4th Week Curriculum and its issues at a glance

     

   In Nepal after the end of absolute monarchy and restoration of constitutional democracy in1990 the government laid much emphasis on the expansion of education realising its importance as a part of raising the social status and freedom of every Nepali citizen. Curriculum was reshaped and refined to enhance the teaching- learning process and test the achievement of students. Much effort was put in discarding traditional teaching- learning practice and embracing modern or global teaching- learning methodologies in all pre- primary, primary, lower secondary, secondary and higher secondary (12) level.

     Curriculum Development Centre (CDC) takes the responsibilities in planning and developing the national curriculum. The curriculum which is directed towards intended student learning outcomes is based on two types of abilities:      

•  Knowledge and understanding
•  Practical abilities

These abilities are attained through the following principles of student assessment.

•       Formative assessment -  This type of assessment includes unit test, class test, participation, attendance, home- assignments and project work. It is targeted to instructional improvement. Here the internal assessment is 25% and external assessment is 75%.
•       Summative assessment-  This incorporates qualifying test/send up exams and final examination/SLC (School Leaving Certificate). Here the internal assessment is 25% and the external assessment is 75%.
•        Comprehensive student assessment system-   Ministry of Education & Sports (MOES) sets a pass mark 40% for all schools and external marks 75% for secondary level.

     Recently, Department of Education (DOE) has initiated inclusive education in the national curriculum and it is a great educational reform in Nepal. The target group consists of girl child, children with disability, Dalits (marginalized and socially backward community), minority ethnic groups, children in jail, children affected by war/conflict and so forth. This policy has ensured children to right to education as a fundamental right.

     One major issue in SLC is that education has been very exam oriented rather than based on knowledge. Every school is more focused on methods and ways to be adopted so that students get high grades in SLC examinations. I feel that the real learning is simply missing. Assessment and evaluation experts like Kellaghan and Greaney (1992, as cited in Mathema & Bista 2006) argue that examination can deteriorate the quality of education. In schools the focus is only on what should be taught and how it should be taught. In my view assessment should be directed towards the holistic development of students. It should not be like a game that has to be won in any way.

      Another shortcoming is concerning formative assessment in which lack of instructional approach especially in public schools and a few private schools too has adversely affected the learning outcomes of students. Teachers are not skilled and lack expertise to take the feedback from parents, the school management and students on improving the learning outcomes and excelling the teaching- learning process. The role of a teacher is confined to only teaching from books and the scenario is “guru” being the active speaker and the students simply passive listeners. This is one of the reasons for downward trend in SLC pass percentage over the past years. What is needed in the present context is emphasis on practical knowledge or project based learning. This type of learning can not only help teachers to explore children’s capabilities and skills but also evaluate their creativity.

     Overall, it is a collective responsibility of schools, district education officers, school supervisors, school management, teachers, parent communities and various stakeholders to help ensure the proper implementation of the national curriculum for effective learning outcomes.

References

Ministry of Education & Sports Curriculum Development Centre. Sanothimi, Bhaktapur. (2005). National Curiculum Framework for School Education (Pre- primary- 12) in Nepal. Retrieved from www.librarykvpattom.files.wordpress.com/2009/06/ncf-nepal.pdf.

Mathema, K.B, & Bista, M.B. (2006). Report on Study of Student Performance in SLC. Retrieved from web.nitc.gov.np/phocadoenload/curriculum_reports/slc.