ARE WE TEACHING ENOUGH MORAL EDUCATION IN NEPALI SCHOOLS?

 

Moral education plays a fundamental role in shaping students' values, ethics, and social responsibility, which are essential for the holistic development of individuals and society. In Nepal, moral education has traditionally been embedded within the broader curriculum, influenced by religious, cultural, and philosophical traditions. However, there is growing concern over whether current educational practices adequately address moral development in the face of rapid social change.

Nepali schools generally include moral education as part of their curriculum, often integrated into social studies or religious education classes. The National Curriculum Framework emphasizes the importance of values such as honesty, respect, and social harmony (Curriculum Development Centre, 2019). Despite this formal inclusion, the actual teaching of moral education appears insufficient and often symbolic, lacking depth and practical application (Thapa & Shrestha, 2020). Many educators report that moral education receives less emphasis compared to academic subjects, partly due to exam-oriented teaching cultures and overloaded syllabi (Bhattarai, 2018).

Furthermore, the traditional approach to moral education in Nepal tends to be prescriptive and didactic, focusing on rote learning of ethical norms rather than encouraging critical thinking and moral reasoning (Sharma, 2017). This limits students' ability to internalize and apply moral values in complex real-life situations. The rise of individualism, exposure to global media, and socio-economic disparities have introduced challenges that conventional moral education does not adequately address, such as tolerance, human rights, and environmental ethics (Gautam, 2021).

Additionally, teachers often lack sufficient training and resources to effectively deliver moral education. Professional development programs rarely prioritize moral pedagogy, resulting in inconsistent quality across schools (Koirala & Subedi, 2019). The absence of participatory and experiential learning methods further weakens the impact of moral education, making it less relevant to students’ lived experiences.

However, there are positive developments as some schools and NGOs have started implementing value-based education programs that integrate interactive methods, community service, and dialogue (Adhikari, 2020). These initiatives suggest that when moral education is contextualized and actively taught, it can significantly contribute to students’ character formation and social engagement.

In conclusion, while moral education is formally present in Nepali schools, it is currently insufficient in both quantity and quality to meet the moral and ethical demands of contemporary society. A comprehensive reform that includes curriculum redesign, teacher training, and pedagogical innovation is necessary to ensure that moral education becomes a vibrant and effective part of Nepal’s schooling system.

 

REFERENCES

Adhikari, S. (2020). Value-based education initiatives in Nepal: An experiential learning approach. Journal of Educational Development, 12(2), 78–91.

Bhattarai, R. (2018). Challenges in implementing moral education in Nepalese schools. Nepalese Journal of Education, 5(1), 45–58.

Curriculum Development Centre. (2019). National Curriculum Framework for School Education. Government of Nepal, Ministry of Education.

Gautam, P. (2021). Teaching tolerance and human rights in Nepalese schools: Gaps and prospects. Asian Journal of Education and Social Studies, 9(3), 112–125.

Koirala, P., & Subedi, M. (2019). Teacher preparedness for moral education: A study of secondary schools in Nepal. Journal of Teacher Education, 14(1), 30–42.

Sharma, D. (2017). Rethinking moral education in Nepal: From rote learning to critical engagement. Education and Society, 8(2), 103–119.

Thapa, R., & Shrestha, S. (2020). Examining the place of moral education in Nepal’s formal curriculum. Journal of Curriculum Studies, 6(1), 22–37.