Authors : Tika Prasad Subedi

Volume/Issue : Volume 9 - 2024, Issue 2 - February

Google Scholar : http://tinyurl.com/4w94twna

Scribd : http://tinyurl.com/yx4ub4e6

DOI : https://doi.org/10.5281/zenodo.10686198

Abstract : Nepal’s education system is curriculum-based, structured pedagogically, and centrally operated as well as controlled. An overloaded curriculum for professionally oriented students is another hurdle in their study. In such circumstances, this article focuses the study on the concepts and thoughts of deschooling and the deconstruction of schools and curricula. How conflict- affected adolescents perceive this education system and school-level curricula is the main focus of the study of this article. Carrying out a narrative study of a conflict- affected adolescent and his family, this article tries to argue that the school-level curriculum is overloaded and also tries to reveal the facts of how students of professional aspiration describe and accept it. Considering the problems stated by the conflict-affected adolescent, this article argues for the deconstruction and deschooling of the school curriculum. What happens if one doesn’t study unnecessary and unrelated subjects in his/her main curriculum? This article discusses the answers to this question and develops the arguments for why one should study several subjects under secondary level’s curriculum.

Keywords : Deschooling, Deconstruction, Overloaded, Satisfaction, Curriculum, Conflict