Transforming teaching and learning in Asia and the Pacific: case studies from seven countries; 2015

The research design used in this study is illustrated in Figure 1 below.

Figure 1: Research design

Identify desired situation

focusing both on general

and innovative programmes

related to classroom

pedagogy

Literature review Commission

reports, plans, programs, evaluation

reports, research reports, education

act, curriculum and curricular materials

Comparison of intended pedagogical

approaches with actual practices, as

reported in evaluation and research

studies and observations in the

classroom

Triangulate with existing practices

Analysis of positive

outcomes and gaps (if any)

Empirical study: Observation

of classroom teaching and

learning (small sample)

Draw implications for

improved pedagogical

approaches

Implications for

Future requirements in terms

of content or skill or both

Measures for pedagogical

improvement

Coverage and involvement

for the future development

Analysis and implications

Findings

Present pedagogical practices reflect past practices, though the degree
varies depending on the context and any reform initiatives that have been
implemented. Therefore, existing pedagogical practices need to be analysed
in connection with practices in the past. This section presents the main
findings of the research under three headings: pedagogical practices in the
past, current pedagogical practices, and pedagogical prospects.

Pedagogical practices in the past

As noted above, the Buddhist and Hindu systems of education continue
to exist in Nepal, alongside the British system. These religious education
systems delivered knowledge mainly through rote learning and repetition
in chorus. ‘The mode of transmission was oral – through constant recitation
and repetition, backwards and forwards from teacher and pupils, texts
were committed to memory’ (Alexander, 2000, p. 89). According to the
Nepal National Education Planning Commission Report (1956), students
engaged in memorization and repetition of the content matter, rather
than in activities that aimed to increase understanding and bring about
intellectual transformation. The religious books, which were the main source
of information, were to be savoured and illuminated rather than interrogated
(Alexander, 2000). Accordingly, students devoted a great part of their lives to