The program titled "Competency Mapping and Specifying Course Titles (B.Ed.)" was conducted at the Shangri-La Hotel on May 18, 2026. The workshop was organized collaboratively by the Faculty of Education, Tribhuvan University, the Ministry of Education and Sports, and Technical Support Cooperation to School Education Sector (TECSES). The program was anchored by Associate Dean Buddha Raj Khaniya, PhD, Assistant Dean, and Assistant Kamal Raj Devkota. The session was chaired by Dean Prof. Dr. Bed Raj Acharya, with distinguished guests including Durga Kandel and Dr. Tuovi Leppanen.

In his welcome speech and program overview, Dean Prof. Dr. Bed Raj Acharya highlighted the objectives of the workshop on “Competency Mapping and Specifying Course Titles (B.Ed.).” He emphasized the importance of aligning school-level curriculum competencies with university-level curriculum structures to create coherence and continuity across educational systems. He stated that the current educational context requires a shift from traditional curriculum structures toward competency-based approaches. He further stressed that the existing single-subject major system in Bachelor-level education should gradually transition toward a double-subject major structure. Although such reform may involve challenges and require institutions to take risks, he encouraged stakeholders to move beyond conventional departmental practices and adopt innovative academic approaches for future curriculum development.

Representing the Ministry, Durga Kandel discussed the rationale behind curriculum revision and emphasized the need for educational reforms aligned with current national priorities. He explained that the revision process was guided by educational policy, competency frameworks, and recommendations generated through need assessment studies conducted by the Faculty of Education and approved through academic council decisions. He highlighted that modern education is moving beyond content-centered learning toward competency-oriented education. Through the technical support of TECSES, greater attention is being given to teacher professional development. He further emphasized that school curriculum reform should respond to ministry policies, market demands, and the need for job-oriented human resources. He stressed the importance of collaboration among institutions and stakeholders to establish educational quality from multiple perspectives and create meaningful educational transformation.

During his remarks, Prof. Dr. Basudev Kafle highlighted the importance of moving beyond simply acquiring knowledge toward effectively applying what is learned. He stressed that educational practices should focus on how knowledge is implemented in real contexts. He further emphasized that curriculum revision and course titles should be informed by principles of inclusion and contemporary educational needs. According to him, competencies must be redefined in response to emerging issues and changing educational realities so that curriculum structures remain relevant and practical.

Dr. Tuovi Leppanen presented a paper entitled "Competence-Based Teacher Education Curriculum: Concept of Competence, Pedagogical Approaches, and Assessment." Her presentation focused on implementation strategies within teacher education systems and highlighted competence as a combination of skills, knowledge, attitudes, and values. She emphasized that competency-based frameworks require educators to effectively manage and integrate these dimensions into teaching and learning practices. She further explained that competency-based teacher education should move through developmental stages, including orientation, foundational learning, advanced practice, and project-based applications. Teaching practice, according to her, should be structured in a progressive way that enables future teachers to demonstrate competencies in authentic contexts.

Similarly, Dr. Prem Prasad Paudel and Dr. Dhurba Prasad Niure jointly presented on TU’s contribution to the approved framework for B.Ed. curriculum development, which had been recommended by need assessment studies and approved by the Faculty of Education. Their presentation focused on evaluating the effectiveness of existing curricula in preparing teachers to implement competency-based education. They emphasized that future curriculum structures should respond to the demand for informed and competent human resources. The presenters highlighted concepts such as flexible grouping, diversified learning approaches, and assessment systems that extend beyond traditional paper-and-pencil examinations. They stressed that effective teacher preparation requires integration of subject knowledge, pedagogical knowledge and skills, curriculum design competencies, and broader professional capacities necessary for implementing competency-based education successfully.