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Using Kirkpatrick’s Levels in Nepal Education

Submitted by  on April 3rd, 2014

Nepal teachers in training roomMy valued reader in Nepal, Dr Brian Metters, wrote to me after he read my piece on How Training Works. In this article, I explore how we can work the Kirkpartick model of training evaluation in reverse to gain practical insights into how to make our training programs more effective.

Brian explained how his Nepal Education Leadership Foundation (NELF) is using the Kirkpatrick four-level model to improve the standard of teaching in Nepal’s primary schools. NELF was created by Nepal Schools Aid, a UK charity. Brian is currently Chairman of Nepal Schools Aid. All NELF staff are young, well-educated women. They run systematic training programmes for government teachers within a wider School Development Programme. The organisation is wholly funded by personal donations from the UK. I’d like to share with you Brian’s inspiring story. Here is what Brian wrote to me.

By way of background to Kathmandu Teacher Training, teachers in government schools in Kathmandu are undertrained, unmotivated to learn, and yet have jobs for life paid as government employees. NELF is a group of highly trained and motivated young women who have created a School Development Programme that goes far beyond “mere training”.

The key objective of the programme is to increase the quality of education in each school, as measured by a perception test given to all students measuring a number of criteria on an 8 element model. Experience has shown us that the following steps actually work in what is a very hostile environment!

  • Step 1 (Trainee Attendance)

    NELF staff visit the school to meet with the principal who has applied for training, together with the chairman of his/her school management committee. They are briefed on the programme, the standards of attendance, implementation and behaviour during the programme. A second meeting is then held later with nominated teachers.

  • Step 2 (Trainee Learning)

    Each course is a mixture of knowledge acquisition and skill development, based on changing the school into a centre of child centred learning. Courses have been well researched and tested for Nepal consumption. During each course, highly participative methods are used to simulate how classes in primary schools can be run. Courses are organized into table groups for discussion and practice.

    At the beginning of each course, a knowledge-based test/quiz is given to each participant to find out how much they already know of topics such as educational psychology, child centered learning. etc. It is done non-threateningly and in table groups. At the end of the course, the test is repeated, together with a fairly typical reactions questionnaire.

  • Step 3 (Workplace Behaviour)

    When the teachers return from the first course in a series of four to six, they find a NELF Tutor already working in their school for 2 days per week. The Tutor is there as a coach to demonstrate/model best practice, to assist with any implementation difficulties and to assist the principal in managing the change. This continues for three months and at the end of the process the school is awarded Child Centred School status and certification.

  • Step 4 (Organisation Results)

    The ultimate result is connected to child performance in the school. But this type of intervention cannot wait for a year to see if there is an improvement in exam results. So, as previously mentioned, we have devised a simple quality education perception test that we give to children BEFORE teacher training begins, then repeat it after three months and six months. The changes have been remarkable, with scores on average increasing from 50% on the QEI (Index) to around 77-85%! We realize that this is NOT the end result, but it gives us intermediate indicators of progress.

This case study again illustrates the importance of the four steps and how all elements are vital. We have not always worked like this, but fortunately (being a true learning organisation) we learned from our mistakes!

What I love about Brian’s story is how NELF is trying to make a real difference on the ground in Nepal. Their QEI questionnaire is proactively measuring benefits even before the results appear. Thank you Brian for sharing your story about how you are using Kirkpatrick to drive real learning and behavior outcomes in this generation of teachers and the next generation of citizens. Find out more about the Nepal Teacher Development Programme and please support Brian and the Foundation whichever way you can.

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Posted in Training | Comments (11)

11 Responses to “Using Kirkpatrick’s Levels in Nepal Education”

  1. Brian M. Says:

    Thanks for posting our evaluation story Les. Recent developments are showing that awareness of the outcomes at Level 4 is a major reinforcer of our work motivating school principals and teachers to continue implementation of new education practices we introduce to them.

  2. Leslie Allan Says:

    It’s my pleasure, Brian. You and your team are a real inspiration to all of us. You are helping to grow the next generation through upskilling this generation of teachers.

    Kind Regards, Les Allan

  3. Babita Shrestha Says:

    Thank you so much Les Allan for providing materials on kirkpatrick’s level which was fantastic. It was very useful and it has made our work different from others and helped to find out real situation and gave idea to work out to overcome the situation effectively.

    With Regards

  4. Merina Shrestha Says:

    This is really motivating article for us being part of NELF. We certainly are working with this model, but reading our story in someone else’s words is very different and appreciating. Thank you Leslie.

  5. Leslie Allan Says:

    Hello Babita and Merina. I’m so pleased that you are finding my materials useful. I have the deepest respect for you and your colleagues who are making a real difference to your nation.

    Kind Regards, Les Allan

  6. smitaji Says:

    I would like to extend my warm gratitude to Mr Les Allan for such a nice article. Thank you for it.

  7. Sandhya Acharya Says:

    As a part of NELF, I would like to thank Mr Les Allan for creating such a model which is being so well used in NELF. The article and the words of appreciation have certainly encouraged us. Thank you.


  8. Manisha Says:

    Thank You Mr Les Allan for the article its has encouraged NELF to work more harder with the Kirkpatrick model of training Evulation

  9. Indira Sharma Says:

    Thank you Mr. Les Allan for the encouraging article about us. This is not simply an article, it means a lot to us. Thank you once again.

  10. Sangita Says:

    Being a part of NELF, I feel really glad to read NELF evaluation story. I would say Kirkpatrick is the best model to evaluate any training. So thank you so much Les for providing us such a valuable model to evaluate our program.

  11. Leslie Allan Says:

    Hello Smitaji, Sandhya, Manisha, Indira and Sangita. Thank you for your positive words. I can see that you are deeply committed to helping teachers become better at what they do.

    I do agree. I think of all of the training evaluation models out there, Kirkpatrick’s four level model is still the simplest and easiest to understand. And I think its power comes from this simplicity. I wish you much success with your training.

    Kind Regards, Les Allan

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