THE CURRICULUM VS Society

Curriculum for Contemporary Society

Shishir Prasad Aryal (75152101)

Introduction

A method of teaching, training, and learning to develop skills and improve information in a

person is usually referred to as education. Since the start of human civilization, incalculable

intellects tried to identify the purpose of education. A common understanding of human being of

education without purpose has no real importance or significance in society. A basic purpose of

education is to empower people, however, it has to cope up with the ever-changing demands of

society over time and places (Essay, 2010). Society does not remain quiet because the future is

always encircled by uncertainties. As society remains to progress, the educational purposes are

also revised to keep up with the increasing demands of its surroundings and remain relevant to

society in the present and beyond.

In the present, different societies are in the dilemmas that whether the education system they

accepting is supporting them to sustain and ensure the welfare of their populations or they feel

negative with the response capacity of the education system in respect to the what, why, and

how of education. Intellectual and civilians in different societies also raise questions on a

significant association between the political and social demands of education and its provision.

These questions are also increasingly supported by the international and national assessments on

the functioning of the school system and the effectiveness of their curriculum in the teaching and

learning process (UNESCO, 2011).

The term curriculum simply refers to the course of study or the learners' experience with the

education system. Different intellectuals define it as a bridge to overcome the sociopolitical

demands of societies through the schools and beyond. A society seeks its sustainability and

demands the welfare of the population through education and wants to devise the curriculum

accordingly. It is known that a sustainable society ensures the health and vitality of human life

and culture and natural capital, for present and future generations. So, it wants to fulfill the

welfare of its population and provide social security through education and demands that people

meet their basic human needs and also attempt to generate an optimum level of well-being in

society by education.

The Education System is continuously challenged to its capacity of responding to the

sustainability of society and to ensure the welfare of their population throughout the universe so

what, why, and how education is major concerns of people. It requires economic advancement

with the civic and moral development of society (Essay, 2011). In Nepal, national goals for

education focus on the individual child's development and their relationship to society

(UNESCO, 2006). The current debates on the purpose and role of education are related with

social values that should be accepted and achieved for a just society. Education is perceived as a

necessary condition for such visions to be achievable. However, this situation is associated with

the spreading of citizens' distrust in governments' capacity to shape and implement long-term

educational policies, and in the effectiveness of the education system to respond to contemporary

challenges and problems (UNESCO, 2011). For Nepal’s school education to produce the needed

human resources to elevate Nepal’s status from a Least Developed Country by 2022 and to reach

the status of a middle-income country by 2030. (MoE, 2016). The advancement of highest

human values and the inculcation of national and social norms are considered vital for the child's

social growth. The role of education in Nepal has equal importance as a promoter of international

principles of peace, international understanding, co-operation, human rights, and fundamental

freedom. Through the curriculum that includes comparative studies of human behavior, culture,

and other aspects of human creativity, the comprehensive goal is to foster the harmony of the

rich and varied elements of Nepali society. (UNESCO, 2006). Similarly, the adult and non-

formal education program of Nepal also aims to inform participants about democratic principles

and the political and developmental system of Nepal (ibid.). So, a discussion on ' the curriculum

debate: why it is important today?' is being a concern to all Nepali intellectuals as already

widespread throughout the universe.

Education and Curriculum

The curriculum is a continuous, all-comprehensive process that goes through changes and

modifications, additions, and alterations. Bobbitt (1924) calls it "a series of experiences", that

children must have to develop their ability to face the affairs of adult life. The relationship

between education and curriculum is highly linked and they both enhance each other. For

instance, the curriculum is the foundation of education and the curriculum is what makes the

education quality stand out.

The curriculum provides a context within which education can occur. Education is developing

and practicing certain habits in different contexts. Along the way, learners learn some content

which is the curriculum and that's important to a degree, but nobody can learn or know

everything. So the best curriculum permits the development and practice of good habits within a

discipline but not limiting to aiming at the memorization of a certain body of knowledge.

