profession.
3.6 Understanding Quality in Education
Quality education refers to relevant, inclusive, and learner-centered practices. This area defines its key features, examines national strategies, and evaluates student performance data to identify challenges and potential improvements. It also underscores the responsibility shared by educators, families, and communities in ensuring high standards.
3.7 Governance and Educational Leadership
Governance in education involves transparency, accountability, and effective leadership. This section includes citizen charters, complaint mechanisms, and record systems. Leadership traits required by headteachers, teachers, and even students are covered, along with the importance of visionary thinking, teamwork, and creativity.
3.8 Classroom Management and Academic Planning
Organized classrooms boost learning. This topic addresses seating plans, classroom resources, and creating an engaging learning environment. It outlines lesson planning at various levels (yearly, weekly, daily) and encourages inclusion of diverse cultural and linguistic backgrounds. It also discusses the value of co-curricular and extracurricular activities.
3.9 Curriculum and Student Support
Here, candidates learn about curriculum development, the National Curriculum Framework 2076, and how to use multiple teaching materials, including local curriculum, mother tongue instruction, and teacher manuals. It promotes the use of libraries, teaching aids, and inclusive learning strategies.
3.10 Teaching Techniques and the Learning Process
Various instructional approaches are introduced—from teacher-centered to learner-centered and interactive techniques. Emphasis is placed on methods such as group work, project-based tasks, critical thinking, and experiential learning. Strategies for remedial support and maintaining continuity in education during emergencies are also explored.
3.11 Student Evaluation and Assessment
Evaluation is key to student success. This topic covers formative and summative assessments, teacher-made vs. standardized tests, grading systems, and tools like specification charts. It also promotes using data analysis to inform instruction and strengthen learning outcomes.
3.11 (continued) Exam Analysis and Evaluation Practices
Building on the previous section, this part explains how to analyze exam results, implement continuous assessment, and ensure validity and reliability in evaluations. It also touches on school-level exam administration and government protocols for student assessment.
3.12 Classroom Research and Teaching Improvement
Teachers are encouraged to engage in educational research to improve their practices. This involves conducting action research, using case study methods, and learning how to formulate research problems, gather data, analyze findings, and apply results to enhance learning.
3.13 Digital Tools and ICT in Education
Modern teaching demands technological proficiency. This section introduces computer literacy, internet use, educational software, and digital content creation. Familiarity with systems like IEMIS, data management, and producing digital learning materials is expected.
3.14 Logical Reasoning and Aptitude
This section includes mental ability questions such as verbal reasoning, analogies, arithmetic operations, and problem-solving related to percentages, ratios, profit and loss, and series completion.
Exam Structure and Evaluation Criteria
The exam includes 50 multiple-choice questions, each worth 2 marks, for a total of 100 marks. The questions are designed to assess various cognitive abilities across three levels:
Knowledge (factual recall),
Comprehension (understanding and explanation),
Higher-level thinking (application, analysis, and evaluation).
Section A: General Educational Knowledge
This section assesses knowledge in areas such as:
The national education system,
Recent innovations in education,
Child and educational psychology,
School-community dynamics,
Professional growth for teachers,
Ensuring educational quality.
Section B: Educational Practice and Management
Focus areas include:
Leadership and school governance,
Planning and classroom strategies,
Curriculum and student-centered support,
Instructional methods and teaching techniques,
Student evaluation and exam analysis,
Research and ICT integration.
Conclusion
The Secondary Teaching License Syllabus lays the foundation for building knowledgeable and competent teachers in Nepal. It blends traditional education systems with modern pedagogical innovations, prioritizes learner needs, and embraces technology and research. By covering both theory and practice, it prepares aspiring educators to contribute meaningfully to the advancement of Nepal’s education sector.
Teaching License Exam Syllabus – Secondary Level (2078)
Overview
The Teaching License Exam for secondary level teachers in Nepal is a standardized examination designed to assess the foundational knowledge, professional competence, and teaching skills of aspiring educators. This syllabus is set by the Teacher Service Commission (TSC) and is a prerequisite for anyone seeking to enter the secondary teaching profession in Nepal. It includes a wide range of subjects, from the structure of Nepal’s education system to modern teaching methodologies, educational leadership, and ICT in education.
The exam carries 100 full marks, with a pass mark of 50, and must be completed in 1 hour. The syllabus is carefully structured to ensure future teachers are knowledgeable, skilled, and ethically grounded.
Objectives of the Syllabus
The primary goal of this syllabus is to equip teacher candidates with core knowledge about Nepal’s education system and the roles and responsibilities of educators. It aims to help candidates:
Understand and apply modern educational trends.
Incorporate child and educational psychology in teaching.
Promote strong school-community partnerships.
Foster professional development and lifelong learning habits.
Enhance leadership and classroom management skills.
Effectively assess and support student learning.
Promote innovation through the use of ICT and educational research.
Subject Matter Breakdown
3.1 Nepal’s National Education System
This topic introduces candidates to Nepal’s constitutional provisions related to education, including fundamental rights and guiding policies. It covers the historical development of education in Nepal, types and structures of school-level education, national educational goals, and level-wise competencies. Key legislative documents like the Education Act 2028, Education Regulations 2059, Free and Compulsory Education Act 2075, Local Government Operation Act 2074, and the National Education Policy 2076 are explored. It also highlights Nepal’s commitments to global initiatives like the Incheon Declaration and the Sustainable Development Goals (SDGs). Furthermore, it explains federal governance in education.
