The Nature of Steam Education Curriculum in Nepal

EasyChair Preprint 7479

Abstract

The long tradition of the conventional nature of education characterized by a behavioristic model of educational practices in Nepal and beyond appeared as unhelpful and disempowering enterprises. Such a model of education survived under the compartmentalized nature of curriculum where pupils did not find the connection of one discipline/subject to others as well as the connection of curriculum materials to the real lifeworld. More so, the existing discipline-based education focused on rote memorization of the facts and information without focusing on 21st-century skills. In such a context, there was a visible change in education from Kathmandu University to start a popular program – STEAM Education. With the increasing awareness of people in the program, schools are now implementing STEAM as a pedagogical approach. Similarly, there is a good initiative from the government of Nepal to implement an integrated curriculum from 1 to 3. In such a context, there should be an authentic model of a curriculum which serves the principles of STEAM education. This paper was extracted from the first author's MPhil dissertation. Employing argumentation as a method of inquiry, this paper explores the various curriculum dimensions of STEAM education in the context of Nepal. The data came from the experiences of the author's experiences as a STEAM advocate, a teacher educator, and a STEAM-based program developer. The findings of this paper can be significant for everyone who is seeking change through STEAM education.

Keyphrases: STEAM curriculum, STEAM education, holistic education

@booklet{EasyChair:7479,
  author    = {Netra Kumar Manandhar and Bal Chandra Luitel and Binod Prasad Pant and Indra Mani Shrestha and Niroj Dahal},
  title     = {The Nature of Steam Education Curriculum in Nepal},
  howpublished = {EasyChair Preprint 7479},
  year      = {EasyChair, 2022}}