Introduction

This curricular program is designed to prepare middle level competent human resources as Early Childhood Development Facilitators equipped with knowledge, skills and attitude of discipline for that level. They can provide services at the growing child development centres, day care centres, home based ECD services, Montessori, Kindergarten, inclusive pre- schools as well as innovative services with related international non-governmental organisations or can benefit from self- employment.

Ministry of Education, Science and Technology of Nepal Government has implemented the letter grading system in School Education Examination (SEE) since 2072 B.S. The door of Pre-diploma curricular programme is open for those students who have appeared in the SEE examination and achieved any GPA and grade in any subject. Aiming to target at such students and ECD promoters, the curricular programs of TSLC of 29 months and 15 months have been converted into 18 months to make uniformity among different Pre-diploma curricular programs.

The council for Technical Education and Vocational Training (CTEVT) has been developing and implementing Pre-diploma level Apprenticeship curricular programs. The Apprenticeship training program is one of the distinct training modalities under the Enterprise-based curricular program. It is dual training system (DTS) and it involves an instructional mode of delivery for technology-based education and training in which learning takes place in two venues: the technical school or training institute and the company or industry (Resource Organizations). It is also known as combined form of institute based training and industry practice or industrial training curricular program. In addition, practice in an industry practice is also a means of instruction. Here, the term industry is not a single area, it is meant generally to include all the sectors of the economy in our community, which range from the manufacturing firms, service shops, business establishments, government agencies to the NGOs that employ the mid-level technical manpower that are trained by TVET institutions as well as colleges and universities to other types of training institutions.

UNESCO-UNEVOC defines apprenticeship as a ‘unique form of vocational education, combing on- the-job learning and school based training, for specially defined tasks and work processes. It is regulated by law and based on written employment contract with a compensatory payment, and standard social protection scheme. A formal assessment and a recognized certification come at the end of a clearly identified duration.’

Apprenticeship is a form of vocational training in which the apprentice learns a trade or craft in dual system consisting of both schooling and ‘training on the job’ where they are generally an employee contract (Mincer, 1962).

This curricular program is designed for apprentices willing to learn integrated holistic aspects of early childhood development Integrated Services through Early Childhood Development Facilitation curricular program. In this curricular program, the expected apprentices will learn basic knowledge and skills of early childhood development related courses and other core courses in technical schools or training institutes and learn the rest of knowledge and skills of the curricular program at related Early Child development centres, Day care centres, Pre-schools schools, Montessori, Kindergarten and Inclusive ECD center. In addition, attitude of an apprentice is one of the important aspects of learning along with knowledge and skills. The training, provided by the technical institutes or schools will be linked with the Early Child development centres, Day care centres, Pre-schools schools, Montessori, Kindergarten and Inclusive ECD center; will furnish the entire educational processes of the curricular program. The Early Child development centres, Day care centres, Pre-schools schools, Montessori, Kindergarten and Inclusive ECD centers serve as the practice venues. The apprentices are expected to lean through the real of world of work experiences at the actual in various modalities of Early child development centres. There will have the tripartite training agreement among apprentices, sponsoring industries and training institute for implementing this curricular program.

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Rationale behind designing this curricular program is to acquire competencies by an apprentice through his/her

different forms of child developmentcentresforfacilitation.Italsoallowsanapprenticetoinvolveinpre-and-postoperationphasesof Early childhood development centre/Pre-schools/ Day care centre/Montessori/inclusive pre-school. Furthermore, after

certification such graduates will provide quality services in ECD sub-sector.

This curricular program will be implemented as an apprenticeship mode of learning. This program is based on practical exposure in different areas as required. In every subject, theoretical contents will be delivered and explained will be followed through demonstrations by the instructors and in all the tasks, apprentices will be asked to practice by themselves through do-it-yourself/hands-on practice so that they could internalize what they have learned in the institutes and related industries.

This curricular program will be implemented and operated as based on the Apprenticeship Training Operation Working Procedures, 2075 B.S.

Curriculum Title

The title of this curricular program is Pre-diploma in Early Child Development (ECD) Facilitation (Apprenticeship).

Program Aim

The aim of the program is to prepare middle level competent early childhood development human resources as Early Childhood Development Facilitator in the early child development sub-sector of education to serve in Early child development centres, Day care centres, Home based ECD service, Montessori and other related inclusive Pre- schools in the rural and urban area of in Nepal.

