Digital Learning Research Lab

  The open course, aimed at promoting inclusivity and reshaping the education landscape in Nepal, has left a profound impact on students, parents, and schools. This article delves into the evidence and findings that demonstrate how this innovative approach is bringing positive change to the educational system. Empowering Students One of the most significant impacts of the open course is the empowerment of students. Many students have found their voices and are more comfortable expressing their problems. They feel that the distance between themselves and teachers has narrowed, resulting in a more open and inclusive learning environment. This transformation is the result of the course's focus on understanding students' issues and encouraging teachers to actively engage with them. Reducing Absenteeism The course's emphasis on data collection has revealed valuable insights into absenteeism among students. Many students, especially females, used to drop out of school when a new

  In a remarkable display of dedication to the betterment of education, headteachers are taking significant actions to address pressing issues in their schools. These educators are embracing a data-driven, collaborative approach to enhance the quality of education and inclusivity, leading to promising outcomes in local schools. Using Data as a Beacon for Change A fundamental element of the headteachers' efforts is the commitment to using data as a tool for improvement. They recognize that regular data entries and annual updates are vital for tracking the progress and challenges within the educational system. To this end, they have diligently compiled examination results and learning achievements, ensuring that every decision made is well-informed. Inclusivity in Education One of the prominent findings and actions based on the data is related to inclusivity in education. Headteachers are actively addressing the issue of students' diverse backgrounds and learning needs, and their

  In a commendable effort to enhance inclusivity in the realm of education, a local government is setting a precedent by conducting an Inclusive Education Audit through an innovative Open Course. This pioneering initiative is driven by a firm commitment to foster inclusivity, equality, and a brighter future for all students. The Open Course Approach The local government, keen on promoting an inclusive education system, has adopted an innovative approach to conduct an Inclusive Education Audit. The Open Course method, designed to promote transparency, participation, and accessibility, has been a resounding success in initiating a comprehensive audit process. It allows for a broader range of stakeholders to participate actively in assessing and improving the inclusivity of educational institutions within the region. Evidence of Commitment One notable aspect of this initiative is the proactive engagement of all stakeholders, including local authorities, educators, parents, students, and n

  In an inspiring step towards promoting inclusive education, school leaders from various institutions have embarked on a journey of action research to make schools more welcoming and accessible to all students. With a commitment to fostering an inclusive environment, these leaders have undertaken comprehensive efforts to address issues of accessibility, inclusivity, and diversity, leading to notable findings and evidence of positive change in the educational landscape. The school leaders have identified several key areas that require attention to ensure an inclusive educational system. Among the findings, one major accomplishment is the tremendous increase in student attendance. Through their action research initiatives, school leaders have collected data on attendance and identified the reasons for student absences. Subsequently, they have implemented targeted strategies to address these issues, such as special revision classes for students struggling with their studies. But the comm

  School Leaders have already enrolled in our open course( https://mooc.ku.edu.np/nic/ ) and have been actively participating in our course. Most of our school leaders are in the process of completing the course. We have also conducted surveys, interviews and meetings with school leaders to know about their learnings, experiences and action plan. We have planned to take interviews in three different phases: Starting, middle and final phase. The interviews of the first phase have ended and what we have received from those interviews are less understanding of school leaders on inclusive education and equitable practices.  In our interviews in the starting phase one of the school leaders has the following things to say about inclusion in their school before they were enrolled in the open course: The interviewee claims that they have not gotten any training on the subject of inclusion and that they infrequently have the opportunity to speak with other school administrators about it. The re

  Open Course is a free course of study that may be accessed by a wide number of people over the internet. Some courses are paid courses. The pandemic has disrupted the traditional teaching-learning paradigm. The educational institutions are now focusing on several MOOCs, which offer value, knowledge, skills, and education that is continuous ( https://www.igi-global.com/ ). Therefore we have also focused on building an effective open course which will focus on filling the gap between school leaders and policies made by Nepal Government regarding inclusive education and equitable practices mentioned in the previous blog . According to Northeastern University, the benefit of following an open course module, faculty have more freedom to alter their course materials because they are not locked into using a single textbook. In return, learners receive a more in-depth, tailored education that has been proved to increase access and their performance. We have also chosen open courses as a med