Provisions and Practices of Local Curriculum in Nepali Schools

Abstract

This paper examines government initiatives to adopt a local curriculum in Nepal, integrating community knowledge, culture, and language into educational processes. The purpose of this research is to promote learning in the context by reinforcing knowledge indigenous to particular communities, especially those that are rural and poor. The methodology used to conduct this research was descriptive and qualitative. Primary data were obtained using these field methods, whereas secondary data were obtained from documents and literature. Data were collected using interviews, FGDs, and observations of classroom interactions by teachers, students, curriculum experts, and head teachers. Data analysis involved thematic analysis through the systematic sorting, coding, and categorization of data based on predetermined themes. The study identified major gaps in curriculum implementation, including inadequate teacher preparation, lack of standardized instructional materials, weak institutional support, and unclear policy directives. In urban colleges, parents’ preference for enrolling their children in English and computer lessons has overshadowed the locally developed curriculum. Additional barriers include weak stakeholder participation, elite dominance in curriculum decisions, and persistent economic disparities.