Early Childhood Education

An effective and comprehensive induction program is imperative to support the beginning teachers and also helps the policy makers to reform the educational strategies for the beginning teacher’s retention and better student achievements. The empirical literature defines the word induction is simply defined as the beginning teachers' orientation seminar and workshop to support in the first years of their teaching, and also defined the induction as a comprehensive, multi-year process designed to introduce new teachers to the academic standards and vision of the district and nation (Wechsler et al, 2010). In more details, the induction program is a strong educational tool which gives the reflections of the overall teaching skills to beginning teachers for their continuous professional development (Moss, 2010). The elements of an effective and comprehensive induction program are embedded with proactive mentor’s support, adequate administrative support, achievement of high student success, adequate collegial support, and strong personal contacts with parents (Corbell et al, 2010). The empirical literature reveals that more than 46% of all teachers in public schools leave the profession within their first five years of teaching in the United States. The same scenario has also been taken place in Nepal as well (Bhandari, 2011). The key reasons for the new teacher's dissatisfaction are deeply rooted in the school environment that covers poor administrative and parental support, difficult teaching loads, heavy administrative loads, feeling of powerless and lonely, and conflicts with colleagues. More significantly, the intensive role of a mentor is the most influential factor to beginning teacher retention (Ingersoll and Smith, 2004). This study will also evaluate the impacts of the elements of an effective and comprehensive induction and mentoring program to beginning teacher retention/attrition, and also, review more than twenty empirical articles entitled with the induction and mentoring programs to support the beginning teacher retention and professional development.

Ethics in research is imperative in this contemporary world for a good and quality research because many complications and sensitive ethical issues of human beings have been increasing day by day so that my research work is also not excluded from these types of possible ethical complications. I learned a good lesson of ethics in research that there is always the possibility of ethical threats continuously from the beginning to ending of my research work. It is not possible to identify all potential ethical questions or adjudicate on what is correct researcher behaviour. This module projects me with a greater awareness and fuller understanding of the ethical dilemmas and moral issues of a scientific research work prowling in the interstics of the research process. I learned that all problems can't be anticipated by the codes of ethics but they can minimize the threats of our research activities. I am reflected that there is a six-fold advantage in fashioning a personal code of ethical practice which can support me to manage my research processes. The first one is that a code establishes one as a member of the wider scientific community having a shared interest in its value and concerns. The second one is that a code of ethical practice makes me aware of my right obligations to my subject and also to those problems area where there is a general consensus about what is acceptable and what is not, i.e. clarificatory vale. The next one is my professional behaviour which should be guided by a principled codes of ethics, then is possible to consider that there may be alternative ways of doing the same thing, the forth-one is that a balanced code can be an important organizing factor in my perceptions of the research situation, and such a may assist me in my need to anticipate and prepare.

Ethics in research is imperative in this contemporary world for a good and quality research because many complications and sensitive ethical issues of human beings have been increasing day by day so that my research work is also not excluded from these types of possible ethical complications. I learned a good lesson of ethics in research that there is always the possibility of ethical threats continuously from the beginning to ending of my research work. It is not possible to identify all potential ethical questions or adjudicate on what is correct researcher behaviour. This module projects me with a greater awareness and fuller understanding of the ethical dilemmas and moral issues of a scientific research work prowling in the interstics of the research process. I learned that all problems can't be anticipated by the codes of ethics but they can minimize the threats of our research activities. I am reflected that there is a six-fold advantage in fashioning a personal code of ethical practice which can support me to manage my research processes. The first one is that a code establishes one as a member of the wider scientific community having a shared interest in its value and concerns. The second one is that a code of ethical practice makes me aware of my right obligations to my subject and also to those problems area where there is a general consensus about what is acceptable and what is not, i.e. clarificatory vale. The next one is my professional behaviour which should be guided by a principled codes of ethics, then is possible to consider that there may be alternative ways of doing the same thing, the forth-one is that a balanced code can be an important organizing factor in my perceptions of the research situation, and such a may assist me in my need to anticipate and prepare. The second last advantage of code is that a code of practice validated by my own sense of rightness will help me to develop an intuitive sensitivity that will be particularly helpful to me in dealing with the unknown and unexpected, particularly in my qualitative interviews. The last advantage of a code is that the practice of a code will bring discipline to my awareness for the better research planning and implement the codes of conduct in my ongoing research project (Cohen et al, 2007; Broom, 2006; Houghton et al, 2012).

