Email this article 
PARENTAL EXPECTATIONS AND PRIMARY EDUCATION CURRICULUM IN NEPAL
(1) Tribhuvan Univeristy Sanothimi campus
(*) Corresponding Author
Abstract
The major aim of the present study is to study the expectation of the parents regarding the primary education curriculum. Descriptive survey method has been adopted in the present study. Conducted through survey model, this study involves semi-structured interviews with 205 parents of the primary school’s children of Ramaroshan Municipality-4, Achham, Province no. 7, Nepal. According to data were analyzed through descriptive analysis technique. Results of the present study indicate that parental expectations on the objectives of primary education are mostly in conformity with the general objectives of primary education. Accordingly, majority of them even suggested teaching moral behaviours, health habits, and other as subjects. Parents complaints there is lack of discipline in schools; low academic qualification of teachers; lack of dedication on the part of teachers; loose administration in the school; lack of supervision from the office concerned; teaching not usually done through the whole period and the school hours; ineffective teaching; too many holidays; no regular teaching in the school due to irregularity and negligence of teachers; and no emphasis on cultural and physical development of children. But a majority of the parents are unaware of interesting area of their children, interesting area of children, and reading subjecting of their children.
Keywords
Full Text:
PDFReferences
Ali, S. R., and McWhirter, E. H. (2006). Rural Appalachian youth’s vocational/educational postsecondary aspirations: Applying social cognitive career theory. Journal of Career Development, 33(2), 87–111.
ARNEC. (1961). Report of the all round national education committee.
Kathmandu, Nepal: Author.
Berlin, G., & Sum, A. (1988). Towards a more perfect union: Basic skills, poor families, and our economic future. New York: Ford Foundation. Eric Document Reproduction Service No. ED297037.
Berthelsen, D., & Walker, S. (2008). Parents' involvement in their children's education. Family Matters, 79, 34-41.
Bornholt, L., & Goodnow, J. (1999). Cross-generation perceptions of academic competence: parental expectations and adolescent self-disclosure. Journal of Adolescent Research, 14(4), 427–47.
BPE Master Plan. (1991). Basic and primary education master plan 1991-2001. Kathmandu, Nepal: Author.
Carnegie Council on Adolescent Development (1989). Turning points: Preparing American youth for the twenty-first century. New York: Carnegie Corporation.
Davis-Kean, P. E., & Sexton, H. R. (2009). Race differences in parental influences on child achievement. Merrill-Palmer Quarterly, 55(3), 285-318.
Delgado-Gaitan, C., & Trueba, H. (1991). Crossing cultural borders: Education for immigrant families in America. London: Falmer Press.
Do, T., & Mancillas, A., (2006). Examining the Educational Expectations of Latino Children and Their Parents as Predictors of Academic Achievement. In Compelling Perspectives on Counseling, VISTAS Online.
Dubow, Paul, & Huesmann, a. E. (2009). Long-term effects of parents’ education on children’s educational and occupational success: Mediation by family interactions, child aggression, and teenage aspirations. HHS Public Access, 244-249.
EW, E. W. (2015). Activities to promote parent involvement. Retrieved on 9 April 2016, from http://www.educationworld.com/a_curr/curr200.shtml.
Fryer, R., & Levitt, S. D. (2004). The black-white test score gap in the first two years of school. Review of Economics and Statistics, 86, 447-464.
Grace, A., Jethro, O., & Aina, F. (2012). Roles of parent on the academic performance of pupils in elementary schools. International Journal of Academic Research in Business & Social Sciences, 2(1), 196-201.
Gregory, R. P. (1984). Streaming, setting and mixed ability grouping in primary and secondary schools: some research findings. Educational Studies 10 (3), 209–26.
Guryan, Hurst, & Kearney, J. E. (2008). Parental education and parental time with children. Retrieved on 25 September 2016 from http://faculty.chicagobooth.edu/erik.hurst/research/guryan_ hurst_ kearney_ nber_final.pdf.
