Politics of Pedagogical Practices: Basic Education across Political Regimes in Nepal

Abstract

The political transformation of 1990 ended the partyless Panchayat system and reinstated multiparty democracy in Nepal, laying the foundation for comprehensive educational reform. In this context, the National Education Commission was established in 1991. The commission recommended major reforms across several aspects of school-level education to bring about fundamental change. It proposed significant changes in the school curriculum, subjects and content, teaching methods, instructional materials, and assessment systems to align the education system with the values of multiparty democracy. Based on its recommendations, improvements were made in certain areas of school education. Subsequently, in 1999, another High-Level Education Commission was formed, which also provided recommendations for reforming various aspects of the school education system. The movement of 2006 led to the abolition of the monarchy and the establishment of a federal democratic republic. In line with this political shift, new suggestions were made regarding the school curriculum, teaching methods, and assessment practices. Over time, corresponding changes were introduced in education policy, curricula, and the overall school education system. This study aims to explore the major transformations in school education - encompassing curriculum development, instructional content, medium of instruction, instructional materials, assessment procedures, physical infrastructure, and financing of education - following the establishment of the Federal Democratic Republic of Nepal. This study employed an iterative inductive-deductive approach, grounded in policy documents and relevant literature. Findings were thematically organized and rigorously validated for reliability and consistency, with translations provided for Nepali sources where required. This study highlights significant reforms in the education sector, including the adoption of modern curriculum development principles, learner-centered teaching, and assessment for learning procedure in pedagogical practices. However, these theoretical advancements have not been fully realized in practice, as classrooms remain rather depressing and teacher-centered teaching persist. Student assessments are often superficial, while inadequate physical infrastructure and problematic financing of school education continue to challenge school education.