KATHMANDU, Sept 18: Nepal’s school curriculum could see a stronger focus on artificial intelligence, coding, climate change, skills and entrepreneurship, as more than 25,000 stakeholders have called for a more practical and inclusive approach to education.
The suggestions were collected as part of a nationwide campaign to revise the National Curriculum Framework, 2076 BS. According to the Ministry of Education and Sports, discussions held across all seven provinces highlighted the need for a curriculum that combines practical skills with emerging areas such as AI and climate education.
The Curriculum Development Centre (CDC) said more than 25,000 people participated in the campaign, which included direct interactions with students, teachers, parents, local government representatives and other stakeholders.
The campaign reached more than 28 districts, municipalities, rural municipalities, schools and classrooms, allowing officials to gather feedback directly from those who use and implement the curriculum.
CDC Executive Director Mahendra Parajuli said the curriculum is a dynamic document that needs to be revised and updated in response to changing times. He said the latest campaign sought suggestions not only from experts but also from students, teachers and other major users of the curriculum.
The feedback was collected through programs at 46 centers across the seven provinces—seven in Koshi, 10 in Madhesh, five in Bagmati, six in Gandaki, eight in Lumbini, five in Sudurpaschim and five in Karnali.
Calls for a curriculum linked to real-world skills
Bhaktapur introduces local curriculum
Stakeholders have called for making the curriculum more streamlined, flexible and practical, with greater emphasis on skills, vocational knowledge and entrepreneurship from the school level.
The rapid growth of information technology has also prompted calls to introduce AI and coding into school education. Stakeholders have suggested teaching students not only how to use technology appropriately but also the basics of cybersecurity.
Climate change and disaster preparedness have emerged as other priorities. Stakeholders have called for lessons that equip students with the knowledge and skills needed to adapt to climate change and respond to disasters and other emergencies.
Discussions in various locations also highlighted the need to strengthen moral and values-based education, according to the CDC.
Teacher preparation and assessment also in focus
Stakeholders have stressed that curriculum reform alone may not deliver the expected results unless teachers are adequately prepared. They have therefore called for greater emphasis on teachers’ professional development and capacity building alongside changes to the curriculum.
Suggestions were also made to strengthen inclusion in the curriculum, teaching methods and assessment system. Stakeholders called for practices such as ‘Book-Free Day’ and ‘Bagless Day’ to be implemented more effectively in schools.
The CDC said suggestions from stakeholders, along with findings from 12 thematic papers prepared by experts and various research reports, will be used as a basis for revising the curriculum.
Madhesh pushes for employment-oriented education
Madhesh Province saw the largest number of feedback centers, with discussions held at 10 locations. Representatives of schools, local governments, ministries and educational institutions took part in discussions in Birgunj, Kalaiya, Chandrapur, Sarlahi, Janakpurdham, Bardibas, Aurahi, Siraha and various locations in Saptari.
A high-level ministry team led by Education and Sports Minister Sasmit Pokharel visited various districts of Madhesh Province from September 11 to 14 to gather feedback from students and other stakeholders. Student-centered interactions were also held at schools in Dhanusha, Siraha, Mahottari and Saptari, among other districts.
Discussions were held with stakeholders at PABSON in Birgunj, Durga Secondary School in Kalaiya, Chandrapur Municipality, Chaturbhujeshwar Janata Secondary School in Sarlahi, the Ministry of Education and Culture in Janakpurdham, Janata Secondary School in Bardibas, Janata Secondary School with a technical stream in Siraha, Madrassa, Aurahi Rural Municipality and various locations in Saptari.
One of the clearest demands raised by students was for an employment-oriented curriculum that goes beyond simply providing academic certificates.
In Koshi Province, programs were held at the Ministry of Social Development, PABSON, Sangurigadhi Rural Municipality of Dhankuta, Gokundeshwar Secondary School, Khandbari Municipality of Sankhuwasabha, and Sahbazia and Adarsha Secondary Schools in Biratnagar.
In Bagmati Province, interactions were held at the Ministry of Social Development in Hetauda, Tokha Municipality, Kathmandu Metropolitan City, PABSON Bhaktapur and Bakaiya Rural Municipality of Makwanpur.
In Gandaki Province, suggestions were collected at PABSON Pokhara, the Ministry of Social Development, Myagde Rural Municipality of Tanahun, Radha Secondary School, Maharshi Vedvyas Sanskrit Secondary School in Damauli and Gorkha Municipality.
In Lumbini Province, programs were held at Springdale Academy and Saraswati Secondary School in Nepalgunj, Sarumarani Rural Municipality of Pyuthan, the Ministry of Social Development in Dang, PABSON Rupandehi, Madrasa Islamiya Jame Masjid College, Shanti Namuna Secondary School and Tilottama Municipality.
In Sudurpaschim Province, discussions were held at Dhangadhi Sub-Metropolitan City, the Ministry of Social Development in Dhangadhi, Gaurishankar Secondary School in Doti, PABSON Kailali and Ganyapdhura Rural Municipality.
In Karnali Province, suggestions were collected at Bhairabi Rural Municipality and Himalaya Secondary School in Dailekh, the Ministry of Social Development in Surkhet, PABSON Surkhet and Siddha Deaf Boys Secondary School, according to the CDC.
_20240227153501.jpg)
