Course title: Development of Education in Nepal Full marks: 100

Course No.: Ed. PM..417 Pass marks: 35

Nature of the course: Theory Periods per week: 6
Level: B.Ed. Total periods: 150
Year: First Time per period: 55 minutes

1. Course Description
This course aims to acquaint the students with various aspects of the system and structure of
education in Nepal. It also deals with education for all (EFA) program and inclusive education along
with the school sector reform plan. The roles and responsibilities of different educational agencies
have also been included in this course to indicate the development practices of the education system
over the years.
2. General Objectives
The general objectives of this course are as follows:
 To acquaint the students with the development of education in Nepal.
 To make the students familiar with the system and structure of education in Nepal.
 To provide the students with an in-depth understanding of education for all program and
school sector reform plan.
 To impart the knowledge on inclusive education.
 To provide the students with a better understanding of Sanskrit education, Buddhist
education and Islamic education in Nepal.
 To orient the students to the University Grants Commission of Nepal.
 To familiarize the students with the roles and responsibilities of different agencies of
Nepal in education.

3. Specific Objectives and Contents

Specific Objectives Contents
 List the national objectives and Unit I: Education System of Nepal (15)
policies of education system of 1.1 National goals/objectives of education
Nepal. 1.2 National policy of education
 Specify the structure and level-wise 1.3 Structure of education
objectives of Nepalese education 1.4 Level-wise objectives of education
system. 1.4.1 Pre-primary level
 Explain the place of vocational and 1.4.2 Basic education level
technical education in the education 1.4.3 Secondary school
system. 1.4.4 Higher education
 Describe various types of NFE in 1.5 Vocational & technical education
Nepal. 1.5.1 Vocational education at school level
 Explain the outline of current 1.5.2 Technical education and vocational
supervisory and administrative training
structure of educational 1.5.3 Technical higher education
organization. 1.6 Non formal education
 Identify the ways of generating 1.6.1 Adult education
income. 1.6.2 Women education
1.6.3 Alternative schooling program
 School outreach program
 Flexible schooling program
1.6.4 Income generation program

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 State the development trends of Unit II: Early Childhood Development
ECD in Nepal. (ECD) (15)
 Present the objectives and 2.1 Evolution
curriculum structure of pre-primary 2.2 Objectives
education. 2.3 Curriculum
 Mention the policies suggested by 2.4 Supervisory practices
NESP, NEC and HLNEC. 2.5 Policy suggested by NESP 1971, NEC
 Explain the parental roles to 1992, HLNEC 1998
provide education for pre-primary 2.6 ECD in EFA/National plan of action.
age children. 2001-2015
 Explain the roles of NGOs and 2.7 Parental education
INGOs in promoting ECD 2.8 Roles of NGO & INGO in promoting
programs. ECD program
 Describe the problems and issues of 2.9 Problems, issues and solutions
preprimary education with their
solutions.
 Review the evolution of primary Unit III: Basic and Primary Education in
education in Nepal. Nepal (20)
 Present the objectives and 3.1 Evolution
curriculum structure of primary 3.2 Objectives
education. 3.3 Curriculum
 Mention the policies suggested by 3.4 Supervisory practices
NESP, NEC and HLNEC. 3.5 Policy & structure as suggested by
 Explain the place of primary NNEPC 1954, ARNEC 1961, NESP
education in EFA national plan of 1971, NEC 1992, HLNEC 1998
action 2001-2015 A.D. 3.6 Primary teacher training program
 Explain the primary school teacher 3.7 Primary education in EFA/ National plan
training programme in Nepal. of action 2001-2015
 Explain the need of CAS with its 3.8 Continuous Assessment System (CAS) /
educational implications. and liberal promotion policy:
 Enumerate the problems of primary characteristics, objectives, strategy
education in Nepal with their 3.9 Financing of primary education
solution. 3.10 Problems of primary education with their
solution
 Explain the evolution of secondary Unit IV: Secondary Education in Nepal (15)
education in Nepal. 4.1 Evolution
 Mention the objectives and policies 4.2 Existing objectives and policies.
of secondary education in Nepal. 4.3 Comparative analysis of curriculum
 Compare the curriculum structure, structure, supervisory practices,
supervisory practices and evaluation system as suggested by
evaluation system as suggested by NNEPC 1954, ARNEC 1961, NESP
NNEPC, ARNEC, NESP, NEC & 1971, NEC 1992, HLNEC 1998
HLNEC. 4.4 Secondary teacher training program
 Describe the secondary school 4.5 Higher Secondary Education Board
teacher training program in Nepal. (HSEB)
 Explain the role of Higher 4.5.1 Introduction
Secondary Education Board in the 4.5.2 Objectives
present context of Nepal. 4.5.3 Functions/Roles
 List and explain the problems and 4.5.4 Composition

