Intended and implemented

Experts point to the existence of three types of curricula in terms of the formal education system. The first is ‘intended curricula’, which are prepared by expert groups and placed on a high theoretical pedestal with limited knowledge of teachers’ and students’ levels. These kinds of curricula prevail in academic institutions across the country.

The second is the ‘implemented curricula’, which is customised as per the knowledge and convenience of teachers. Teachers can omit matters deemed irrelevant and include what is more suited to the students’ level, along with local customs and contexts. Conven-tional teaching methods tend to promote passivity in students. Active student engagement lies at the heart of meaningful learning and effective teaching processes. From the learner’s perspective, they are actively engaged in learning when their curiosity is aroused and they see purpose in learning. This is when instructional tasks appeal to the full range of learning modes—when they are able to relate to other learners in meaningful ways and when they are given choices while learning.

Flawed assessments

The third and most important type is ‘attained curricula’. This is where the relevance of the curricula is tested against the achievement of students. Almost all academic institutions conduct systematic assessments of students as the sole way of testing the impact of education. But flawed examinations will never reflect the real or desired impacts of education. Assessment is an integral part of the teaching-learning process but the challenge lies in measuring attainment and progress with minimum stress on both the student and the teacher.

The existing assessment systems in the schools of our country, however, are based on traditional models of writing answers to questions within a limited time on the basis of knowledge acquired through rote learning.

Assessment can and should be happening in many contexts. They should be ongoing and occur in a range of contexts. They should provide valuable information to the student and teacher and indicate areas for refinement, and should be modified for students with special needs.

There are a host of factors that render our teaching systems hollow and ineffective. The widespread trend of cheating among students during the SLC exams is testimony to the rot in our assessment system. Such loopholes in written exam systems have led to a sharp erosion in the quality of education and the value systems of our educational institutions.

Not empty vessels anymore

Students do not come to school or class as blank slates or moldable clay, as traditional wisdom holds. They bring their culture, language and range of early experiences. A quality learning environment includes adequate facilities—a school building with proper sanitation facilities, positive reinforcement from the teacher, along with relevant curriculum that teaches life skills, creative and critical thinking, decision making, problem solving, empathy, effective communication, interpersonal skills, and coping with emotions and stress.

Apart from this, good processes, well-trained teachers, well-managed, child-friendly and gender-fair classrooms are other prerequisites. Additionally, skill-based, child-centered participatory methods and appropriate technologies are what help a school teach and shape children. The usage of technological aides, such as computers, mobiles, laptops and multimedia is still a far cry in most public schools. The result is the continuation of age-old traditional pedagogical methods by teachers.

Student participation (through children/student clubs) is a must. As citizens, they have both the right and the responsibility to participate in the decisions that affect them. Teacher participation can win back lost community respect by working together with students on adult literacy, health, hygiene and community development. Parental participation can ensure students’ higher academic achievement, improved attendance and better (more ‘civilised’) behaviour at school. Community participation can also facilitate mini-apprenticeships and authentic service-learning tasks for students.

The application of a student-friendly pedagogical and assessment system is the need of the day. Exams, whether written or oral, are burdens on students if conducted in an atmosphere fraught with fear, tension and stress.  

Neupane is Country Representative for Aide et Action, Nepal