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  • Title: The Nepal experience.
    Author: Kaikobad NF.
    Journal: Soc Work Educ Dev Newsl; 1977 Jan; (17):7, 10-8. PubMed ID: 12265563.
    Abstract:
    Nepal's panchayat system of partyless democracy with 5 class organizations of peasants, youth, women, labor, and ex-servicemen, is an effort in community development. Panchayat training centers train panchayat secretaries and women workers. The government tried out the Mobile Training Scheme (MTS) methodology to train panchayat training center instructors in 1974-75 when 5 courses were given for 76 participants. The MTS methodology included several new assumptions: the necessity of knowing the field situation, a realistic problem solving orientation, learning by actual field experience, and interdependence rather than teacher dependence. The multipurpose role of the panchayat secretary was studied and clarified. Role performance led to the development of a realistic job description from which a task-focused curriculum could be developed. Field work tools included maintaining a daily diary, collecting information and developing a present and past project history, and compiling a village profile. The trainees played the roles of front line workers in the field when they returned from the villages played the roles of supervisors and trainers. The key concept in the multipurpose role of the panchayat secretary was collaboration. The panchayat secretary-trainee had to understand the social roles in the community, and work within the social context to get cooperation from other agencies, village and informal organizations, in order to fulfill their role. Tutorial and team teaching methods were used to provide partnership in learning; the old roles of lecturer and lectured were seen as ineffective when actual field experience was the criteria. The role performing and role analysis group analyzed the front line workers' roles and evolved job descriptions which led to course outlines. The teaching methods and materials group produced indigenous teaching materials for classroom use based on problems faced in the field. The action research and technical collaboration groups focused on the key concept of collaboration in the role of the panchayat secretary, collecting examples of situations significant for collaboration, and holding symposiums and panel discussions. Finally, the objectives of the training of the village panchayat secretary were spelled out: the values, attitudes, knowledge, and skills needed.
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