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

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the absence of an effective plan for mainstreaming an initiative beyond the
piloting phase.


It is also worth noting that one project or pilot might not provide lessons for
each and every aspect of implementing a learner-centred approach. Finding
the best approach for a particular district or school requires recording what
the situation is and what changes are needed, analyzing the information and
planning the next step. Such organizational learning and growing seems to
be weak in Nepal, however.


Whatever the outcome of previous endeavours towards improving
pedagogical practices at the classroom level, the study found that such
endeavours have been strongly emphasized in the Nepalese education sector.


The government has institutions across all levels, including district
education offices, the Curriculum Development Centre, the National Centre
for Educational Development, Regional Education Directorates, and the
Department of Education and Resource Centre (Nepal Law Commission,
2010). The newly-added Education Review Office in the MOE is responsible
for conducting external audits of agencies based on set norms and standards
by using appropriate measures (Education Review Office, 2010). In addition
to this, universities, donors and non-governmental organizations are also
seeking to improve pedagogical practices. All these endeavours, if channelled
properly, should be able to bring about significant improvements.


Forms of education that are essential in the modern-day world include
values education, life skills and critical thinking, but these are not adequately
incorporated into the education system in Nepal. Even though some of these
aspects are covered in the curriculum, in textbooks and in teacher training, in
most cases the required skills are not delivered in the classroom as intended.
These skills are behavioural and therefore must be inculcated through
interaction and activities, not content learning and memorization.


Much remains to be done to improve pedagogical practices. This will take
time. In the meantime, however, efforts must continue. Education needs
are growing, and the world is changing. High population growth, political
turmoil, poverty, uncontrolled development and low literacy are some of
the challenges facing Nepal. In addition, the wounds of the 12-year armed
insurgency have not yet healed. Both cognitive and non-cognitive skills are
essential if the next generation is to address these challenges and overcome
them.

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