Background:
The National Curriculum Framework (NCF) 2076 received government approval in Nepal on September 6, 2019, with the aim of transforming the school curriculum. This document serves as the primary guiding document for the education system at the school level. The development of the new curriculum framework in Nepal drew inspiration from the Sustainable Development Goals 2030 (SDG 2030), the Secondary School Development Program (SSDP) framework, and the federal context. In terms of structure, the National Curriculum Framework 2076 comprises 88 pages, divided into six sections: background, contemporary aspects related to the curriculum, theoretical foundations and policy for curriculum development, structure of school education curriculum, student evaluation and approval processes, implementation of the national curriculum framework, and annexes. Additionally, there are five annexes and 44 sub-topics spread across these sections.
Major Features:
NCF 2076 introduces significant changes to the school curriculum, including an integrated curriculum for grades 1-3 and a single-path curriculum for grades 9-12. It incorporates 32 working hours per credit hour (26 for grades 1-3, 32 for grades 4-10, and 27-32 for grades 11-12). Schools have the flexibility to add one subject of their choice. The curriculum is competence-based rather than objective-based, and it introduces technology subjects from grade 4. It emphasizes human values education and Community and Service (CAS) as a new approach. It also provides time for assessment, revision, and remedial teaching.
Curriculum Development Process:
The curriculum framework 2076 outlines a six-step curriculum development process. These steps include developing an action plan by the Curriculum Development Center (CDC), forming thematic groups and creating a draft version, reviewing relevant literature, analyzing existing textbooks and curricula, collecting suggestions and feedback from stakeholders, and finally, reviewing the draft version and preparing the final version. The Council of National Curriculum Development and Evaluation recommended the final approval on 2076/05/19, which was granted on 2076/05/20.
Major Factors Considered:
During the development of NCF 2076, a comprehensive analysis of 20 influencing factors took place. These factors encompassed geographical, social, cultural, economic, and educational contexts, as well as considerations for curriculum organization, value-driven education, life skills, employment, and more. Competency-based curriculum development, holistic child development, inclusion, and various theoretical bases were also taken into account.
Teaching and Learning Perspective:
The curriculum framework emphasizes the use of Nepali or mother tongue as the medium of instruction at the basic level and Nepali or English in secondary education. It underscores the importance of incorporating local content in social studies, human values, morals, art, culture, and indigenous subjects, taught in the respective language. The framework aims to establish national quality standards at various levels and promotes colorful and multimedia textbooks, child-centered teaching methods, practical work, open and alternative education systems, and technical streams in secondary education.
School Education Structure and Framework:
The curriculum divides school education into two levels: basic (grades ECD-8) and secondary (grades 9-12). The basic level comprises 12 learning competencies and 15 at the secondary level. Grades 1-3 include 11 learning areas with 576 credit hours, while grades 4-5 have 32 credit hours and 1024 working hours. Grades 6-10 share 32 credit hours and 1032 working hours. Grades 9-10 offer 42 subjects in OPT I and 35 in OPT II for general stream students, with 9 subjects and 4 optional subjects for technical stream students. Grades 11-12 consist of 27 credit hours and 864 working hours, featuring four core subjects, three optional subjects, and the option for schools to add one subject with 5 credits and 160 hours.
Evaluation and Validation System:
NCF 2076 establishes an evaluation system for school education, including continuous assessment (CAS) in grades 1-3, a combination of CAS and periodic examinations in grades 4-7, and internal and external examinations in grades 8-12. Technical education in grades 9-12 uses a 50% practical and 50% theory evaluation approach. Examinations for grades 10, 11, and 12 are administered and approved at different levels of government, and a letter grading system is applied consistently across all grades.
Curriculum Implementation Process:
The curriculum was introduced through a phased approach, with grade 1 piloted in 2076 and gradually implemented from 2077 to 2080 for different grade levels. This incremental rollout allowed for adjustments and adaptations as needed.
Critical Reflection:
While NCF 2076 introduces several commendable features, such as a competence-driven curriculum and provisions for integration, its successful implementation relies heavily on teachers' abilities and resources. The curriculum framework does not provide a clear roadmap for effective classroom implementation. Additionally, the introduction of new assessment tools, like CAS, raises questions about teacher readiness. The success of integrating concepts in early grades hinges on the skills and competencies of teachers. Nevertheless, NCF 2076 serves as a vital guideline for transforming instructional activities and fostering change among students in both national and international contexts.
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