Teacher Service Commission
The results of Teacher Service Commission, the candidates participating in the open competitive written examination of the secondary level third grade teacher post held on the 12th and 15th of Chait 2078 and 9th of June 2079 have started to be published from this 20th of August.
In the written examination of secondary level science teachers conducted by the Teachers Service Commission, 63 candidates less than demand were selected for the interview. Except for Bagmati, all the provinces have passed less than the quota. The same is the case with the results of the written examination of mathematics.
A total of 15 people participated in the exam conducted for 17 people in Madhesh for mathematics. Only 4 people have been selected for the interview. 148 less than the required number of students who passed the mathematics exam across the country.
The results of the integrated Teacher Service Commission written examination of Nepali, English, Mathematics and Science subjects have been announced. Often the result is that supply does not match demand. A more inclusive quota has its merits. This has added a major challenge to teacher supply. There is a shortage of teachers in the classroom.
The Teacher Service Commission examination should be carried out in a specialized manner, but it is not at all fruitful to conduct it in a generalized way. The experts should have noticed. In the classroom, content, style and teaching methods are more important than general knowledge. But unfortunately, that didn’t happen. Our ancestors had no style. The subject matter was wide, but now again their style is gaining priority.
The new curriculum did not look visionary and mature at all. This is shown by the results of the Teachers Service Commission examination if we take mathematics as an example.
140 gave the subject test in Province 1 with the highest number of subjects in mathematics. While 76 people asked for 28 people, in Madhes province only 17 people asked for 4 people out of 17 people’s requests, 54 people in Bagmati province out of 177 people took the subject exam, 54 people in the quota of 59 people, in Gandaki province 150 people gave the subject exam, 32 people out of 55 people’s demand, in Lumbini 73 people. 14 out of 37 people have given the subject test, in Karnali, only 8 out of 29 people have given the subject test and in Sudurpaschim Province out of 45 people have given the subject test only 11 out of 16 people have been selected for the interview.
In other subjects too, the results are not satisfactory. There was no possibility of selecting good teachers from this. If the general knowledge test is taken after the subject…
After first passing the subject test only the general knowledge test was to be taken. In other words, those with subject proficiency were left out at the beginning as the practical examination should be compulsory. Such a result is bound to happen when the subject is followed. To become a teacher, it was not practical to reduce the subjects of education and learning skills and make a mug about the climate, the sea, the height of the mountains, and the earth.
Teaching methods, methodology, style, classroom problem solving, learning problem-solving research, changing modern science technology, information technology and curriculum are important to the subject teacher. But it was not focused there. This is an educational service. Changing children’s minds and behaviour is art. It should have been understood that there was no filling, verification, record keeping and acceptance of the customer’s form like in public service.
The curriculum is subject to constant improvement, modification and change. Evaluation should also be made real, timely and scientific. The selection process should be made credible and valid. Even though it is mentioned in the practical exam regulations, what we do not understand
Never happens. This is a sad aspect. This means that practical knowledge and skills will come to the child’s home, society and life, will be learned, and will happen, why should it be taught in school? From this, it is concluded that the school will make the child more theoretical and less practical. Isn’t teaching 100 per cent practical work? The commission measured the loss of teachers’ teaching skills through practical tests.
Moreover, if there is a mandatory arrangement for the teacher to take the theoretical exam of the commission only after 5/6 months of teaching experience, how much experience will there be from teaching in name only? Is it not necessary to modify it?
Benjamin Franklin said – You may be late but not in time. There is still time. Take lessons from it and create a completely practical course. Adopt an unbiased and genuine evaluation method. It is not just taking the theoretical exam.
The result of the written examination has already indicated the speed of revision of the syllabus. The theoretical course is now over. Now classrooms and students are different. Time is changing at a rapid pace. The world has changed. Children need style, art, problem-solving, and life skills.
The curriculum should be designed and selected accordingly, not because more teachers can fail, but because teachers can give better class presentations. Otherwise the same results. Therefore, it seems that the Teachers Service Commission should revise the syllabus soon. We have a situation where thousands of people go to study abroad, and only relatively weak ones study in the Faculty of Education.
The education sector is also declining due to the fact that the license examination is after the commission examination, the teaching profession is not dignified and respected, there is no quality product, there is a need to spend money, and school education is kept under the local level, poor teaching in universities, and low investment in education.
The results of the written examination of secondary teachers conducted by the Teachers Service Commission indicated the same Stakeholders should pay immediate attention to this. Realizing that education, teaching and research are the main backbones of the nation’s development, it is necessary for the state to invest at least 20 per cent in education.
Therefore, the service commission remains a challenge in the supply of teachers until they revise the curriculum, determine the modern evaluation system, make the teaching profession dignified and respected, produce quality students, increase investment in learning, and make the teaching profession attractive by entering the service.