Networking is a crucial strategy to be globalized as well as leader in the international market. The networking between Nepal, Finland and Portugal sounds wonderful and  contemporary. All interested parties and institutions are welcome to join in this innovative idea.

Recent increases in female labour migration to European and Arabic countries have invited an upwelling of interest in how the absence of the mother and wife for long periods of time affects the left-behind family members, particularly children in Nepal, India, and China. The empirical studies on migration reveal that the extended family, especially female relatives, is often called on for support in childcare during the mother’s absence. With 1,600 individuals leaving for foreign employment every day in Nepal so that foreign labour migration has become an intrinsic part of the lives of Nepalese people. It is not yet clear that how childcare arrangements are made in Nepal (Sijapati et al, 2015). More significantly, illegal female migration has been on the rise since labour-migration culture began in Nepal and the issue still increases today.  In so doing it will draw attention to the enduring influence of social norms on the organization of family life due to the increasing volume of female migration in international markets (Yamanaka, 2010).  Additionally, the increasing issue of illegal migration has created numerous social problems that have threatened the safety of the migrants in the receiving countries and also their families back at home countries.
This study will apply a mixed methods research where the in-depth qualitative interviews will be conducted with 20 left-behind children, 5 state stakeholders who work in Nepalese Ministry of culture and population, and 5 representatives of None Governmental Organizations working in the favour of vulnerable children to know the impacts on children health, education, socio-psychological factors, and child rights in Nepal. This study also apply the survey study where more than 250 respondents (teachers, nurses, social workers, and representatives) will be sent the survey questionnaires to collect data for this study. Furthermore, it also aims to reveal complexities around childcare in the context of transnational labour migration. An immediate step has to be taken for both sender and recipient countries to act collaboratively solving this emergent issue.

An effective and comprehensive induction program is imperative to support beginning teachers for their professional development (Wechsler et al, 2010). A satisfactory level of support from each element of a comprehensive induction program and the level of teacher’s job satisfaction are two sides of a same coin (Corbell et al, 2010). The empirical literature reveals that more than 46% of all teachers leave the profession within their first five years of teaching in the United States. The same scenario takes place in the Nepalese context as well (Ingersoll and Smith, 2011; Bhandari, 2011).

Recent increases in mother’s out-migration to international labour markets have invited an upwelling of interest in how the absence of a mother for a long period of time affects the girls under 16 years old on their education, health and psychosocial development in Nepal. The empirical studies on mother’s out-migration reveal that the extended family, especially mother’s relatives, is often called on for support in childcare during the mother’s stay in the international labour market. With 1,600 individuals are leaving for foreign employment every day so that international mother’s out-migration has become an intrinsic part of the lives of Nepalese people. It is not yet clear that how childcare arrangements are made in Nepal More significantly, illegal mother’s out-migration has been on the rise since labour-migration culture began in Nepal and the issue still increasing today (Sijapati, 2015). In doing so, it will draw the attention to the enduring influence of social norms on the organization of family life due to the increasing volume of mother’s out-migration in international labour markets. Additionally, illegal migration has been on the rise since labour-migration culture began in Asia which has created numerous social problems that have threatened the safety of the migrant’s mothers in the receiving countries and their left behind girls back at home.

