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Pedagogical Reform at Primary Schools in Nepal: Examining the Child Centred Teaching

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Pedagogical Reform at Primary Schools in Nepal: Examining the Child Centred Teaching SHANLAX International Journal of Education s han lax # S I N C E 1 9 9 0 Pedagogical Reform at Primary Schools in Nepal: Examining the Child Centred OPEN ACCESS Teaching Manuscript ID: Rajendra Kumar Shah EDU-2020-08043355 Associate Professor, Tribhuvan University (Sanothimi Campus), Bhaktapur, Nepal https://orcid.org/0000-0003-0533-1338 Volume: 8 Abstract In the history of Nepalese education, 1853 AD marked the entry of the English system of education by Issue: 4 the establishment of Durbar Elementary School by Jung Bahadur Rana after his return from his visit to Great Britain. The English type followed the British model of India, which was at one time accredited Month: September based on the Oxford and Cambridge examinations. Several other types of education, such as Buddhist Bihar, Hindu Ashram, and Gandhian Basic Education, existed side by side. Present-day, Nepalese Year: 2020 school education has been facing two major enduring challenges: increasing access to education and improving the quality of education, which has now been put together as quality education for all. Explicitly or implicitly, Nepalese education documents forward learner-centered education (LCT) to P-ISSN: 2320-2653 improve the quality of education. Indented quality needs to be implemented at the classroom level, which yet seems not been materializing in the Nepalese context. It is, therefore, essential to analyze E-ISSN: 2582-1334 various facets of the LCT in the Nepalese context to weave different aspects together to achieve LCT in the Nepalese school classrooms. The major objective of the present article is to analyze the pedagogical reform at primary school from LCT perspectives in Nepal. Thus the present study was Received: 27.06.2020 descriptive. Library documents and online documents were used as tools for the collection of data. The results of the present study indicated that what has been intended LCT practices have not been Accepted: 03.08.2020 implemented. Still, there is a need to clarify envisioned LCT pedagogical approaches and its effective implementation. It will be worthwhile to plan a step by step implementation and development plan Published: 01.09.2020 and execute it incrementally with emphasis on building upon successes and expanding. Keywords: Child-centered teaching, Pedagogical practices, Teaching, Learning, Policy and programs Citation: Shah, Rajendra Kumar. Education during Ancient and Medieval Period “Pedagogical Reform at Primary Schools in The history of education in Nepal can be traced back to the tradition of Nepal: Examining the religious education, led by Hindu priests and the Buddhist monks. During Child Centred Teaching.” the ancient period, the development of education in Nepal was sporadic and Shanlax International sluggish. Temples and Gombas were the places to educate young scholar for Journal of Education, religious roles. Priests and monks provided knowledge, skills, and values in vol. 8, no. 4, 2020, the various subject to a small number of students or disciples in their Gurukul pp. 57–75. and monasteries. The Gurukul education system was a similar system to the prevailing modern boarding schools except that the students were usually DOI: Brahmins or the sons of the ruling elite. Gurus were the spiritual directors in the https://doi.org/10.34293/ Gurukul. The rulers donated land and money for the daily worship of deities. education.v8i4.3355 Trusts (Guthis) were organized to look after and manage such landed property. The trusts provided food and shelter to hermits, mendicants, and pilgrims. These same trusts supported the Gurukuls. They were organized as early as the This work is licensed 7th century A.D. Trusts and temples also supported education during this time. under a Creative Commons The Lichhavi period has been considered a period of renaissance in Nepalese Attribution-ShareAlike 4.0 arts, crafts, architecture, education, and culture. Despite this, the Lichhavi International License Kings did not consider education as the responsibility of the state. During the Licchavi period, existing educational institutions were probably Buddhist ones (Bista, 1994). http://www.shanlaxjournals.com 57 SHANLAX s han lax International Journal of Education # S I N C E 1 9 9 0 The advent of the Sankaracharya in the eleventh medieval period, were based on rote learning and century introduced the Sanskrit system into Nepal the teacher-centered teaching (TCT). Religious texts and gradually pushed the earlier system northwards. and selected literature were the main materials in The role of Nepal in the development of education the religious system of education. Due to the lack has been a catalyst for the fusion of the Aryan of multiple copies of the text, there was a tradition Brahmanism, Buddhism, and Baptism of the of oral transmission of knowledge. Only a few Tibeto-Burman races (College