{"id":556,"date":"2025-08-29T13:20:07","date_gmt":"2025-08-29T07:35:07","guid":{"rendered":"https:\/\/www.tecses.org\/?post_type=publications&#038;p=556"},"modified":"2025-09-16T13:20:57","modified_gmt":"2025-09-16T07:35:57","slug":"baseline-study-report-karnali-province-2025","status":"publish","type":"publications","link":"https:\/\/www.tecses.org\/np\/publications\/baseline-study-report-karnali-province-2025\/","title":{"rendered":"Baseline Study Report - Karnali Province 2025"},"content":{"rendered":"<p>The TECSES Baseline Study Report for Karnali Province sets out the starting situation for the project. It combines surveys with teachers and trainers, group discussions, interviews, and school visits to assess teacher competencies, inclusive practices, and education support systems. The results show both progress made and gaps that TECSES will address to strengthen teacher education and inclusion.<\/p>","protected":false},"excerpt":{"rendered":"<p>The TECSES Baseline Study Report for Karnali Province sets out the starting situation for the project. It combines surveys with teachers and trainers, group discussions, interviews, and school visits to assess teacher competencies, inclusive practices, and education support systems. The results show both progress made and gaps that TECSES will address to strengthen teacher education [&hellip;]<\/p>\n","protected":false},"featured_media":558,"template":"","meta":{"_acf_changed":true,"slim_seo":{"title":"Baseline Study Report - Karnali Province 2025 - Technical Support Cooperation to the School Education Sector","description":"The TECSES Baseline Study Report for Karnali Province sets out the starting situation for the project. It combines surveys with teachers and trainers, group dis"}},"language":[3],"publication-types":[5],"class_list":["post-556","publications","type-publications","status-publish","has-post-thumbnail","hentry","language-english","publication-types-report"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.tecses.org\/np\/wp-json\/wp\/v2\/publications\/556","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.tecses.org\/np\/wp-json\/wp\/v2\/publications"}],"about":[{"href":"https:\/\/www.tecses.org\/np\/wp-json\/wp\/v2\/types\/publications"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.tecses.org\/np\/wp-json\/wp\/v2\/media\/558"}],"wp:attachment":[{"href":"https:\/\/www.tecses.org\/np\/wp-json\/wp\/v2\/media?parent=556"}],"wp:term":[{"taxonomy":"language","embeddable":true,"href":"https:\/\/www.tecses.org\/np\/wp-json\/wp\/v2\/language?post=556"},{"taxonomy":"publication-types","embeddable":true,"href":"https:\/\/www.tecses.org\/np\/wp-json\/wp\/v2\/publication-types?post=556"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}