Rupantaran: A Multidisciplinary Journal最新文献

{"title":"Status of Teacher Professional Development (TPD) at Secondary Level Schools","authors":"Ambika Prasad Poudel","doi":"10.3126/rupantaran.v8i01.65196","DOIUrl":"https://doi.org/10.3126/rupantaran.v8i01.65196","url":null,"abstract":"Education reform and the pursuit of quality education are common concerns among stakeholders showing their concern to educational development. In recent years, Teacher Professional Development (TPD) has emerged as a pivotal component for advancing education reform efforts and bolstering educational quality. This article attempts at describing the existing TPD status of the secondary level schools in Nepal.  In the study, the headmasters of the four selected secondary level schools were the informants; and a survey checklist was used as the research tool to collect required data. The data were analyzed and interpreted using descriptive statistics. The study found that the secondary schools were quite poor regarding their performance of TPD related activities, most of them had weak TPD status. This finding led to conclude that the concerned authorities need to be more responsible to make improvements in the existing TPD situation at the secondary schools in Nepal.","PeriodicalId":278254,"journal":{"name":"Rupantaran: A Multidisciplinary Journal","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141022667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of Socioeconomic Factors on Access to Digital Resources for Education","authors":"Bishnu Maya Joshi, S. Khatiwada, Rajendra Kumar Pokhrel","doi":"10.3126/rupantaran.v8i01.65197","DOIUrl":"https://doi.org/10.3126/rupantaran.v8i01.65197","url":null,"abstract":"Digital resources in education encompass a wide array of technological tools, online platforms, and digital content utilized to facilitate and enhance the learning process. They serve as invaluable supplements to traditional teaching methods, offering dynamic and diverse ways to impart knowledge, encourage engagement, and foster skill development among learners. This systematic review critically examines the influence of socioeconomic factors on access to digital resources for education by analyzing studies published between 2017 and 2024. The inclusion criteria prioritized empirical studies in English-language peer-reviewed journals or reputable conference proceedings, utilizing various research designs. The review involved a thorough search across databases like JSTOR, APA PsycNet, Wiley Online Library, ERIC, and Google Scholar. The study's analysis identified key themes, highlighting the profound influence of socioeconomic factors on technology access, engagement, and academic outcomes. The recurring theme of the digital divide emphasized disparities in device ownership, internet connectivity, and effective technology utilization. The nuanced exploration of parenting approaches, gender dynamics, and educational contexts added depth to understanding these influences. This study found the necessity for a holistic approach in educational planning, considering socioeconomic, cultural, and educational factors to effectively address challenges and disparities, ultimately fostering equitable access to digital resources in education.","PeriodicalId":278254,"journal":{"name":"Rupantaran: A Multidisciplinary Journal","volume":"5 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141018972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"कक्षा ९ र १० का नेपाली पाठ्यपुस्तकमा मानव अधिकार र सूचना, सञ्चार र प्रविधिको समावेशिता (Inclusivity of Human Rights, and Information, Communication and Technology in the Nepali Textbook of class 9 and 10)","authors":"राम कुमार (Ram Kumar) राई (Rai)","doi":"10.3126/rupantaran.v8i01.65214","DOIUrl":"https://doi.org/10.3126/rupantaran.v8i01.65214","url":null,"abstract":"प्रस्तुत