of Education, 1956). manuscripts were available until printed materials Buddhism and Brahmanism interpenetrated and used to be supplied. Religious types of education, mingled in Nepal. both Buddhist and Hindu, were mainly rote learning, Buddhist system of education was connected group delivery, and chorus repetition. This type of with monasteries, and the Hindu system of education pedagogy has been described by Alexander (2000), model was that of Gurukul, where the relationship ‘the mode of transmission was oral-through constant of the Guru (teacher) and Shishya (pupil) was recitation and repetition, backward and forwards emphasized. Monasteries were built on a three-level from teacher and pupils, texts were committed to organization of the University Board, the college, memory.’ The teacher assumed high status as a and a boarding hostel. Education was provided source of knowledge and a fair measure of autonomy to the students in a Gurukul or at a Guru’s home as to the selection of texts and the pacing of pedagogy as well. The Hindu system was interwoven in the concerning individual needs and progress. Those Varnashram system, where each Varna (group) who have already memorized a given piece of text had different schools to go to and different subjects and can recite to the teacher would be given the next for study. As such, Devkula was developed for the piece of the task (Altekar, 1956). NNEPC (1956) study of the cosmos, Gurukul for general education, report states: Rhishikula for meditation, and Rajkula for political The day’s routine for a student began with a education. Over time these schools vanished, but prayer at the break of day in the prayer hall… The Gurukul among them was still in existence during students squatted cross-legged in long criss-cross the founding of the modern system of education in rows over carpets. The Khembus (the college Nepal as well. (CERID, 1997; Sharma, 2005). president) occupied high raised seats and looked During the Malia dynasty, King Jayasthiti Malia upon the congregation. The choir leader squatted believed in education as preparation for life while a on a dais and chanted hymns, with regular later King of Patan, Siddhinarsingh Malia, attempted intervals for tea. The singing of psalms was done to implement secular education. The unification in a deep bass (to imitate the voice of Buddha) by of Nepal was initiated by King Prithivi Narayan the choir leader, followed by the thousand voices Shah of the House of Gorkha, the Shah dynasty’s of the students. There were occasional clapping first monarch under a unified Nepal. During the to mark the pause in the stanzas and also to unification process, sufficient attention was not paid drive out the evil. With the coming of the day, to education, though Prithivi Narayan Shah’s policies the students attended open-air classes, sitting on regarding state compiled in the Divya Upadesh the ground, each class forming a group. In the covered many areas of statecraft. His sons and meantime, the Khumbu arrived to take his seat grandsons were also preoccupied with the unification on a platform and gave a lesson. While one class process, which ultimately came to a halt after the was receiving instructions, the rest formed circles defeat at the hands of the British Empire in 1814. and practiced debating. (p. 15). Until 1846 the Court of Nepal was an imbroglio The major sources of teaching-learning were of intrigues and conspiracies. This culminated in a religious books during this period (Alexander, bloody coup led by Jung Bahadur Rana, who put the 2000). Memorization and repetition of the content monarch in prison and placed his son on the throne matters rather than understanding, and intellectual from whom he wrested all the powers of the State. transformation of them was the practice. Students Pedagogical practices, during the ancient and devote a greater part of their lives to their studies 58 http://www.shanlaxjournals.com SHANLAX International Journal of Education s han lax # S I N C E 1 9 9 0 without understanding the meaning and the context of Sumsher became prime minister in 1901. Almost what they were reading about (College of Education, two hundred schools were opened during his four 1956). In the religious system of education, formal months’ rule. types of examination systems were lacking. In the With his being in office for four months, Dev monastery, a yearly promotion was automatic without Sumsher was exiled by his brother Chandra Sumsher any recognized system of examination (College of punishing him for his liberal attitude. These new Education, 1956). In the Sanskrit education system schools were soon closed down. (Bista, 1994). Bhasha as well, there was no prescribed periodical or annual Pathsala, a Nepali language school, was developed examination. Student’s progression on the lesson during the Rana period to train human resources in depended upon the teacher. The teacher gave new clerical skills for administrative works. Higher caste lessons to a pupil only when the teacher was satisfied male children attended this school.
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