3.2 New Trends in Education
This section focuses on emerging practices and inclusivity in education. Candidates learn about inclusive education, child-friendly learning environments, gender equality, and social justice. Other important areas include non-formal education, open and distance learning, technical and vocational training, and developing life skills. The syllabus also emphasizes the importance of conflict management, self-management, and ensuring education during emergencies or crises.
3.3 Learning and Child Psychology
Here, candidates explore the fundamentals of learning and major psychological theories such as behaviorism, cognitivism, constructivism, and social constructivism. It includes understanding child development, motivation, memory, learning barriers, and student diversity. The importance of recognizing and addressing the needs of gifted students and those with special needs is also stressed.
3.4 School and Community Relationship
This topic emphasizes that schools function within and for the community. Collaboration between schools and stakeholders like parents, civil society, and NGOs is encouraged. Candidates are introduced to educational planning at the local level, such as municipal or village education plans. The role of resource management, public hearings, social audits, and teachers’ unions in school improvement is discussed.
3.5 Teacher’s Professional Development
Future educators must understand what professional development entails and why it is essential. This section outlines the qualities of effective teachers, training systems, and different models for skill improvement. The concept of a school as a learning organization, the importance of a teaching license, and the ethical responsibilities of teachers are also covered. It also stresses the role of schools and local governments in monitoring and supporting teacher growth.
3.6 Quality Education
Quality education is defined in terms of its concept, types, and essential features. Government strategies to enhance school education, national assessment results, and common challenges in achieving quality are reviewed. The role of teachers, parents, and the community in improving educational standards is emphasized.
3.7 Educational Good Governance and Leadership
This part focuses on what makes governance in education effective. Topics include the use of citizen charters, complaint management, record keeping, and school leadership types. Leadership qualities for school heads, teachers, and students are explored, along with strategies to help students develop self-leadership, creativity, and teamwork skills. Leadership must include a clear vision and innovative thinking.
3.8 Classroom Management and Academic Planning
Effective classroom organization is crucial for learning. This section discusses seating arrangements, use of teaching aids, and ensuring student interaction. It also introduces lesson planningyearly, weekly, and daily and emphasizes the need to consider cultural, linguistic, and social diversity. Planning co-curricular and extra-curricular activities is also essential for holistic student development.
3.9 Curriculum and Student Support System
Candidates will learn what a curriculum is, how it's developed, and how to align teaching with the National Curriculum Framework 2076. It includes using mother-tongue/local curriculum, multiple textbooks, and teacher guidebooks. Additionally, effective use of libraries and teaching resources is highlighted.
3.10 Teaching Methods and Learning Process
A variety of teaching approaches are introduced, including teacher-centered, student-centered, and interactive methods. Strategies for critical thinking, project-based learning, fieldwork, problem-solving, and collaborative learning are emphasized. There is also a focus on remedial teaching and ensuring continued education during pandemics or disasters.
3.11 Student Evaluation
This part explains what student evaluation means, its significance, and the types formative and summative. It includes teacher-made vs. standardized tests, using specification tables, understanding the letter grading system, and analyzing exam results to improve teaching.
3.11 (continued) Result Analysis and Evaluation System
Further expanding on student evaluation, this section focuses on result analysis, continuous assessment systems, and government evaluation strategies. It also discusses validity and reliability in assessments and best practices for managing school-level exams.
3.12 Research and Practice in Teaching-Learning
Here, candidates learn about the value of educational research. It includes action research and case studies, their steps, and how findings can inform teaching. Teachers must learn to identify problems, collect data, write reports, and apply research in classrooms.
3.13 Information and Communication Technology (ICT) in Teaching
In this digital age, ICT plays a vital role in education. Candidates learn about using computers, the internet, and educational software, as well as developing digital content. Other areas include data analysis, IEMIS (Integrated Educational Management Information System), and creating digital teaching materials.
3.14 General Mental Ability Tests
This section includes basic aptitude and reasoning skills like verbal intelligence, vocabulary, analogies, classification, number series, fractions, decimals, percentages, ratios, and profit and loss problems.
Exam Assessment Structure
The exam consists of 50 objective questions, each carrying 2 marks, totaling 100 marks. Questions are designed to assess three cognitive levels: Knowledge, Comprehension, and Higher Ability.
In Section A (General Education):
Nepal’s National Education System includes 4 questions (2 knowledge, 1 comprehension, 1 higher ability).
Recent Educational Trends contains 4 questions (2 knowledge, 1 comprehension, 1 higher).
Learning and Child Psychology has 3 questions (1 from each level).
School–Community Relationship includes 3 questions (1 from each level).
Professional Development of Teachers includes 3 questions (1 knowledge, 1 comprehension, 1 higher).
Quality Education includes 3 questions (1 per level).
In Section B (Educational Management and Teaching Process):
Good Governance and Leadership includes 4 questions (1 knowledge, 2 comprehension, 1 higher).
Classroom Management and Planning has 4 questions (2 knowledge, 1 comprehension, 1 higher).
Curriculum and Student Support System includes 4 questions (2 knowledge, 1 comprehension, 1 higher).
Teaching Methods and Learning Process includes 4 questions (2 knowledge, 1 comprehension, 1 higher).
Student Assessment includes 5 questions (2 knowledge, 1 comprehension, 2 higher ability).
Research and ICT together include questions across all levels, focusing on real-life educational application and digital readiness.
Final Thoughts
The Secondary Level Teaching License Syllabus is a comprehensive guide for educators in Nepal. It ensures that every future teacher is equipped not only with theoretical knowledge but also with the practical skills necessary for modern classrooms. From understanding the psychology of learners to using ICT tools and performing educational research, this syllabus prepares candidates to become competent, ethical, and impactful teachers in Nepal's evolving educational landscape.