Opportunities and Challenges of the Cascade Model in Professional Development for Teachers: A Case of Samtse District

Abstract

The Ministry of Education introduced its nationwide initiative termed Educating for Gross National Happiness (EGNH) to infuse the values and principles of Gross National Happiness (GNH) into the education system. To expedite this process, a cascade model of training was implemented, where a group of trainers disseminated knowledge and skills to subsequent levels of teachers. However, no studies have been conducted to examine the opportunities and challenges of this model in achieving its intended results. The current study bridged this knowledge gap by examining the opportunities and challenges of the cascade model through a qualitative case study research design. Data for the study were gathered from 28 participants using a semi-structured interview. The findings revealed that while the cascade model succeeded in achieving widespread dissemination of training, it has limitations. The top-down nature of knowledge transmission of the cascade model caused deterioration of information as well as a lack of adequate comprehension of the EGNH initiative. Additionally, insufficient trainer preparation and absence of follow-up support further affected the effectiveness of the model. The impact of cascade model on quality training and sustained support is also limited. Recommendations include enhancing follow-up structures, thorough trainer preparation, and fostering collaborative networks among teachers to enhance knowledge sharing and strengthen the implementation of any initiative that uses the cascade model of professional development.