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Professional Development (PD) for teachers in developing countries isan emerging emphasis despite limited resources. Evidence regarding theteachers’ experiences of PD activities in developing countries, includingNepal, are not well known. This study aimed to identify and discuss PDstrategies employed by Nepalese English as a foreign language (EFL)teachers and experiences. The study employed a qualitative researchdesign for data collection among 45 EFL teachers recruited from 15 highschools and colleges across the districts of Kathmandu and Lalitpur. Dataon teachers’ age, gender, academic qualification, teaching experience (interms of number of years), and teacher training, their experiences aboutPD and the perceived benefits of the different learning strategies of PDwere collected using a questionnaire. The findings are presented in termsof the four main groups of PD strategies - self-directed, professionrelated,peer-supported and study-(research-) focused. We report that theNepalese EFL teachers have positive experience towards different PDstrategies. The EFL teachers have been benefited mostly from selfdirected(own teaching experience and self -monitoring), professionrelated (workshops, seminars and conferences), and peer-supported(learning from colleagues) PD strategies. The study recommends thatthere is a need for on-going PD activities for EFL teachers in Nepal.

How can teachers learn to understand themselves? Who and what can help them in this process? This paper attempts to establish that reflection is a key for teachers to explore not only their selves but also that of the others. When teachers carry out systematic enquiry into themselves, they will understand themselves, their practices and their learners. By constantly looking into their own actions and experiences, they can professionally grow in their own work places. ! is paper discusses the process of reflection and how it actually works for teacher professional development. DOI: http://dx.doi.org/10.3126/jer.v1i0.7953 Journal of Education and Research 2008, Vol. 1, No. 1, pp. 69-71

The COVID-19 pandemic has brought chaos in education across the world, including developing countries like Nepal. To respond to this educational disruption in this South Asian country, different educational plans and policies were formulated by the Ministry of Education, Science and Technology, Government of Nepal. It is not known whether these policies were realistic and practicable, as there is no review of these documents to date. With this backdrop, this paper critically reviews the educational plans and policies that were developed to manage education during the crisis. It appraises the strengths of these policies in terms of their intent and practicalities of implementation in the given situation, and identifies gaps and challenges, and recommends some ways to realistically run the education system. The review reveals that these documents have several strengths, such as they plan to create data in terms of learners’ access to resources, value self-learning and parent education, and suggest several alternative ways to resume school. Yet, there are some gaps and challenges, the identification of which can guide the effective delivery of education in Nepal in any kind of crisis period both at present and in future. This paper is expected to help policy makers to revisit the existing policies or guide them when they form future educational policies that are designed to manage education in any kinds of crisis. It is also deemed helpful for teacher educators, practitioners and other educational stakeholders to understand about the educational plans and policies formed to deal with crises.

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