लेख कक्षा ९ र १० का नेपाली पाठ्यपुस्तकमा मानव अधिकार र सूचना, सञ्चार र प्रविधि पक्षको समावेशिता अध्ययनमा केन्द्रित छ । माध्यमिक शिक्षा पाठ्यक्रम (कक्षा ९ र १०) २०७१ अनुरूप २०७३/७४ मा प्रकाशित एवम् माध्यमिक शिक्षाको राष्ट्रिय पाठ्यक्रम प्रारुप २०७६ अनुरूप तयार गरिएका कक्षा ९ र १० का नेपाली भाषाका पाठ्यपुस्तकमा समाविष्ट मानव अधिकार एवम् सूचना, सञ्चार र प्रविधि सम्बद्ध पाठलाई अध्ययनीय सामग्रीका रूपमा लिइएको छ । गुणात्मक ढाँचामा व्याख्या, वर्णनात्मक विधिबाट तयार पारिएको प्रस्तुत लेखमा आवश्यकतानुसार तुलनात्मकतालाई पनि आत्मसात् गरिएको छ । यस अध्ययनले माध्यमिक शिक्षा पाठ्यक्रम २०७१ अनुरूप २०७३/७४ मा प्रकाशित पाठ्यपुस्तकमा मानव अधिकार र सूचना, सञ्चार र प्रविधि पक्षको समावेशिताका दृष्टिले निकै कमजोर रहेको तर राष्ट्रिय पाठ्यक्रम प्रारुप २०७६ अनुरूप तयार गरिएका कक्षा ९ र १० का पाठ्यपुस्तक मानव अधिकार र सूचना, सञ्चार र प्रविधिको  समावेशिताको दृष्टिले निकै सन्तुलित रहेको निष्कर्ष प्रस्तुत गरिएको छ ।\u0000(This article focuses on the inclusivity in learning in the aspect of human rights and information, communication and technology in the Nepali textbook of class 9 and 10. The chapters related to human rights and information, communication and technology of Nepali textbook of class 9 and 10, published on 2073/74 as per the secondary curriculum (class 9 and 10) 2071 prepared according to the national curriculum format 2076’s secondary education, have been the study material of this article. Prepared through descriptive method, narrated in qualitative pattern, this article embraces comparability too as per need. This study comes up with the conclusion that the textbook of class 9 and 10 published in 2073/74 as per secondary education curriculum 2071 is weak from the inclusivity perspective of human rights and information, communication and technology, however, textbook of class 9 and 10 prepared as per national curriculum format is remarkably balanced from the inclusivity perspective of human rights and information, communication and technology.)","PeriodicalId":278254,"journal":{"name":"Rupantaran: A Multidisciplinary Journal","volume":"27 29","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141019560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Needs of Ashram for Senior Citizens A Study of Bishranti Bridra Ashram, Mulghat Dhankuta","authors":"Dinesh Adhikari","doi":"10.3126/rupantaran.v7i1.52201","DOIUrl":"https://doi.org/10.3126/rupantaran.v7i1.52201","url":null,"abstract":"This research article has been prepared in the context of why the elderly need ashram. Its purpose was to emphasize the importance of ashram in solving the problems faced by senior citizen. Analyzing the key information gathered through interviews and observations, it was found that it effectively addresses the physical and spiritual needs of senior citizens.The proximity of ashrams and religious institutions has played a role in making the elderly more spiritual and peaceful. Any family home is not built only for the convenience of the elderly, but as soon as it is called an old age home, its physical structure and immaterial environment are prepared to suit the elderly. There is still a belief that those who have the children stay at their home and should not keep the elderly in ashrams. Old age Ashram is considered as a residence, care and spirituality for the elderly. It is a great option for elderly people who are helpless and want to get out of family. The old age home is becoming known as an attractive and residential place for the orphans, the bereft, the childless, the single, the deprived from basic needs and lack of family affection of elderly. Bridha Ashram is developing as a care center for the elderly in Nepal.","PeriodicalId":278254,"journal":{"name":"Rupantaran: A Multidisciplinary Journal","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126920671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"शिक्षकको