Status of Local Curriculum Implementation in Community Schools of Temkemaiyung Rural Municipality, Bhojpur

Abstract

This study examined the status of local curriculum implementation in community schools of Temkemaiyung Rural Municipality, Bhojpur District, Nepal. It aimed to identify existing practices, explore challenges, and suggest measures for improving implementation. A descriptive survey design with mixed methods was employed. Data were collected from 80 respondents, including teachers, students, parents, administrators, and education stakeholders, using questionnaires, interviews, classroom observations, and document reviews. Quantitative data were analyzed using frequency, percentage, and mean, while qualitative data were interpreted thematically. The findings revealed that local curriculum implementation is moderate and uneven across schools. Teachers demonstrated positive attitudes and moderate competency; however, limited training and inadequate professional support constrained effective implementation. Major challenges were shortages of teaching learning materials especially digital resources, weak monitoring mechanisms, inadequate budgets, limited community participation and geographical barriers. Community involvement and local resources were positively supportive of implementation, but there was a gap between the policy provisions and classroom practices. The study recommends that successful local curriculum implementation requires continuous professional development of teachers, adequate resources, robust monitoring systems and improved collaboration between schools, communities and local governments.