A curriculum directs the educators on what they should teach the students. Well-built curriculum

outlines and narrows down various subjects that should particularly be taught within the
THE CURRICULUM VS Society

stipulated period. The curriculum, therefore, serves as a guide to check the study program of a

particular course of study. Furthermore, a curriculum is mainly characterized by the start and the

end of a given course of study. Besides, a curriculum directs the educator on how to effectively

test the learners on preset standards. (EuropaTrust, 2020)

Political and Social Demands of Education in Nepal

Nepal’s new federal constitution 2015 affirms education as a fundamental right and writes that

every citizen shall have the right to free and compulsory basic education, and free education up

to the secondary level (GoN, 2015). There are 29035 community and 6566 institutional schools

to run grades 1 to 12 in Nepal where 7391524 students (Boys 3622400 and Girls 3769124) are

enrolled and are taught by 147538 teachers supported by the government (MoEST, 2017).

Despite huge funding in the public school sector in Nepal, NASA (2013) indicates that some are

lacking in the current educational system of Nepal. The wide gap in the achievement level of

students, schools, districts, and regions indicates that there is an unequal distribution of

educational opportunities to students. (ERO, 2015). Educational failure imposes high costs on

society. Poorly educated people have limited financial capacity to produce, grow, and innovate.

Social cohesion and mobility are highly influence by failure in school system which imposes

additional costs on public budgets to deal with its consequences – higher spending on public

health and social support and greater criminality, among others. For all these reasons, improving

equity in education and reducing school failure should be a high priority in all OECD education

policy agendas (OECD, 2012).

The macro perspective of the education functions includes human resource development, science

and technology, and economic growth. Human resources is a highly essential factor in
THE CURRICULUM VS Society

development. This is due to a country's development requires not only the natural, materials, and

financial resources, but also the human resources who can utilize the resources. It can be difficult

for any development agency to achieve the expected goals and aims if the human resources, as

the main factor, are not supportive or do not have the required ability to utilize the available

resources (Ali, 2017). Ali (2017) states the purposes of education in the following lines: 1. to

promote education as the basis of sustainable social life and to strengthen international

cooperation for the development of policy innovations, programs. 2. To integrate sustainable

development into the education system at all levels of education. 3. To provide funds and support

for the education, research, and public awareness programs.

The curriculum itself is not well understood by many teachers. Despite orientation on the

curriculum for some teachers, most had not been comprehensively trained to understand how to

implement a competency-based curriculum. Many teachers and the general public consider

textbooks to be the end-all and be-all of the curriculum and all teaching is therefore tied to these

books, with only the memorization of the text often being the result. The examination system

often reinforces this approach (MoE, 2016)

Contemporary curricular issues, challenges and principles in Nepal

The education system is complained of essential skills, knowledge and inequalities in the social

distribution. The quality of education is often questioned, especially as it is increasingly

measured by the results of national and international assessments. The traditional organization of

the teaching and learning process and content are increasingly perceived as outdated with regards

to the knowledge, skills, attitudes, and values needed to live in an ever-changing world and a

century that is filled with uncertainties, but also opportunities. 

In a context characterized by serious concerns and incessant claims, giving a convincing purpose

to education and learning must become a priority in the effort to redefine the ultimate goals

pursued by national societies. The education and learning processes that are to be promoted

cannot only be foreseen in terms of prescriptions and norms without reference to the actual

circumstances. It is also essential that the renewed significance given to education and learning

raises the enthusiasm of teachers, families, and communities, and encourages students to engage

in their learning. CDC (2007) has described some issues and challenged of curriculum in Nepal.

