Executing Ecopreneur Model of Local Curriculum for Bringing Life to School and School to Life: A Step Towards Transformative Living-School in Nepal

History Of Local Curriculum In Nepal

There has been a lot of discussion and debate in Nepal about the local curriculum, which shows that educational stakeholders are starting to understand how important it is to include local values and contexts in education. This is a reform that transformative educationists have been talking about for many years (see Bainbridge & Del Negro, 2020; Lange, 2018; Luitel & Taylor, 2019). It means teaching people based on what they need to know locally, instead of just using the same teaching methods and materials that are used in other places.

In 1992, the National Education Commission acknowledged the significance of including local needs-based learning in school education. As a result, the commission suggested educational reform to introduce necessary policy provisions for creating and executing the local curriculum in Nepalese schools. The commission's suggestions were intended to enhance the quality of education in Nepal by ensuring that the education system is appropriately prepared to develop and implement a local curriculum that caters to the requirements of Nepalese students. Also, in 1992, the Primary Education Curriculum recommended including local content in course books. This was done to make the course books more relevant to students' local context, culture, and language. It recognized that different regions and communities within Nepal had unique histories, customs, and perspectives that were not reflected in the standard curriculum. This provision aimed to make education more inclusive and culturally responsive, contributing to a more comprehensive and enriched learning experience for students.