Programme Evaluation of B.Ed. English at a Remote Higher Education Institution in Nepal Using CIPP Model

Abstract

Educational programme evaluation assesses the overall processes of a programme at different stages of its implementation within educational institutions (e.g. schools, colleges or universities). This study evaluates the B.Ed. English programme being implemented at remote higher education institution located in an underprivileged area. I adopted Stufflebeam’s CIPP model (Context, Input, Process, Product) as a research design to evaluate the programme. I collected the data primarily through semi-structured interviews with five participants: four graduates from the B.Ed. English programme and one course instructor executing the programme. The findings of the study revealed that the programme was highly relevant in addressing the demand for higher education aspiration in English language education for economically marginalized and geographically disadvantaged students, especially those who were expecting to become English teachers in their future. Despite some inherent challenges in its implementation, the programme has proven effective in meeting the needs. This evidence-based reasoning is significant because it can serve as an instrumental tool for the university administrators, university authorities and policymakers to make informed-decision regarding the continuation and expansion of ongoing B.Ed. programme to ensure equitable access to higher education opportunities for marginalized communities.