HR Practices in Nepalese Education Context

Laxman Sharma

KUSOED, Nepal

23 Jan, 2015

Human Resources

is

associated with peoples’ dimension of Management

Developing their

skills

Acquiring their

services

Motivating them to high level of

performance

Ensuring and Maintaining their

commitments

Organization

Objectives1……2……3……

Religious Institutions ( Before 1850)

• Guided by

Spiritual drives

• Gurus led all

• Trust/ Land / Donations

Limited no. of state funded schools ( Before 1950)

• Managed by Elites

• Expatriate HRs• Teachers treated

as civil servants

Community led Schooling (Before and after, NESP 1971)

• Schooling as a part of National Planning

• Standardized bureaucracy

• In lined with HRM principles

Contemporary Models (After 1990)

• Different practices

• Privatization

• Community ownership

• Unionization

• PCF funding

• Autonomy

• EFA / R2E (Access focused)

• Effectiveness and Efficiency issues

Chronology of HR Practices in Nepalese Schools

Teachers’ Selection(Ed Act, 1971, Inserted by 7th Amendment )

11 (b) A Teacher Service Commission- Recommends to

appoint and to promote teachers in the vacant positions of

community schools approved by GoN.

11 (c) To select suitable candidate

(1) Open competitive written examination,

(2) Interview,

(3) Practical examination. ( If/f /necessary)

11 (d) Collect data from DEO ‘annually’ before advertisement

and is to recommend for appointment or promotion within 6

months of advertisement.

Still hanging on the temporary teachers’ issues

Teaching Licensing 11(M).

(1) No one shall be the candidate for the post of a teacher without obtaining teaching license from the Commission.

(2)But for the working teachers: 5 years temporary license

2 years temporary license for Eng, Math's and Science teachers in the remote area where there is no availability of licensed candidate.

(Education Act, 7th

Amendment)

Teachers Qualification Minimum Qualification of the teachers will be

Basic Level: PCL/HSEB Pass

Secondary Level: a) For 9-10: Bachelors’ Degree

b) For 11-12: Masters’ Degree

For the Principals

a) For Basic Levels: B Ed, Bachelors’ Degree Plus Training

b) For Secondary Levels: M Ed or Masters’ Degree Plus Training

For the teachers’ having higher than minimum qualification will have opportunities of quick level up.

Inclusion will be uppermost Policy ( Source: SSRP)

Teachers’ Management and

Development in SSRP

• Teachers selection/recruitment will be decentralized to

the school level/local government.

• Two professional streams will be developed in the basic /

secondary levels.

• Minimal qualification of the teachers will be raised.

• A directory to fulfill the minimum rights and benefits of

the teachers will be formulated from the central level.

• Accountability towards the learning of the students via

schools.

Contd….

Teachers Development• Teaching Practices in the

formal Education Degree (

Plus Two, B Ed and M Ed)

• On the Job orientation

•Rosters trainings by ETCs

•Teachers Professional

development (TPD) course

•Head teachers leadership

Trainings

•Distance ( Radio / TV )

•Others, ICT etc

TPD Features

• Demand base

•Continuous

•Decentralized

Trainings

Trainings

Trained Teachers

Labour and Trade Unions Act of 1992

•Applies to any org. which employees 10 or more workers

•Compulsory Job classified, Employment Contract , Workers file

• 48 Working hours/per week, Overtime one and half of the regular salary

•The act stipulates Employers to provide welfare funds, compensation in case of

accident, a pension scheme, medical insurance and other social benefits.

• Permits strikes- Management has an opportunity to halt a strike.

•Provision for the settlement of grievances.

• Labour office - resolution of the conflict, appeals to the Labour Court

• High turn over shows system of collective bargaining has not yet evolved.Source:

Adhikari and Muller

Human resource management in Nepal (p. 97) )

Employee Relations

• Collective Bargaining -not widely

appreciated by a workforce which has little

knowledge of it (Ojha, 1993).

• Similar to other developing countries -

only limited trade unionism .

• Moreover, there are thirteen different

unions which are split along party political

lines.

• The unions are not only ‘rivals’ of each

other, but also ‘political enemies’, as the

labour movement is used by political parties

as an electoral and political agent in the

struggle for state power.

• Unrest Educational Environment

Source: Adhikari and Muller

Human Resource Management in Nepal

Teachers' Union, teachers'

conduct and other

provisions:

(1) There shall be a Teachers'

Union to promote the

professional rights and

welfares of the teachers.

(2) The Teachers' Union may

be formed in central and

district levels.

(3) The election of the

Teachers' Union shall be as

prescribed.

(Source: Education Act 1971,7th, 16E)

1979-1990

• Teachers’ Struggle, NNTA Established, Professional Association , Fought for Democratic Values

• Nationwide Coverage and strong Influence

1990-2000

• Global Federation EI emerged , Multiple Unions in Nepal,

• Armed Conflict,

• EFA and Foreign Influence in Education

2000-2006

• TUN organized with 5 teachers association ( NNTA,NTA, NNTC, NRTA, NTF)

• TUN as CBA in Education, Social Dialogue Institutionalized

• More unions after peace process and Identity issues in politics

2006-Onwards

• Multiple union continues, established in the regions too

• Joint Activities started, Social Dialogue re-started again

• Formation of Confederation of Nepalese Teachers

Unionization in Education

Lobbying up to the Prime Minister

Termination

• (5) The teacher shall be removed from his/her post in the following conditions: -

• (a) 122 .................................,

(b) If he/she fails to fulfill the duty of the post,

(c) If he/she remains continuously absent in the school for more than Fifteen days without any information,

(d) If it is proved that he/she attends school when drunk,

(e) If he/she is convicted by a court of a criminal offence involving moral turpitude.

Level Post/Eligibility Salary

Primary Failed SLC in more than two subjects (grade 15) NPR: 13,840

Primary Failed SLC in two subjects (grade 15) NPR: 14, 830

Primary III SLC Passed (grade 15) NPR: 17, 760

Primary II SLC Passed (grade 17) NPR: 19,130

Primary I SLC Passed (grade 15) NPR: 24, 580

Lower Secondary III Lower secondary (grade 17) NPR: 19,130

Lower Secondary II Lower Secondary (grade 15) NPR: 24,580

Lower Secondary I Lower Secondary (grade 12) NPR: 25,500

Secondary III Secondary (grade 15) NPR: 24,580

Secondary II Secondary (grade 12) NPR: 27,220Secondary I Secondary (grade 11) NPR: 31, 730

Teachers Pay Scale

.

Note: Teachers who were recruited ahead of 2057-04-01 and who are

teaching technical subjects enjoys two extra grade and their salary is slightly

higher than mentioned above

Other benefits

• Pension ( After 20 Years of Permanency)

• Upadan

• Medical Expenses ( Differs level-wise)

• Insurance

• Provident fund

• Civil Investment funds

• Parivarik Vritti

References

• Baniya, LB. Human Resource Development Practice in Nepalese Business Organizations: A

Case Study of Manufacturing Enterprises in Pokhara

• Sinha, DP, An approach of Human Resource Planning in Nepal a case of civil Service

• Education Act, 1971, MoE, Nepal

• Flash Report 2013, DoE

• Budhwar, P.S. & Debrah,Y.A. (2006) : Human Resource Management in Developing

Countries

• SSRP, MoE, 2009

• Sugiharto, S.H. : Basic Principles of Human Resources Management