Program Objectives

The program has following objectives to:

1. Operationalize ECD centres and Preschools and Pre-primary schools effectively;

2. Develop front-line human resources in the field of early childhood education;

3. Prepare competent middle level ECD facilitator/educator;

4. Apply ECD policy and program efficiently as an implementer and supervisor;

5. Promote innovative practice in the sector of ECD early childhood development and

   education;

6. Serve in growing ECD service sector in the field of multisector programs ;

7. Facilitate in establishing and managing well equipped, safe and quality ECD education;

8. Facilitate in strengthening holistic early childhood development activities;

9. Apply National ECD strategic plan and program in collaboration with local government ;

   and

10. Coordinate and share report to stakeholders based on evidences.

Program Description

This curricular program is based on the job require to be performed by middle level ECD educator as Early Childhood Development Facilitator at Early Childhood development centres, Pre- School, day care centres, home based ECD service, Montessori and Inclusive Pre- schools in the rural and urban area of in Nepal. This program includes various aspects of early childhood Development and early education system of education sub-sector as Child Developmental Psychology, Child's Learning Strategies, ECD Policy and Programs, Parents Community Partnership, Integrated Thematic Approach, ECD Center Management, and Health, Nutrition, Safety and Protection. In addition, Applied Communication and Professionalism, Computer Application, and Entrepreneurship Development subjects are also offered here. The expected

engagement in hands-on practices (the real world of work experiences) as he/she involves in

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apprentices will learn basic skills and knowledge in institutes and learn in-depth knowledge and skills at related above mentioned venues. Furthermore, workplace learning is envisioned in this type of technical educations.

Program Duration

This course will be completed within 24 months after the enrolment in a formal setting. The total duration for the curricular program will be 3880 hours in the 24 months (2 years) of period. Pre- training phase (maximum 15 weeks), 78 weeks are allocated for industrial practice or workplace learning at related early child development centers and at the last phase of the whole curricular program, four weeks Block Release is allocated. The Block Release program is conducted at the Institute.

There will have the tripartite training agreement among apprentices, sponsoring industries and training institute for implementing this curricular program. The Agreement terms and conditions will be implemented and operated as based on the Apprenticeship Training Operation Working Procedure, 2075 B.S. for the whole training period.

The details of the course duration are as follows:

1. Institute Based Training Phase:

   •   Pre training course:

   •   One day/week for 78 weeks:

   •   Block Released:

2. Industry Based Training (Hands on Practice)Phase: 65 weeks (78-13)

   •   Child Developmental Psychology

   •   ECD Policy and Programs

   •   Health, Nutrition, Safety and Protection

   •   Children Learning Strategies

   •   ECD Center Management

   •   Integrated Thematic Approach

   •   Parents Community Partnership

     Focus of Curriculum

1280 hours

15 weeks (600 Hours) 13 weeks (520 Hours) 4 weeks (160 Hours) 2600 Hours

65 weeks (2600 Hours)

10 weeks (400 Hours) 5 weeks (200 Hours) 7 weeks (280 Hours) 10 weeks (400 Hours) 13 weeks (520 Hours) 15 weeks (600 Hours) 5 weeks (200 Hours)

This is a competency-based curriculum. This curriculum emphasizes on competencies performance. 80% time is allotted for performance and remaining 20% time is allotted for related technical knowledge. So, the main focus will be on performance of the specified competencies in this curriculum.

Target Group

Target Location

The target location will be all over Nepal.

The target group for this program will be all interested individuals who have passed School Education Examinations (SEE) or equivalent to SEE pass.

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Group Size

The group size of this program will be a maximum of 40 (forty) in a batch.

Entry Qualification

Entry qualification of the applicants for Pre-diploma in Early Childhood Development (ECD) Facilitation curricular program should be SEE pass in any grade and any GPA obtained or SLC pass. S/he should have minimum of 16 years of age and fit physically for the curricular program or as per provisions mentioned in the admission guidelines of Office of the Controller of Examinations, CTEVT.

Entry Criteria

Individuals with following criteria will be eligible for this program:

Selection

Medium of Instruction

The medium of instruction will be in Nepali and/or English language.

Pattern of Attendance

The apprentice should have 80% attendance in theory classes and 90% in practical/industrial practice to be eligible for internal assessments and final examinations.

Qualification of Instructional Staff

•   Bachelor degree in the related field or Diploma in the related field with three years' experience

•   Good communicative/ instructional skills

•   Experience in the related field

  Teacher and Apprentice Ratio

   Overall ratio of teacher and student must be 1:10 (at the institution level).
   Teacher and apprentice ratio for theory class should be as per nature of classroom  Teacher and apprentice ratio for practical should be 1:10
   Minimum 75% of the teachers must be fulltime.

  Instructional Media and Materials

  The following instructional media and materials are suggested for the effective instruction, demonstration and practical.

•   Should submit SEE or SLC pass certificates

•   Should submit citizenship or birth registration certificate

•   Should pass entrance examination as administered by CTEVT

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•   Printed Media Materials (Assignment sheets, Handouts, Information sheets, Individual training packets, Procedure sheets, Performance Check lists, Textbooks etc.).

•   Non-projected Media Materials (Display, Photographs, Flip chart, Poster, Writing board etc.).

•   Projected Media Materials (Multimedia, Overhead transparencies, Slides etc.).

•   Computer-Based Instructional Materials (Computer-based training, Interactive video

  etc.)

•   Web-Based Instructional Materials (Online learning)

•   Radio/Television/Telephone

•   Education-focused social media platforms

  Teaching Learning Methodologies

  The methods of teachings for this curricular program will be a combination of several approaches such as; Illustrated Lecture, Panel Discussion, Demonstration, Simulation, Group work, Guided practice, Practical experiences, Fieldwork, Industrial practice, Report writing, Term paper presentation, Case analysis, Tutoring/coaching, Role-playing, Assignment, Heuristic, Project work and other Independent learning.

