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Abstract

This paper explores the perceptions and lived experiences of Nepalese educators and stakeholders inrelation to the school curriculum and its influence upon student learning in a culturally and ethnicallydiverse classroom context. The study adopted a qualitative research design using face-to-face semistructured interviews and focus group discussions to gather the perceptions of students, teachers,school principals and curriculum experts from three different schools representing distinct anddiverse Nepalese settings. The findings identified that there are six main factors that affect curriculumdelivery in Nepal: a centralised education system; social, economic and cultural diversity; politicalinstability; curriculum content; the involvement of curriculum development stakeholders; andteachers’ content and pedagogical knowledge and related attributes. These six factors all contributeto a significant influence on student learning.

Item Type:	Article
Authors/Creators:	Gurung, GB and Moltow, D and Brett, P
Keywords:	curriculum, student learning, perspectives, cultural diversity, Nepal
Journal or Publication Title:	Waikato Journal of Education
Publisher:	University of Waikato * School of Education
ISSN:	2382-0373
Copyright Information:	Copyright 2019 the authors. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0)
Related URLs:	UTAS Profile: Moltow, D Google Scholar: Brett, P UTAS Profile: Brett, P
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