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 issues with their solutions. 4.6 Problems and issues with their solutions
 State the historical development of Unit V: Higher Education in Nepal (15)
higher education in Nepal. 5.1 Historical development
 Outline the development of 5.2 Objectives and policies of higher
universities in Nepal with their education
introduction. 5.3 Financing of higher education
 Point out the objectives, policies, 5.4 Diversification of higher education
and structure and administration 5.5 Tribhuvan University (T.U.)
system of higher education in 5.5.1 Introduction
Nepal. 5.5.2 Administrative structure
 State the major functions of TU, 5.5.3 Academic structure
NSU and LBU. 5.5.4 Major functions
 State the financing system of higher 5.5.5 Faculty of Education/FoE
education in Nepal.  Introduction
 Explain the functions, objectives,  Programmes
programmes and its contribution to  Functions, rights and duties
educational development of Nepal .  Contribution to educational
 State the issues and challenges with development of Nepal
their solutions. 5.6 Nepal Sanskrit University (N.S.U.)
5.6.1 Introduction
5.6.2 Major functions
5.7 Lumbini Boudha University (L.B.U.)
5.7.1 Introduction
 Objectives
 Programmes
 Contribution to educational
development of Nepal
5.7.2 Roles and responsibilities
5.8 Issues & challenges
5.9 Remedial measures
 Outline the introduction of UGC. Unit VI: Other University and Academic
 Mention the composition of UGC. Institutions of Higher Studies
 State the main functions of UGC. (University Grants Commission)
 Discuss the programs and granting (5)
policies of UGC. 6.1 Introduction
6.2 Composition
6.3 Main functions
6.4 Programs and funding/granting policies
 Describe the historical development Unit VII: Religious Education in Nepal (10)
of Sanskrit education in Nepal. 7.1 Sanskrit education
 State the objectives of Sanskrit 7.1.1 Historical development
education in Nepal. 7.1.2 Objectives
 Introduce the Buddhist and Islamic 7.1.3 School level curriculum
education in Nepal. 7.1.4 Education in the Gurukuls
 Point out the objectives of Buddhist 7.2 Buddhist education
and Islamic education in Nepal. 7.2.1 Basic concept
 Explain the role of Christian 7.2.2 Historical Development
missionaries in school education in 7.2.3 Objectives
Nepal. 7.2.4 Education in Gumbas and Vihars
7.3 Islamic education

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 7.3.1 Basic concept
7.3.2 Historical Development
7.3.3 Objectives
7.3.4 Education in Madarsas
7.4 Christian missionaries and school
education
 Clarify the concept of inclusive Unit VIII: Inclusive Education in Nepal
education. (10)
 List the identified/target groups of 8.1 Concept of Inclusive Education (IE)
IE. 8.2 Target groups of IE
 Enumerate the aims and objectives 8.3 Aims & objectives of IE
of inclusive education. 8.4 Education of the disadvantaged (Special
 Elaborate the education with needs children, girl, dalit, janjati and
reference to disadvantaged groups. language minority)
 Outline the goals, policies and Unit IX: Education for All (EFA) in the
strategies of EFA in the context of Context of Nepal (10)
Nepal. 9.1 Background
 Mention the indicators of EFA. 9.2 Goals of EFA
 Identify the problems and issues of 9.3 Existing policy & strategy of EFA
EFA with their solutions. 9.4 Indicators of EFA
9.5 Problems & issues of EFA and their
solutions
 Introduce the School Sector Reform Unit X: School Sector Reform Plan 2009-
Plan 2010-2015. 2015 (20)
 Present the rationale and vision of 10.1 Introduction
S.S.R. 10.2 Vision of the Plan
 Discuss the policies and strategies 10.3 Rationale
of S.S.R. 10.4 Policies & strategies
 Enumerate the implementation 10.4.1 Governance & management
strategies of S.S.R. 10.4.2 Quality
 List the basic challenges of S.S.R. 10.4.3 Equitable access
10.4.4 Financing
10.5 Implementation strategies
10.5.1 Institutional arrangement
10.5.2 Monitoring & evaluation system
10.5.3 Capacity development (HRD)
10.6 Basic challenges: Rising expectation
integrating basic & secondary education,
quality & relevance, inclusive
participation, decentralization in
educational management
 Explain the roles and Unit XI: Roles & Responsibilities of
responsibilities of different Different Educational
educational agencies such as; MOE, Agencies (15)
DoE, CDC, TSC, NCED, RED, 11.1 Ministry of Education (MOE)
DEO, SMC and PTA in the 11.1.1 Introduction
development of education system. 11.1.2 Main functions
11.1.3 Structure
11.2 Department of Education
11.2.1 Introduction