पेसागत विकासमा त्रिभुवन विश्वविद्यालय, शिक्षाशास्त्र सङ्कायको भूमिका (Role of Tribhuvan University, Faculty of Education in Professional Development of Teachers)","authors":"भागीरथा (Bhagiratha) न्यौपाने (Nyaupane)","doi":"10.3126/rupantaran.v7i1.52315","DOIUrl":"https://doi.org/10.3126/rupantaran.v7i1.52315","url":null,"abstract":"नेपालमा सबैभन्दा धेरै शिक्षक शिक्षा प्रदान गर्ने संस्था त्रिभुवन विश्वविद्यालय हो । त्रिभुवन विश्वविद्यालयको शिक्षाशास्त्र सङ्कायले आङ्गिक तथा सम्बन्धन प्राप्त विभिन्न क्याम्पसहरू मार्फत तालिम प्राप्त शिक्षक उत्पादन गर्दछ । यो लेखमा शिक्षकको पेसागत विकासमा त्रिविको शिक्षाशास्त्र सङ्कायले खेलेको भूमिका र त्यहाँ देखिएका केही कमीकमजोरीको चर्चा गर्ने उद्देश्य राखिएको छ । यस लेखमा द्वितीय स्रोत सामग्रीलाई आधार मानेर अनुसन्धानकर्ताको अनुभव, अनुभूति र स्व बिम्बनलाई पनि समेट्दै यस सङ्कायको भूमिकालाई समीक्षात्मक रूपमा प्रस्तुत गरिएको छ । त्रिवि शि.स.ले विभिन्न शैक्षिक कार्यक्रम मार्फत शिक्षणलाई प्रभावकारी बनाउने उद्देश्यले प्रयोगात्मक कक्षा सञ्चालन गर्ने, नविन विधि र शैलीबाट अध्ययन अध्यापनलाई प्रभावकारी बनाउने तथा अनुसन्धानमूलक कार्यक्रमहरू गराएर शिक्षकको पेसागत विकासमा सहयोग पुर्याउने लक्ष्य लिएको देखिन्छ तर अपेक्षित उपलब्धि हासिल गर्न साकिरहेको छैन । कार्यक्रमहरू निर्दिष्ट उद्देश्य अनुरूप सञ्चालन भए-नभएको जानकारी लिन आवश्यक अनुगमन गर्नुपर्ने तथा कार्यक्रमको प्रभावकारिता परीक्षण गर्ने प्रणालीको विकास गर्नुपर्ने देखिन्छ । यसैगरी अनुसन्धानात्मक लेख/रचना प्रकाशन कार्यलाई नियमित र व्यवस्थित बनाउँदा प्रभावकारिता बढ्छ । यसका साथै प्रत्येक विषयमा आवश्यक जनशक्तिको पूर्वानुमान गरी उपयुक्त मापदण्ड सहित भर्ना लिने र शोध लेखन, अभ्यास शिक्षण लगायतका प्रयोगात्मक कार्यलाई व्यवस्थित गरियो भने शिक्षकको पेसागत विकासमा सहयोग पुग्छ भन्ने यस लेखको निष्कर्ष रहेको छ । \u0000(Tribhuvan University is the largest institution for teacher education in Nepal. The Faculty of Education of Tribhuvan University produces trained teachers through various campuses affiliated. In this article, it is intended to discuss the role played by the Faculty of Education of the University in the professional development of teachers and some of the shortcomings observed there. In this article, the role of this institution is presented in a critical manner, including the experience, realization and self-reflection of the researcher based on the secondary sources of information. With the aim of making teaching more effective through various educational programs, it seems that Tribhuvan University has taken the aim of conducting experimental classes, making teaching and learning more effective with new methods and styles, and supporting the professional development of teachers by conducting research programs, but they are not able to achieve the expected results. It seems that there is a need to monitor whether the programs have been conducted in accordance with the specified objectives and to develop a system to test the effectiveness of the program. Likewise, the effectiveness of publishing research articles/compositions will increase if they are made regular and systematic. In addition to this, the conclusion of this article is that if the required manpower is estimated for each subject, admissions are taken with suitable criteria and experimental work such as research writing, practice teaching is organized, it will help in the professional development of teachers.)","PeriodicalId":278254,"journal":{"name":"Rupantaran: A Multidisciplinary Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117191729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gender Disparities among Employees in Private Schools: A Study of Four Private Schools in Kathmandu","authors":"Binda Khatri","doi":"10.3126/rupantaran.v7i1.52197","DOIUrl":"https://doi.org/10.3126/rupantaran.v7i1.52197","url":null,"abstract":"This study provides information about the employees' experiences and feelings about gender disparities at their schools. The study looked at four private schools in Bansbari, Kathmandu. The data was gathered in 2019 for my master's thesis. The four organizations that were chosen had 139 full-time teachers then. Out of 139 teachers, 48 were selected using the snowball sampling technique; participants were 28 women and 20 men. Information was gathered via a questionnaire and field visit. The outcome shows inequality in many areas, including remuneration, working hours, the hiring procedure, promotion time, permission to leave, wearing uniforms, and more.  \u0000The findings indicate that female employees began working earlier than their male colleagues. Female teachers were junior teachers at the time and rarely received promotions compared to male teachers. There were significant discrepancies in income; 28.57% of female employees received the lowest remuneration, or less than Rs. 11,000, while no male teachers fell into this category.","PeriodicalId":278254,"journal":{"name":"Rupantaran: A Multidisciplinary Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131280077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"प्राज्ञिक लेखनका अभिलक्षण र तत्वहरू(Characteristics and Elements of Academic Writing)","authors":"तिलकप्रसाद (Tilak Prasad) लम्साल (Lamsal)","doi":"10.3126/rupantaran.v7i1.52322","DOIUrl":"https://doi.org/10.3126/rupantaran.v7i1.52322","url":null,"abstract":"प्रस्तुत लेखमा प्राज्ञिक लेखनका विशेषता र तत्वहरूबारे छलफल गरिएको छ । यस क्रममा लेखनका विविध रूपहरूका परिप्रेक्ष्यमा प्राज्ञिक लेखनका विशेषता, तिनका अभिलक्षण र संरचक तत्वहरू माथि प्रकाश पार्दै तिनलाई उद्घाटित गर्ने काम गरिएको छ । गुणात्मक अनुसन्धान ढाँचामा आधारित यस लेखमा द्वितीयक स्रोतअन्तर्गत पुस्तकालयीय कार्यका माध्यमबाट पुस्तक र पत्रपत्रिकाहरूबाट प्राज्ञिक लेखनका प्रयोजन तथा उद्देश्यहरू, अभिलक्षण र तङ्खवहरू सँग सम्बन्धित सामग्रीहरू सङ्कलन गरिएको छ । वणर्नात्मक तथा विश्लेषणात्मक विधिको उपयोग गरेर सङ्कलित सामग्रीको प्रस्तुतीकरण गरिएको छ । प्राज्ञिक लेखनका स्थापित मान्यताहरूलाई सैद्धान्तिक आधार बनाइएको छ । त्यसै गरी लेखनका निश्चित मान्यताका आधारमा रही आफ्ना विचारलाई अरू समक्ष सटीक र वस्तुपरक ढङ्गले प्रस्तुत गर्नु प्राज्ञिक लेखनको प्रयोजन तथा उद्देश्य रहेको र प्राज्ञिक लेखन हुनका लागि शीर्षक चयन, समस्था कथन, प्राक्कल्पना, अध्ययन विधि र सैद्धान्तिक अवधारणात्मक ढाँचा, तर्क, कार्यकारण सम्बन्ध, प्रमाण, तथ्याङ्क, दृश्यमूलक सूचना, तालिकीकरण, परिभाषीकरण, विश्लेषण, निष्कर्षण र सामान्यीकरण एवम् उद्धरण तथा सन्दर्भसामग्री जस्ता तत्व वा उपकरणहरू आवश्यक पर्दछन् भन्ने तथ्यलाई अध्ययनको प्राप्तिका रूपमा लिइएको छ । त्यस क्रममा प्राज्ञिक लेखन बौद्धिकता र तार्किकताले सुसम्बद्ध र प्राविधिक रूपले सुसङ्गठित एवम् सुव्यवस्थित रहेको र ज्यादै औपचारिक शैलीमा कुनै विषयलाई विविध कोणबाट आलोचनात्मक दृष्टिले विश्लेषण गरेर खास प्राज्ञिक जिज्ञासाको उत्तर वा समाधान खोज्ने काम गरिन्छ भन्ने निष्कर्षसमेत प्रस्तुत गरिएको छ ।\u0000(In the present article, the characteristics and elements of academic writing have been discussed. In this process, from the perspective of various forms of writing, and the characteristics and structural elements of academic writing have been highlighted. In this article, based on the qualitative research framework, materials related to the purposes and objectives, characteristics and skills of academic writing have been collected from books and newspapers through library work under secondary sources. The presentation of the collected material has been done using descriptive and analytical methods. The established norms of academic writing have been made a theoretical basis. In the same way, the purpose and objective of academic writing is to present one's thoughts to others in a precise and objective manner based on the certain norms of writing, and for  an academic writing, the title selection, system statement, hypothesis, study method and theoretical conceptual framework, logic, causal relationship, have been found