Education and Sports [MOES], 2003); and independent learning and flexible
instructional arrangements were proposed in 2008 (MOES, 2008).
Despite the many mentions of learner-centred approaches, studies have
shown that, in practice, classroom pedagogy in Nepal has been dominated by
lectures, textbook reading, paraphrasing, drills and rote memorization. At the
higher grades, examinations are the focus and efforts are targeted towards
exam preparation during school hours, along with extra coaching and private
tuition for those who can afford it (Research Centre for Educational Innovation
and Development [CERID], 2002).
Description of the study
The classroom is where the intention of the curriculum needs to be translated
and where skills are transferred. Both of these aspects are reported to be weak
in Nepalese classrooms. This study examined these aspects to identify ways to
improve classroom pedagogy, so as to address future requirements.
The overall objective of the research was to contribute to increasing
knowledge and understanding of pedagogical approaches in the Nepalese
education system.
The specific objectives were to:
- Identify and critically analyse the diverse features of pedagogical approaches
in practice in Nepalese classrooms and harness the lessons learned. - Describe and analyse innovative pedagogical practices in the Nepalese
education so as to mainstream effective practices. - Formulate recommendations for the development of pedagogical approaches
that respond to the changing learning requirements.
Research questions were developed to guide the research more concretely:
- What were the pedagogical practices in the Nepalese education system in
the past that have been instrumental in shaping present practices? - What lessons can be derived from these practices to improve present and
future practices? - What are the present policy and plan related to classroom pedagogy?