Curriculum Reform in Federal Nepal

Toward A Ground-up and Just Pedagogical Vision

Bibliographic Data

ID22153259
AuthorsBijaya Kandel (corresponding author)
Year2025
Volume10
Issue3
Pages378-381
Publication date2025-01-01
Open AccessYes
TypeARTICLE
VenueInternational Journal of English Literature and Social Sciences (JOURNAL)
Journal identifiersISSN: 2456-7620 • E-ISSN: 2456-7620
PublisherAI Publications (PUBLISHER)
DOI10.22161/ijels.103.55
OpenAlexW4410940081
LanguageEN
References cited2

This article explores curriculum reform in federal Nepal, focusing on the potential and challenges of creating a ground-up, justice-oriented pedagogical vision. Following Nepal’s shift to federalism in 2015, the decentralization of education governance has opened new spaces for localized curriculum development. However, structural centralism, bureaucratic inertia, and limited local capacity have hindered transformative change. Drawing on central pedagogy, decentralization theory, and textual analysis of provincial education plans, this study argues that curriculum reform must move beyond administrative devolution to become a participatory and culturally responsive process. The analysis reveals that while some provinces have begun incorporating local knowledge and languages, most reforms remain constrained by national frameworks and top-down implementation. The article calls for a reimagining of curriculum as a democratic, dialogical practice, grounded in the lived experiences of diverse Nepali communities. It proposes practical pathways—including inclusive curriculum committees, mother-tongue education, integration of indigenous knowledge, and localized teacher training—to build a more equitable and contextually relevant education system

Curriculum · Mathematics education · Pedagogy · Political science · Global Education Systems and Policies · Global Educational Policies and Reforms · Higher Education Learning Practices · Psychology · Public Administration

Tools

Open DOIOpen Access