Experiences so far with head teachers and working with NIC’s

 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 respondent does admit that inclusivity is important to them and that they wish to encourage kids from indigenous groups who are hesitant to participate in class activities. The interviewee also states that they have in the past tutored and assisted pupils with disabilities and weak mental conditions. Overall, the respondent feels that there is a lack of support and training for school leaders in this area, despite the fact that they are aware of the significance of inclusive education.

During our first phase interview we conducted an interview with one of the another school leader who has already enrolled in our course and has completed a few courses: The school leader said s/he  recognizes the value of inclusive education and fair procedures. The school leader and the other staff of the school talk on the importance of integrating underprivileged, orphaned, and pupils without family support into the classroom. They also stress the importance of developing an inclusive learning environment that meets the needs of all pupils. The school administrator also realizes the difficulties experienced by pupils who do not have support from their families and stresses the significance of providing equal chances for all students. These remarks show that the school's leader is well aware of the value of inclusive education and equal procedures. But if you look at the open courses they have filled.

We (NIC Hub Nepal) research team have been communicating with the school leaders through Viber and we have also divided our 35 participants into the group of 7 , so we have 5 groups consisting of 7 headteachers so that they can communicate with each other easily and more effectively. Our school leaders just not ask the questions when they are confused but they also share their progress and experience of decision making and executing actions. One of the headteachers shared: They visited the home of those students who had to drop out because they had to earn money. The parents used to take them to earn money so that they can have some more money as their expenses rather than sending them schools which will make them no money. The school leaders personally visited their home , met with their parents and students and counsel them to make their children come back to school for studying. 

We research team have been conducting meetings with school leaders every 15 days and here is their experience and progress so far as they have shared. According to the head teachers' reports from Week 1, the learning process was a little slow. However, they finished course 5 and began course 6 in week 5, and they thought the content was excellent. They are now more knowledgeable about inclusion and have a distinct understanding of inclusive learning. They are now more knowledgeable and conscious of inclusivity than they were previously.

In addition to starting programs for parents and students, most of the school leaders have also worked to plan events, gather information on absent kids, and contacted ward offices. Many of our head teachers have experienced difficulty with time management, technology, and completing out paperwork. Viber, phone conversations, and in-person encounters have all been used for communication. The head teachers engage and collaborate to varying degrees. Many of them have finished several aspects of the course and, overall, have improved their knowledge of inclusion.