to be essential. The fact that components or tools such as statistics, visual information, tabulation, definition, analysis, extraction and generalization and citation and reference materials are needed is taken as an achievement of the study. In that process, the conclusion is also presented that academic writing is intelligently and logically connected and technically well-organized and well-managed, and in a very formal style, a subject is analyzed critically from various angles to find an answer or solution to specific academic questions.)","PeriodicalId":278254,"journal":{"name":"Rupantaran: A Multidisciplinary Journal","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114210705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Overview of Mathematics Laboratory in School Level Education in Nepal","authors":"Rajendra Kunwar","doi":"10.3126/rupantaran.v7i1.52208","DOIUrl":"https://doi.org/10.3126/rupantaran.v7i1.52208","url":null,"abstract":"The article explores the discourse of mathematics laboratories concerning classroom teaching. It focuses on the mathematics teachers' knowledge and awareness about the use of mathematics laboratories and their importance, especially in school-level education in Nepal. The study is descriptive in nature. It is chiefly based on the review of previous literature. This article presents a short glimpse into mathematics education, teaching mathematics, and an outline of mathematics laboratories precisely. It also discusses the different aspects of the mathematics laboratory. The mutual support for transforming knowledge through classroom practice in teaching and learning mathematics to overcome the constraints has also been discussed. Also, it provides ways of sharing experiences by working together with the use of varied modern tools and technology in the classroom practice that helps to encourage the students to take part in the learning process actively and make them clear different mathematical concepts as well. It also suggests the establishment and utilization of a mathematics laboratory for the concerned mathematics teachers and administrators of the school to facilitate and conduct effective mathematics teaching.","PeriodicalId":278254,"journal":{"name":"Rupantaran: A Multidisciplinary Journal","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125933525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"भाषा शिक्षणमा सूचना प्रविधिको आवश्यकता र महत्व (Need and Importance of Information Technology in Language Teaching)","authors":"म. अधिकारी Adhikari","doi":"10.3126/rupantaran.v7i1.52316","DOIUrl":"https://doi.org/10.3126/rupantaran.v7i1.52316","url":null,"abstract":"शैक्षिक प्रविधि त्यस्तो शाखा हो, जसले विज्ञान मानोविज्ञान, समाजशास्त्र, सञ्चार जस्ता विविध प्रशाखाका विधि सिद्धान्त र अवधारणालाई आधार मान्दछ । हिजोको शिक्षा घोकन्ते भएकाले शिक्षण प्रक्रियालाई विद्यार्थीकेन्द्रित र व्यावहारिक बनाउन शिक्षण प्रविधिको उपयोग आज बहुपक्षीय पद्धतिका रूपमा स्थापित भएको छ तसर्थ शिक्षण विविध तथा प्रविधिमा बाल पद्धति, सहभागितामूलक पद्धति र एकीकृत पद्धति जस्ता नवीन पद्धतिको अवलम्बन गर्ने गरेको पाइन्छ । शिक्षामा प्रविधिको प्रयोग गर्नाले शिक्षण समस्यालाई प्रक्रियागत ढङ्गले व्याख्या गर्न सकिने सिकाइलाई सरल र सहज बनाउन सकिने शिक्षामा नयाँ नयाँ ज्ञान सिपको खाजी गर्ने अवसर प्राप्त हुने गर्दछ । शैक्षिक क्षेत्रमा शिक्षण प्रविधिको प्रयोग गर्नुको मूल ध्येय भनेको मानिसमा भएका ज्ञान, सिप, क्षमताका साथै अन्य भौतिक साधन र स्रोतको अधिकतम उपयोग गराउनु, शिक्षण सिकाइ सम्बन्धी कार्यकलापको सङ्गठन गर्ने, सुधार गर्ने र उत्प्रेरणाका प्रविधि (उपकरण) हरूको प्रयोग गरी शिक्षक र सिकारुको उपलब्धिमा सकारात्मक परिवर्तन ल्याउनु रहेको छ । यस लेखमा प्रविधिको प्रयोगसम्बन्धी भाषाशिक्षकहरूको धारणाका लागि प्राथमिक स्रोतका सामग्रीको प्रयोग गरिएको छ । गुणात्मका ढाँचामा यो लेख संरचित छ र यसमा नेपाली भाषाशिक्षणका क्रममा शिक्षकहरूले प्रविधिको प्रयोग गर्दाको अवस्था र त्यसको प्रभावलाई उल्लेख गरिएको छ । प्रविधिले यान्त्रिक वा प्रविधि (उपकरण) सँग सम्बन्धित तौरतरिकाको मार्गदर्शन पनि गर्दछ । प्रविधि अन्र्तगत कठोर  प्रविधि (हार्डवयर) र कोमल प्रविधि (सफ्टवयर) पर्दछन् । सबै भौतिक वस्तुहरू उपकरण प्रविधिहरू हार्डवयरका रूपमा प्रयोय गरिन्छ । मेकानिकल, इलेक्ट्रिकल अन्य उपकरणहरू जस्तै; मेसिन, कम्युटर, प्रोजेक्टरहरू खाली कागज, खाली फिल्म, खाली भिडियो क्यासेट, सेलफोन र खाली क्यामेरा आदि सबै हार्डवयर हुन् । हार्डवयर कठोर प्रविधिको माध्यमबाट प्रयोग गरिने खालका शिक्षण सामग्री, पाठ्यक्रम निर्देशन सामग्री, शिक्षण विधि र तरिका आदि सफ्टवयर (कोमल) प्रविधि हुन् ।