5.1. Level wise goals: Pre-Primary, Basic and Secondary
Here are some of the level wise goals of the existing school level curriculum of Nepal:
Pre-Primary
- Develop a love of learning.
- Develop social and emotional skills.
- Develop physical skills.
- Develop language and literacy skills.
- Develop mathematical skills.
Basic
- Develop critical thinking skills.
- Develop problem-solving skills.
- Develop creativity and innovation skills.
- Develop communication skills.
- Develop collaboration skills.
Secondary
- Develop an understanding of the world.
- Develop an understanding of oneself.
- Develop an understanding of others.
- Develop an understanding of the future.
- Develop an understanding of the past.
The curriculum for each level of education is also designed to be flexible, so that schools can adapt it to the needs of their students and their local context. For example, schools in rural areas may need to adapt the curriculum to include more practical skills, while schools in urban areas may need to adapt the curriculum to include more technology-based learning.
The existing school level curriculum of Nepal is a work in progress, and it is constantly being updated and improved. The goal of the curriculum is to provide all students with the knowledge, skills, and values they need to succeed in life.
Here are some additional details about the level wise goals of the existing school level curriculum of Nepal:
Pre-Primary
The goals of pre-primary education in Nepal are to lay the foundation for lifelong learning. The curriculum focuses on developing the following skills and abilities in young children:
- Language and literacy skills: Children learn to listen, speak, read, and write.
- Mathematical skills: Children learn to count, add, subtract, and solve simple problems.
- Social and emotional skills: Children learn to interact with others, solve problems, and manage their emotions.
- Physical skills: Children learn to develop their gross motor skills (such as running and jumping) and fine motor skills (such as writing and drawing).
Basic
The goals of basic education in Nepal are to provide students with the knowledge and skills they need to succeed in secondary school and beyond. The curriculum focuses on developing the following skills and abilities in students:
- Critical thinking skills: Students learn to think critically and solve problems.
- Problem-solving skills: Students learn to identify and solve problems.
- Creativity and innovation skills: Students learn to be creative and innovative.
- Communication skills: Students learn to communicate effectively in both oral and written forms.
- Collaboration skills: Students learn to collaborate with others effectively.
Secondary
The goals of secondary education in Nepal are to prepare students for higher education and the workforce. The curriculum focuses on developing the following skills and abilities in students:
- An understanding of the world: Students learn about the world around them, including its history, geography, and cultures.
- An understanding of oneself: Students learn about themselves, including their strengths, weaknesses, and interests.
- An understanding of others: Students learn about others, including their cultures and perspectives.
- An understanding of the future: Students learn about the future, including its challenges and opportunities.
- An understanding of the past: Students learn about the past, including its successes and failures.
The curriculum for each level of education in Nepal is designed to be flexible, so that schools can adapt it to the needs of their students and their local context. For example, schools in rural areas may need to adapt the curriculum to include more practical skills, while schools in urban areas may need to adapt the curriculum to include more technology-based learning.
The existing school level curriculum of Nepal is a work in progress, and it is constantly being updated and improved. The goal of the curriculum is to provide all students with the knowledge, skills, and values they need to succeed in life.
5.2 Structure of curriculum of each level
The structure of the curriculum for each level of education in Nepal:
Pre-Primary
The curriculum for pre-primary education in Nepal is divided into two cycles: Cycle 1 (ages 3-4) and Cycle 2 (ages 5-6). The curriculum for each cycle includes learning objectives for the following areas:
- Language and literacy: This area includes learning objectives for listening, speaking, reading, and writing.
- Mathematics: This area includes learning objectives for counting, addition, subtraction, and problem-solving.
- Science: This area includes learning objectives for exploring the natural world and understanding basic scientific concepts.
- Social studies: This area includes learning objectives for understanding the world around them and developing social and emotional skills.
- Creative arts: This area includes learning objectives for expressing themselves through art, music, and dance.
- Physical education: This area includes learning objectives for developing their gross motor skills (such as running and jumping) and fine motor skills (such as writing and drawing).
Basic
The curriculum for basic education in Nepal is divided into two stages: Stage 1 (classes 1-3) and Stage 2 (classes 4-5). The curriculum for each stage includes learning objectives for the following areas:
- Language and literacy: This area includes learning objectives for listening, speaking, reading, and writing.
- Mathematics: This area includes learning objectives for number sense, operations, problem-solving, and geometry.
- Science: This area includes learning objectives for exploring the natural world and understanding basic scientific concepts.
- Social studies: This area includes learning objectives for understanding the world around them and developing social and emotional skills.
- Creative arts: This area includes learning objectives for expressing themselves through art, music, and dance.
- Physical education: This area includes learning objectives for developing their gross motor skills (such as running and jumping) and fine motor skills (such as writing and drawing).
- Health and hygiene: This area includes learning objectives for understanding and practicing good health habits.
- Citizenship: This area includes learning objectives for understanding and practicing their rights and responsibilities as citizens.