They are -

1 Socio-cultural and educational aspects 2 Curriculum development process

3 Consistency and continuity of curriculum 4 Norms and value based education

5 Life skill based education 6 Education for employment and self-employment

7 Need of ICT based education 8 Issues of mother tongue

9 Inclusive curricular approach 10 Instructional approaches

11 Sanskrit education 12 Local need based education

13 Subjects to be taught 14 Alternative education

15 Impact of globalization in education 16 Student assessment and evaluation

17 Quality and relevancy of education 18 Educational research

19 Capacity building

Analyzing the above mentioned contemporary curricular issues and challenges, this framework

has set up the following curriculum development and implementation principles. CDC (2007)

enlists the principles to be adopted are:

1. Comprehensive and balanced approach

2. Organization of major learning areas

3. Integrated approach of curriculum development

4. Child-centered curriculum development approach

5. Basic education in mother tongue

6. Inclusive approach in curriculum development

7. Local need based curriculum development approach

8. Sanskrit education as the foundation of eastern knowledge and philosophy

9. Information and communication technology

10. Life skill based education ƒ work oriented curriculum

11. Student assessment and evaluation

12. Participatory curriculum development process

13. Alternative, distance/open education policy

14. Norms and values based curriculum development.

15. Research based curriculum development

16. Teaching learning activities as an integral part of curriculum

17. Setting quality standards of school education

For the proper execution of school curriculum of Nepal, above mentioned issues, challenges and

principles of curriculum should be addressed properly so that the education system adopted in

Nepal promotes to sustain Nepali society and ensure the welfare of Nepalese students. It also

guides the education system in respect to the what, why, and how of education.

CONCLUSION

Curriculum reform is a continuous task of education in all societies. Curriculum reforms implies

a society’s adaptation process or response to changes prevailing in the education system or in

society at large. Because of the development of knowledge-based information societies and

globalization, education is undergoing widespread reform worldwide. Therefore, curriculum

reforms are urgent to all societies. Curriculum reform is a social process and as the learning

experiences of human beings develop so does the need arise for curriculum reforms as well.

None of the curriculum is static but is ever changing. Curriculum reform process are affected by

political transformations, societal values and norms in a country among many other agendas of

education reform. Even though, Curriculum reform is not easy and is a challenging process,

curriculum reorganization is important issue for school improvement and scholastic

achievement. Familiarization with what it involves is imperative before the curriculum reform

process commences. Then, all the influencing factors of curriculum should be identified and

analyzed. So that, each country become mature in curriculum reform process to eliminate

failures and repetition of failures of achieving goal of quality education in education system.
THE CURRICULUM VS Society

References

Ali, M. (2017) Curriculum Development for Sustainability Education. UPI Press, Indonesia,
http://kurtek.upi.edu

CDC (2007). National Curriculum Framework for School Education in Nepal. Government of
Nepal, Ministry of Education and Sports, Curriculum Development Centre.

ERO (2015). Report on National Assessment of Student Achievement (NASA) 2013.

Essays, UK. (November 2018). Keeping up with the changing demands of society. Retrieved
from https://www.ukessays.com/essays/education/keeping-up-with-the-changing-
demands-of-society-education-essay.php?vref=1

Europa Trust (2020).  Relationship between Education, Teaching, and Curriculum.

GoN (2015). The Constitution of Nepal (September 2015). Kathmandu: Government of Nepal.
Available at: http://www.mofa.gov.np/the-constitution-of-nepal.

MoE (2016). School Sector Development Plan, Nepal, 2016–2023. Kathmandu: Ministry of
Education, Government of Nepal.

MoEST (2017). Education in Figure 2017 (At a Glance).Government of Nepal, Ministry of

OECD (2012), Equity and Quality in Education: Supporting Disadvantaged Students and
Schools, OECD Publishing. http://dx.doi.org/10.1787/9789264130852-en
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Savolainen, H., and Halinen, I. 2009. De la educación inclusiva al currículo inclusivo [From
inclusive education to inclusive curriculum]. (Discussion paper about curriculum and
inclusion). Geneva: UNESCO-IBE.

UNESCO (2006). World Data on Education, 6th edition, 2006/07. Compiled by UNESCO- IBE
(http://www.ibe.unesco.org/)

UNESCO (2011). The curriculum Debate: Why it is important today. IBE Working Papers on
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