Recent increases in mother's labour migration to European and Arabic countries have invited an upwelling of interest in how the absence of the mother for long periods of time affects the girls' overall development. The empirical studies on mother's out-migration reveal that with 1,750 individuals leaving for foreign employment every day in Nepal. The purpose of my study was to examine the negative impacts of mother's out-migration to the left behind girls on education, health and psychosocial development in Chitwan District Nepal. For the intent of this study, girls of migrant households were defined as the left behind girls who serve household jobs. A mixed methods design was used to collect data for this study where the survey and qualitative interview were used as research methods. A five-point Likert scale survey questionnaire and the semi-structured interview were used as research instruments. The respondents were selected from a random sampling method. Total 219 the survey questionnaires were returned by the returnees which was more than 90%. Approximately, 45% of the sampled girls were under 12 years old and

The main objective of the orientation program was to deliver knowledge on SMART education in the 21st century. My special focus is on the school principals to deliver some key leadership tips to make SMART education  successful. The results show that principals of  Nawalpur were looking for more practical management skills based on psychosocial tips to manage their teachers, parents and their students. The results of the orientation program highlighted the SMART education needs to go school by school in Nawalpur.

Teachers' motivation is a foundation of the quality education in community schools in Nepal. They have to be motivated for delivering their full effort during the teaching period. The results showed that teachers have not motivated yet in government community schools in Chitwan District. Some of the community schools have tremendously improved their education quality but very few schools are noticed in the progress of the students and national results of SEE.  The results also show that teachers are not fully responsible for delivering quality education in their corresponding schools. The data say that Bhimodaya Secondary School Padampur, Janagayetri Secondary School Pithuya, and Bairaya Secondary School Bairaya Chitwan have already headed for the quality education.

The primary objective of this study was to examine the perceptions of the parents of Chitwan District on their preferences to send their sons at institutionalized schools and daughters at community schools. This study has applied the qualitative research approach where the qualitative interview along with the Semi-structured interview was used to collect data from the fifteen sample interviewees of family heads at Ratnanagar Chitwan of Nepal. The interviewees were selected purposively. The previous studied reveal that Nepalese society is still male dominated to educate their children. The results show that out of fifteen interviewees, seven were female and eight were male household's head. The results show that the parents had greater preference to send their sons at institutionalized schools and daughters at community schools signifying that their sons were enrolled at institutionalized schools and daughters at community schools. The results also indicate that parents were found more willing to spend a large amount of their income for son's education but often hesitate to spend their income on their daughters' education. The results also show that sons were god's gift and mentally and politically strong by nature" and insisted on sons' preference signifying for their quality education via expensive institutionalized schools. The results disclosed that highly educated girls had violated the Nepalese social norms and ritual cultures and also concluded that keeping a girl uneducated had the potential to preserve traditional values, particularly in reference to patriarchal hierarchy. The implication of this study will be beneficial to the policy makers to focus on gender equality in the childhood education in Nepal. The limitations of this study were limited number of interviewees involved in the study and generalization of the finding to the similar context.

Dear International Donor Organizations, different funding institutions and helping hands We are introducing new model of community school's quality enhancement research-based project in Chitwan district of Nepal. The primary objective of Saraswoti Kendra (Centre) Nepal is to enhance education quality in community schools and to minimize the absenteeism of disadvantaged students of marginalized communities in Chitwan district. We are working with disadvantaged communities and students in order to improve their education quality as well as their regularity in schools. We are also motivating teachers to contribute our students for the best lifelong skills through practical education.

Education is a pillar of every country in the world. Through education, literacy levels go high, and human resources are enhanced. Because of the needs of the education sector, most governments engage with NGOs in meeting their needs. This makes the process sustainable, by bringing together all the stakeholders, including then civil society. Among other things, NGOs are a source of expertise in the education sector. Since NGOs are ran by people with professional skills and specialized people on board, they can use this capacity empower the sector. In some cases, NGOs establish colleges for teacher and other personnel that work in schools. This is a complement as most governments especially in the developing world experience high rates of shortage of teachers. By training teachers, NGOs also help the Government to cut down on its expenditure of either building more training facilities or outsource services.