Author(s): Bijaya Kandel

Abstract: This article explores curriculum reform in federal Nepal, focusing on the potential and challenges of creating a ground-up, justice-oriented pedagogical vision. Following Nepal’s shift to federalism in 2015, the decentralization of education governance has opened new spaces for localized curriculum development. However, structural centralism, bureaucratic inertia, and limited local capacity have hindered transformative change. Drawing on central pedagogy, decentralization theory, and textual analysis of provincial education plans, this study argues that curriculum reform must move beyond administrative devolution to become a participatory and culturally responsive process. The analysis reveals that while some provinces have begun incorporating local knowledge and languages, most reforms remain constrained by national frameworks and top-down implementation. The article calls for a reimagining of curriculum as a democratic, dialogical practice, grounded in the lived experiences of diverse Nepali communities. It proposes practical pathways—including inclusive curriculum committees, mother-tongue education, integration of indigenous knowledge, and localized teacher training—to build a more equitable and contextually relevant education system.

Keywords: Curriculum Reform, Federal Nepal, Ground-Up Approach, Just Pedagogy, Decentralization, Local Curriculum Development, Community Participation, Inclusive Education, Indigenous Knowledge Systems, Equity in Education.

Article Info: Received: 30 Apr 2025; Received in revised form: 23 May 2025; Accepted: 26 May 2025; Available online: 31 May 2025

DOI: 10.22161/ijels.103.55