Nepal Lok Sewa Education Service Officer key terms

A learning process described by B. F. Skinner in which a behaviour becomes more or less likely depending on the consequences that follow it, such as reward, punishment or removal of a pleasant stimulus.

Vygotsky's idea of the gap between what a learner can do alone and what the learner can do with guidance from a more capable person, the space where instruction is most productive.

Temporary support a teacher or capable peer gives a learner on a difficult task, such as hints, models or prompts, which is gradually removed as the learner gains competence.

A sequence of four stages (sensorimotor, preoperational, concrete operational, formal operational) describing how children's thinking changes in quality from infancy to adolescence, with each stage building on the previous one.

A view of learning holding that learners actively build understanding by connecting new experience to what they already know, rather than passively receiving transmitted information from a teacher.

A learner's awareness and control of their own thinking, including planning how to approach a task, monitoring comprehension while working, and adjusting strategies after judging the results.

An approach in which all children, including those with disabilities, marginalised groups and different learning needs, learn together in the same school with adjustments made so that each can participate and succeed.

A hierarchical classification of educational objectives, originally knowledge through evaluation and later revised as remembering, understanding, applying, analysing, evaluating and creating, used to write objectives and questions at varied levels of thinking.

Planning lessons so that content, process, product or learning environment are varied according to students' readiness, interests and learning profiles, while all students work towards the same core outcomes.

An instructional arrangement in which small, mixed-ability groups work on a shared task with positive interdependence and individual accountability, so members help one another while each remains responsible for their own contribution.

A scaled-down teaching practice in which a trainee teaches a short lesson to a small group, receives structured feedback, and then re-teaches the improved lesson, usually within a teach-critique-reteach cycle.

A written outline prepared before teaching that states objectives, prior knowledge, materials, sequence of activities, time allocation and assessment, giving a teacher a structured guide for a single lesson.

A method in which students investigate genuine questions, gather and interpret evidence, and construct and defend explanations, with the teacher guiding the process rather than supplying ready answers.

The whole planned set of learning experiences offered by a school, including aims, subject content, sequencing, teaching approaches, materials and assessment, whether written down formally or experienced in practice.

Bruner's design principle that key concepts are reintroduced at later stages in increasingly complex form, so that learners revisit the same ideas with greater depth and sophistication as they progress.

A common instructional design framework with five phases: analysis of needs and learners, design of objectives and strategies, development of materials, implementation of instruction, and evaluation of results for improvement.

Clear statements of what learners should know, understand or be able to do by the end of a lesson, unit or programme, written in observable terms so that achievement can be assessed.

A school-level body that oversees a community school's planning, resources and accountability, including parent or guardian representation, and in which the head teacher usually serves as member-secretary.

A document prepared by a school, usually after self-assessment, that identifies priority problems, sets measurable targets, and lists activities, responsibilities, timelines and resources for raising school quality.

Shifting decision-making authority, resources and accountability for schools from central agencies to provinces, local governments, communities and school bodies, so that planning responds to local needs.

A systematic process of setting educational goals, forecasting needs and enrolments, and allocating teachers, buildings and budgets so that stated targets can be achieved within available resources and time.

The constitutional provision in Nepal's Constitution of 2072 guaranteeing every citizen access to basic education, with free education up to the secondary level for citizens who are financially weak or unable to bear the cost.

The policy and legal commitment that basic schooling, from early childhood through the basic level, must be provided without fees and that all children of that age group must attend and complete it.

Nepal's principal school education legislation, enacted in 2028 Bikram Sambat (1971), which provides for the establishment, management and regulation of schools, teachers and educational bodies, and has been amended repeatedly.

A constitutional body in Nepal responsible for recommending candidates for appointment, promotion and transfer in the teaching service, mainly through competitive examinations and interviews for public school teachers.

Nepal's sector-wide programme for school education covering the period from 2016 to 2023, organised around access, quality, equity and institutional capacity, and financed jointly by the government and development partners.

The arrangement under Nepal's Constitution of 2072 that shares school education responsibilities among federal, provincial and local governments, with local levels (palikas) responsible for managing basic education in their areas.

Assessment carried out during teaching to gather evidence about where learners are, so that feedback and instruction can be adjusted promptly; its marks may also guide but do not primarily determine final grades.

Assessment conducted at the end of a unit, term, course or level to judge how much learning has been achieved and to report or certify results, rather than to adjust ongoing teaching.

The extent to which a test or assessment measures what it is intended to measure and supports the inferences and decisions made from its scores, including content, construct and predictive aspects.

The consistency or dependability of scores across repeated administrations, different items or different raters, so that a test yields similar results when the underlying ability has not changed.

A test interpreted by comparing a learner's performance with a fixed standard, such as stated learning outcomes or a mastery cut-off, rather than with the performance of other test takers.

A school-based approach used in Nepal's schools in which teachers assess students regularly through class work, projects, observation and short tests, record the results and use them towards promotion and reporting.

A scoring guide that lists the criteria for a task and describes levels of performance for each criterion, helping teachers judge work consistently and helping students understand what good performance looks like.

A measure of how far scores spread around the mean, calculated as the square root of the average squared deviation from the mean; a larger value indicates greater variability among learners' scores.

A statement, tested statistically, that there is no real difference between groups or no relationship between variables; researchers decide whether sample evidence is strong enough to reject it.

A small-scale, cyclical enquiry conducted by teachers or practitioners, usually moving through planning, acting, observing and reflecting, in order to understand and improve their own practice or school situation.

The Sustainable Development Goal that commits countries to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by 2030, covering access, completion, skills and teacher supply.

The conduct of public affairs through transparent, accountable, participatory and lawful processes, with efficient use of resources, responsiveness to citizens and equitable treatment of all groups.

The right of citizens, protected by Nepal's Right to Information Act of 2064 Bikram Sambat, to seek and receive information held by public bodies, subject to limited legal exemptions, thereby supporting transparency and accountability.