Teacher benchmarking: In the context of university concerning Nepal

The purpose of this paper is to explore the practices benchmarking teacher competencies in higher educational institutions Nepal. amalgamated reviews on for Higher Education (HE) teachers among different institution(s) Nepal; and finds teacher’s professional skills, levels formal qualification including content knowledge, aspiration, developing a thirst innovations, 21st -century teaching skills its transference learners as accepted areas define their competencies. Subsequent exploration practices, experiences engaged professionals helped us reality that enables enter HE services study reveals all Universities have set criterion be fulfilled includes; minimum academic years learning (degree), publications (evidence), required knowledge pedagogical (audited through an exam). In addition, ‘acceptance’ students social capital ‘political linkage were two non-specified with noted privilege candidate join University teaching. These insights signal need concisely defined competency framework conflict-free community practice.