\u0000{Educational technology is such a branch, which considers the methods, principles and concepts of various disciplines such as science, psychology, sociology, and communication as a basis. Because of today's education, the use of teaching technology to make the teaching process student-centered and practical has been established as a multi-faceted method. Therefore, new methods such as children's method, participatory method and integrated method are adopted in teaching. By using technology in education, teaching problems can be explained in a procedural manner and learning can be made simple and easy. The main goal of using teaching technology in the educational field is to make the maximum use of knowledge, skills, abilities and other physical means and resources in people, to organize, improve  the teaching and learning activities and to make a positive change in the achievement of teachers and students by using the techniques (tools) of motivation. In this article, information from primary sources have been used for the perception of language teachers regarding the use of technology. This article is structured in a qualitative format and it discusses the situation when teachers use technology during Nepali language teaching and its","PeriodicalId":278254,"journal":{"name":"Rupantaran: A Multidisciplinary Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127784642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School Dropout of Dalit Students at Basic Level in Nepal","authors":"Jiwan Kumar Mishra","doi":"10.3126/rupantaran.v7i1.52203","DOIUrl":"https://doi.org/10.3126/rupantaran.v7i1.52203","url":null,"abstract":"This paper examines the situation of school dropout students at basic level in Nepal. The term dropout refers to a person who has abandoned a course of study. The focus of the analysis has covered one of the most privileged groups of Nepalese society in a community schools of Nepal, which is known as Dalit. In this paper the dropout refers to Dalit students who dropout of school before completing a course of instruction. . For this purpose, quantitative research design was applied to collect data. Both primary and secondary data were used and questionnaire method was applied to collect primary data. Secondary data were collected from the official records of schools. The finding shows that Dalit students are facing the dropout problem before completing basic level. The finding also indicates that Dalits are considered one of the disadvantaged group of Nepalese society as well as backwards in terms of socio-economic status and education. The caste and gender discrimination has also played a significant role to increase dropout of Dalit students. The government of Nepal has declared various lows, policies and program to increase students' participation and   to ensure equal access in education of Dalit students. However, the rate of dropout Dalit students are higher than other groups of people. As a result, at the basic level continues to grow, yet its high dropout rates remain a pressing and complex problem in Dalit community.  ","PeriodicalId":278254,"journal":{"name":"Rupantaran: A Multidisciplinary Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126364698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}