•   Theory: Illustrated lecture Discussion, Seminar, Interaction, Assignment and Group work.

•   Practical: Demonstration, Observation, Guided practice, Self-practice and Project work.

•   Industrial practice: Work place-based learning at the child development centres or day care

  centres or Montessori or other related inclusive Pre-schools under the supervision of industrial supervisor.

  Approaches of Education

  There will be inductive, deductive and learner-centered approaches of education.

  Examinations and Marking Scheme

  •   The subject teacher will internally assess learning achievements of apprentices in each subject during the instructions followed by a final examination at the end of curricular program.

  •   Continuous assessment will be adopted for institute based practical components.

  •   The marking weightage of industrial practice will be limited to practical only for the all subjects that they are offered in industrial practice. Moreover, proportions of internal

assessment and final examinations are as follows:

S.N.

Nature

Theory
Practical Industrial Practice

Internal Final Exam Assessment

50% 50% 50% 50% 50% 50%

Pass %

40% 60% 60%

1 2 3



 

There will be three internal assessments those to be administered by the institute and one final examination in each subject at the end of program. Moreover, modes of internal assessment and final examinations include both theory and practical or as per the nature of instruction as mentioned in the curriculum structure.

Continuous assessment will be adopted for institute based practical components. Each student must pass every internal assessment to appear the final examinations.

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•   Continuous evaluation of the students' performance is to be done by the related In- company Trainer/ Industrial Supervisor/Internal Guide to ensure the proficiency over each competency under each area of a subject specified in the curriculum.

•   Performance evaluation of industrial practice should be done by the related In-company Trainer/Industrial Supervisor/Internal Guide. In addition, on the basis of continuous assessments (at the interval of three months plan and program) an aggregate mark of each subject will be calculated for determining internal assessment marks of industrial practice.

•   Logbook an official document is used to record information on learning experienced by the learners attained during industrial practice or training. Both of In-company the Trainer/Internal Supervisor/Internal Guide and the apprentice are required to sign in the logbook as a skill or a task is confirmed and performed. In addition, the maintained logbook will be baselines for both formative and summative aspects of evaluation.

  Provision of Back Paper

  There will be the provision of back paper but the apprentice must pass all the subjects within three years from the enrollment date; however, there should be a provision of chance exam for the apprentices as per CTEVT rules.

  Disciplinary and Ethical Requirements

•   Intoxication, insubordination or rudeness to peers will result in immediate suspension followed by review by the disciplinary review committee of the institute.

•   Dishonesty in academic or practice activities will result in immediate suspension followed by administrative review, with possible expulsion.

•   Illicit drug abuse, bearing arms at institute, threats or assaults to peers, faculty or staff will result in immediate suspension, followed by administrative review with possible expulsion.

Grading System

The grading system will be as follows:

Grading

Distinction First division Second division Third division

Curriculum and Credits

Certificate Requirements

Overall marks

80% or above
75% to below 80%
65% to below 75%
Pass aggregate to below 65%

In this curriculum, each subject has its full marks and instructional hours; and instructional hours are divided into theory hours, practical hours and industrial practice hours.

The Council for Technical Education and Vocational Training, Office of the Controller of Examinations will award certificate of “Pre-diploma in Early Childhood Development (ECD) Facilitation” (Apprenticeship)” to those apprentices who gain a minimum mark of 60% in practical exam and 40% in theoretical exam in all subjects.

In addition, Industrial practice section has to be evaluated by keeping 1300 as full marks. The evaluation of the performance of the apprentice is to be carried out by the concerned industry where the apprentice is placed and the CTEVT unless otherwise directed by Office of the Controller of Examinations of the Council for Technical Education and Vocational Training. Here also the apprentice has to score 60% or above for successful completion of the curricular program.

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Career Path

The graduate will be eligible for the position equivalent to Non-gazetted 2nd class/level 4 (technical) in the government related organizations or as prescribed by the Public Service Commission of Nepal or the concerned authorities of Federal Democratic Republic of Nepal.

General Attitudes Required

An apprentice should demonstrate following general attitudes for effective and active learning. Acceptance, Affectionate, Ambitious, Aspiring, Candid, Caring, Change, Cheerful, Considerate, Cooperative, Courageous, Decisive, Determined, Devoted, Embraces, Endurance, Enthusiastic, Expansive, Faith, Flexible, Gloomy, Motivated, Perseverance, Thoughtful, Forgiving, Freedom, Friendly, Focused, Frugal, Generous, Goodwill, Grateful, Hardworking, Honest, Humble, Interested, Involved, Not jealous, Kind, Mature, Open minded, Tolerant, Optimistic, Positive, Practical, Punctual, Realistic, Reliable, Distant, Responsibility, Responsive, Responsible, Self- confident, Self-directed, Self-disciplined, Self-esteem, Self-giving, Self-reliant, Selfless, Sensitive, Serious, Sincere, Social independence, Sympathetic, Accepts others points of view, Thoughtful towards others, Trusting, Unpretentiousness, Unselfish, Willingness, Work-oriented.