Secondary
The curriculum for secondary education in Nepal is divided into three stages: Stage 1 (classes 6-7), Stage 2 (classes 8-9), and Stage 3 (classes 10-12). The curriculum for each stage includes learning objectives for the following areas:
- Language and literature: This area includes learning objectives for reading, writing, and analyzing literature.
- Mathematics: This area includes learning objectives for number sense, operations, problem-solving, and geometry.
- Science: This area includes learning objectives for exploring the natural world and understanding basic scientific concepts.
- Social studies: This area includes learning objectives for understanding the world around them and developing social and emotional skills.
- Creative arts: This area includes learning objectives for expressing themselves through art, music, and dance.
- Physical education: This area includes learning objectives for developing their gross motor skills (such as running and jumping) and fine motor skills (such as writing and drawing).
- Health and hygiene: This area includes learning objectives for understanding and practicing good health habits.
- Citizenship: This area includes learning objectives for understanding and practicing their rights and responsibilities as citizens.
- Optional subjects: This area includes learning objectives for subjects such as computer science, economics, and commerce.
The components of a subject-wise curriculum typically include the following:
Introduction: This section provides an overview of the subject, its importance, and its relevance to students' overall education. It may include a brief description of the subject's goals, objectives, and scope.
Level-wise Competencies: Competencies refer to the knowledge, skills, and attitudes that students should develop in the subject at each educational level (e.g., pre-primary, basic, secondary). This section outlines the specific competencies expected to be achieved at each level, building upon previous knowledge and skills.
Grade-wise Learning Outcomes: Learning outcomes are specific statements that describe what students should be able to do or demonstrate at the end of a particular grade or level. This section lists the grade-wise learning outcomes, which serve as a guide for instructional planning and assessment.
Skills/Scope and Sequence and Elaboration of Contents: This component outlines the specific skills that students will acquire and the scope and sequence of content to be covered. It provides a detailed breakdown of the topics, concepts, and sub-skills to be taught at each grade level. It may also include suggested instructional strategies and resources.
Facilitation Process for Learning: This section describes the recommended instructional approaches, teaching methods, and strategies for effective teaching and learning. It may include guidance on promoting active learning, differentiation for diverse learners, integration of technology, and fostering critical thinking and problem-solving skills.
Assessment of Student Achievement: This component focuses on assessing student learning and progress in the subject. It describes the types of assessments to be used, such as formative assessments (e.g., quizzes, classroom observations) and summative assessments (e.g., tests, projects), and provides guidelines for evaluating and reporting student achievement.
The school curriculum of Nepal has been reviewed a number of times in recent years. The most recent review was conducted in 2019 by the Curriculum Development Centre (CDC). The review found that the curriculum was outdated and did not meet the needs of students in the 21st century. The CDC has developed a new curriculum that is currently being piloted in a limited number of schools. The new curriculum is expected to be implemented in all schools in Nepal by 2025.
The following are some of the strengths of the existing school curriculum of Nepal:
- The curriculum is comprehensive and covers a wide range of subjects.
- The curriculum is aligned with the national goals of education.
- The curriculum is flexible and can be adapted to local contexts.
The following are some of the weaknesses of the existing school curriculum of Nepal:
- The curriculum is outdated and does not meet the needs of students in the 21st century.
- The curriculum is too theoretical and does not focus enough on practical skills.
- The curriculum is not sufficiently aligned with the needs of the workplace.
The new curriculum of Nepal is based on the following principles:
- Learner-centered: The curriculum is designed with the needs of learners in mind.
- Relevance: The curriculum is relevant to the needs of learners and the demands of the workplace.
- Holistic: The curriculum incorporates both academic and non-academic learning.
- Flexibility: The curriculum is flexible, allowing for adaptation to local contexts.
- Evidence-based: The curriculum is evidence-based, reflecting the latest research on learning and teaching.
The new curriculum of Nepal is a significant improvement over the old curriculum. It is more learner-centered, relevant, and holistic. It is also more flexible and evidence-based. The new curriculum is expected to help Nepal's students succeed in the 21st century.
Here are some of the key changes that are being made to the new curriculum of Nepal:
- The curriculum is being made more learner-centered. This means that the curriculum is being designed to meet the needs of individual learners, rather than the needs of the teacher or the school.
- The curriculum is being made more relevant to the needs of students and the demands of the workplace. This means that the curriculum is being updated to include new knowledge and skills that are needed in today's world.
- The curriculum is being made more holistic. This means that the curriculum is being designed to include both academic and non-academic learning.
- The curriculum is being made more flexible. This means that the curriculum is being designed to be adapted to local contexts.
- The curriculum is being made more evidence-based. This means that the curriculum is being designed based on the latest research on learning and teaching.
The new curriculum of Nepal is expected to be implemented in all schools in Nepal by 2025. The implementation of the new curriculum will be a major undertaking, but it is essential if Nepal is to provide its students with the knowledge, skills, and values they need to succeed in the 21st century.
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