First Paper Syllabus Sec. Level Teacher Permit

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.