Integrating Local and Indigenous Knowledge into School Education: A Case Study of Local Curriculum Implementation in Bhajani Municipality, Nepal

Abstract

The integration of local and Indigenous knowledge into school education has become an important educational priority in Nepal following the introduction of local curricula under the federal education system. While Nepal's education system has long been influenced by globalization and externally driven educational reforms, recent educational policies have increasingly emphasized the promotion of Indigenous knowledge, local culture, and community identity through school education. This study explores the implementation of the municipality-developed local curriculum at Mahunyal Secondary School in Bhajani Municipality, Kailali District, with particular attention to its inclusiveness within a multicultural context.

A qualitative case study design was employed. Data were collected through classroom and participant observations, semi-structured interviews with four teachers, four students, two school administrators, and two members of the local curriculum development committee, as well as document analysis of the municipality's local curriculum, Bhajani Ko Paribesh. Although the curriculum has been implemented across the basic education level, this study focused specifically on Grades 6–8.

The findings indicate that, despite the successful introduction of the local curriculum, its implementation is constrained by inadequate teacher preparation, the absence of teacher guidebooks, limited instructional materials, and insufficient institutional support. The study further reveals that the curriculum predominantly represents the cultures and traditions of the major local communities while providing limited representation of minority groups, including the Muslim, Yadav, Kathariya, Magar, and Raji communities. In addition, some curriculum content overlaps with topics already covered in the national curriculum, reducing its contextual relevance.

The study concludes that local curricula should move beyond cultural preservation toward a more inclusive multicultural approach that equitably represents diverse communities while integrating local and Indigenous knowledge, skills, and cultural practices. Strengthening teachers' professional capacity, revising curriculum content, and enhancing the active engagement of local governments are essential for the meaningful integration of local knowledge into school education.