The Curriculum Development Center (CDC) has unveiled the National Curriculum Framework for School Education, slated for implementation from the academic session of 2076 BS onwards until 2080 BS. This framework brings forth a range of new subjects, catering to students from Grade One to Ten. However, while the promise of a diversified curriculum is evident, the actual execution seems to be faltering.
Under the new curriculum, students from Grade One to Ten will encounter a range of compulsory and optional subjects. Yet, despite the Center's efforts to diversify learning, the ongoing annual examinations for Grade Ten reveal discrepancies. While the Center has introduced a curriculum boasting 102 subjects for Grade Ten, the National Examination Board (NEB), through its Examination Control Office, has only conducted Secondary Education Examinations (SEE) in 20 subjects.
Moreover, the introduction of vocational subjects in Grade Nine and Ten aims to equip students with practical skills for self-employment. However, the traditional subjects remain dominant, raising concerns about the balance in educational offerings. Despite the establishment of numerous technical schools, the adherence to traditional curricula persists, casting doubts on the adaptability of educational institutions.
It has also been discovered that while substantial resources have been allocated to develop individual subjects, the lack of awareness regarding their long-term benefits threatens their effective implementation. Furthermore, the absence of adequate publicity may lead to the neglect and eventual abandonment of these potentially valuable subjects.
Nanda Lal Poudel, the Examination Controller, sheds light on another critical issue - the uneven preparation of question papers. With question papers printed for only 20 out of the numerous subjects in the SEE, questions arise regarding the fairness and comprehensiveness of the examination process.
The disparity in educational priorities is further highlighted by the neglect of certain optional subjects such as Law, Rural Development, and Co-operative Education, despite their practical relevance. Similarly, subjects like Photography, Handicrafts, and Poultry Farming remain absent from the educational landscape, depriving students of valuable learning opportunities.
Additionally, the absence of a curriculum for Sanskrit Composition poses challenges for students, forcing them to undertake English exams designed for regular students, thereby compromising their proficiency in Sanskrit.
