KATHMANDU, Sept 11: Nepal is moving to overhaul its school curriculum to prepare students not just for examinations and certificates, but for employment, everyday life and a rapidly changing world of technology.
The Ministry of Education and Sports has initiated the revision of the National Curriculum Framework 2076 BS following a ministerial decision to make school education more contemporary, practical, life-oriented and student-centered.
A curriculum revision task force led by Prof Dr Bal Chandra Luitel is working on 12 thematic areas. The task force has visited all seven provinces and held discussions with students, parents, teachers, school management committees, journalists, intellectuals, local governments and education experts to gather feedback on the proposed changes.
During a consultation with stakeholders in Kathmandu Metropolitan City (KMC), students said the existing curriculum is heavily focused on examinations and academic certificates, while giving insufficient attention to practical skills and employment.
Shristi Thapa, a Grade 10 student at Kanya Mandir Secondary School, Chhetrapati, said she had spent 11 years in school but was concerned that the education she had received would not necessarily translate into practical skills after completing the Secondary Education Examination (SEE).
“I want an employment-oriented curriculum, not one focused on certificates,” said the 15-year-old. “I have studied for 11 years, from nursery to Grade 10. Now I am going to take the SEE. Even if I receive a certificate, I may not be able to use it in practice.”
She said future curricula should integrate skills and employment opportunities rather than focus predominantly on theoretical subjects.
Similarly, 13-year-old Sampurna Raj Thapa of Darbar High School said schools should prepare students not only for examinations but also for life and employment.
“The curriculum should be linked to the needs of the times, the labor market and changing technology,” he said. “As examinations and certificates are given greater priority in the current education system, practical knowledge and skill development have been overshadowed.”
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He said the curriculum should help connect education with employment opportunities within Nepal, at a time when a large number of students leave the country after completing Grade 12.
Linking education with the labor market
Students have also called for greater emphasis on information technology, entrepreneurship, vocational and technical education, financial literacy, communication skills, problem-solving, leadership and other life skills.
Nikhil Mahato, a Grade 9 student at Darbar High School, said that the Curriculum Development Centre (CDC) should take into account which sectors are generating employment opportunities, what kinds of workers the private and public sectors need, and which skills are likely to be in demand in the future.
Shama Tabassum, a Grade 10 student at Kanya Mandir Secondary School, said there should be a direct connection between what students learn in school and the skills demanded by the market.
“There should not be a big gap between what we study and the skills required in the market,” she said. “Education should not only prepare students to seek jobs after graduation but also develop their capacity to create jobs themselves.”
Students participating in the consultations have repeatedly emphasized the need to connect education with employment, skills and production. They argue that rapid changes in technology and the nature of work mean a knowledge-based curriculum built around an older model may not adequately prepare students for future challenges.
They said the success of the education system should not be measured solely by the number of students who obtain certificates, but also by how effectively they can apply the knowledge and skills they acquire.
“Getting a certificate is an achievement,” Srishti said. “But the real achievement of education is to provide students with skills, competence and the ability to become self-reliant.”
AI and digital skills in the curriculum
Education stakeholders have also called for artificial intelligence and digital literacy to become integral parts of school education.
Heramba Raj Kadel, principal of Vishwa Niketan Secondary School in Tripureshwor, Kathmandu, said teaching basic computer skills alone would no longer be sufficient.
“Students should not only know how to use computers but also learn how to use AI, distinguish misinformation, understand cybersecurity and use technology responsibly,” he said. Kadel suggested that computer education be taught from Grades 1 to 5 and AI-related knowledge be introduced from Grades 6 to 12.
Nama Raj Dhakal, head of the Education Department of KMC, said technology had undergone major changes since the National Curriculum Framework was revised in 2076 BS.
“The curriculum should therefore incorporate both modern technology and originality,” he said. Dhakal also suggested incorporating content related to the government’s two-day weekend and simplifying the curriculum while giving greater emphasis to moral education.
Kumar Ghimire, a curriculum officer at the CDC, said the revised curriculum should include responsible use of AI. He suggested that school education should have a stronger technical component, with 80 percent technical education and 20 percent general education, and called for a guideline for local curricula.
Greater emphasis on practical and moral education
Stakeholders have also suggested that school education should prepare children for practical responsibilities at home and in society rather than remain confined to classroom learning.
Students have called for greater use of practical and project-based learning alongside theoretical subjects. Suresh Kumar Joshi, head of the Kathmandu Education Development and Coordination Unit, suggested teaching students to solve problems by connecting lessons with local resources, technology and local needs.
Disaster and climate change education
The devastating floods in Nepal have also highlighted the need to prepare students for disasters and climate-related risks.
Purushottam Ghimire, director and information officer at the CDC, said disaster and climate change education should be made an integral part of the school curriculum, considering Nepal’s geographical vulnerability.
“The curriculum will include practical education on floods, landslides, glacial lake outburst floods, fires and climate change, taking Nepal’s geographical vulnerability into account,” he said. “Discussions are also underway to include first aid, identification of safe places and disaster preparedness drills in schools.”
Ghimire said 12 thematic groups have been formed to carry out the curriculum revision. The task force is scheduled to visit 28 districts across all seven provinces to collect suggestions and feedback from stakeholders by mid-September.
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