266
 11.2.2 Objectives
11.2.3 Division
11.3 Curriculum Development Centre
11.3.1 Introduction
11.3.2 Objectives
11.3.3 Organizational structure
11.4 Teacher Service Commission
11.4.1 Introduction
11.4.2 Composition
11.4.3 Functions
11.5 National Centre for Educational
Development
11.5.1 Introduction
11.5.2 Objectives
11.5.3 Structure
11.5.4 Functions
11.6 Regional Education Directorate
11.6.1 Introduction
11.6.2 Objectives
11.6.3 Functions
11.6.4 Organization
11.7 District Education Office
11.7.1 Introduction
11.7.2 Organization
11.7.3 Functions
11.8 School Management Committee
11.8.1 Introduction
11.8.2 Composition
11.8.3 Functions
11.9 Parent Teacher Association
11.9.1 Introduction
11.9.2 Composition
11.9.3 Functions
Note: The figures in the parentheses indicate the approximate periods for the respective units .

4. Instructional Techniques
In this course the students will be involved in different activities. The instructional techniques for
this course are divided into two groups. The first group consists of general instructional
techniques and applicable to the most of theory contents. The second group consists of specific
instructional techniques applicable to practice-oriented contents.
4.1 General Instructional Techniques
 Introductory presentation on each topic by the teacher.
 Use of lecture, question-answer and discussion.

4.2 Specific Instructional Techniques

Unit XI: Practical activities - Assignment, report writing and presentation in the classroom.

5. Evaluation

267
 The students will be evaluated on the basis of the written tests, class room participation, report
preparation and presentation during the academic session. The scores obtained from such
evaluation will be used only for the feedback purposes. The performance of the students will be
evaluated on the basis of the score obtained in the annual examination to be held by the Office of
the Controller of Examinations, T.U. The type and number of test items to be included in the
annual examination are mentioned below:

Types of questions Total questions Number of questions Total

to be asked to be answered and marks
marks allocated
Group A: Multiple choice items 20 questions 20 x 1 mark 20
Group B: Short questions 8 with 3 or questions 8 x 7 marks 56
Group C: Long questions 2 with 1 or question 2 x 12 marks 24

6. Recommended Books and Reference

Recommended Books
ARNEC (1961). Report of ARNEC. Kathmandu: Ministry of Education (For units I - V & VII)
Government of Nepal (2009). School sector reform plan. 2009-2015 Kathmandu: Author (For
unit X)
HLNEC (1998). Report of HLNEC. Kathmandu: HLNEC (For units I - V, VII and XI)
HMG (2003). Education in Nepal. Kathmandu: Planning Division, MoES. (For units I & IX)
Mohanty & Mohanty (1996). Early childhood care and education. New Delhi: Deep & Deep
Publication. (For unit II)
NEC (1992). Report of NEC. Kathmandu: MoES (For units I - V, VII & XI)
NESP (1971). NESP 2028-32. Kathmandu: Ministry of Education. (For units II - V & VII)
NNEPC (1956). Report of NNEPC. Kathmandu: College of Education. (For units I - V & VII)
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References

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