Haynes, J., Tikly, L., & Caballero, C. (2006). The barriers to achievement for white/black Caribbean pupils in English schools. British Journal of Sociology of Education. 27(5), 569-83.
HLNEC. (1998). Report of the higher level national education commission.
Kathmandu, Nepal: Author.
Jacob, B. A., & Lefgren, L. (2007). In low-income schools, parents want teachers who teach: In affluent schools, other things matter. Education Next, 7(3), Retrieved July 18, 2012, from http:// educationnext.org/in-lowincome- schools-parents-want-teachers-who-teach/
Jacob, B. A., & Lefgren, L. (2007). What do parents value in education? An empirical investigation of parents’ revealed preferences for teachers. The Quarterly Journal of Economics, 122(4), 1603-1637.
Jussim, L., Eccles, J. S., and Madon, S. (1996). Social perception, social stereotypes, and teacher expectations: accuracy and the quest for the powerful self-fulfilling prophecy. In M. P. Zanna (Ed.), Advances in Experimental Social Psychology XXVIII (pp. 281-388). San Diego CA: Academic Press,
Kerlinger, F. N. (1978). Foundation of behavioural research (2nd ed.). Delhi: Surjeet Publication.
Lee, J., and Bowen, N., (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. American Educational Research Journal, 43, 193-218.
Lewy, A. (1977). Teachers, parents, and community as a data sources. In A. Lewy (Ed.) Handbook of Curriculum Evaluation. Paris: IIEP/UNECO.
Luzzo, D. A., and McWhirter, E. H. (2001). Sex and ethnic differences in the perception of educational and career-related barriers, and levels of coping efficacy. Journal of Counseling and Development, 79(1), 61–7.
Magnuson, K., & Duncan, G. (2006). The role of family socioeconomic resources in the black-white test score gap among young children. Developmental Review, 26, 365-399.
Mali, G.B. (1993). Science in meeting basic learning needs of primary school children in Nepal. Kathmandu, Nepal: CERID.
Mandara, J., Varner, F., Greene, N., & Richman, S. (2009). Intergenerational family predictors of the Black–White achievement gap. Journal of Educational Psychology, 101(4), 867-878. doi:10.1037/a0016644.
Mathema, S. S. B. (1993). Social Studies in meeting basic learning needs of primary school children in Nepal. Kathmandu, Nepal: CERID.
Ma, X. (2001). Participation in advanced mathematics: do expectation and influence of students, peers, teachers, and parents matter? Contemporary Educational Psychology, 26(1), 132–146.
McWhirter, E. H., Torres, D. M., Salgado, S., & Valdez, M. (2007). Perceived barriers and postsecondary plans in Mexican American and white adolescents. Journal of Career Assessment, 15(1), 119–38.
MOES. (2005). Primary education curriculum. Bhaktapur, Nepal: Curriculum Development Center, MOES/HMG.
NEC. (1992). Report of the national education commission. Kathmandu, Nepal: Author.
New-ERA, (1995). Basic and primary education project: Achievement study.
Kathmandu, Nepal: New ERA.
NNEPC, (1956). Education in Nepal. Kathmandu, Nepal: Bureau of Publication, College of Education.
Oakes, J. (1985). Keeping track: How schools structure inequality. Binghamton NY: Yale University Press.
Oakes, J. (1988). Tracking in mathematics and science education: A structural contribution to unequal schooling. In L. Weiss (Ed.), Class, Race and Gender in American Education, Albany New York: State University of New York Press, pp. 106-125.
Oakes, J. (1990). Opportunities, achievement, and choice: Women and minority students in science and mathematics. Review of Research in Education, 16, 153-222.
Oakes, J., Gamoran, A., & Page, R. N. (1992). Curriculum differentiation, opportunities, outcomes and meanings. In P. Jackson (Ed.), Handbook of Research on Curriculum, New York: Mcmillan, pp. 570–608.
Parajuli, T. R. (1999). Relevance of primary education curriculum in Nepal. An Unpublished Ph. D. Thesis, Banaras Hindu University, India.
PEC. (1992). Primary education curriculum part i and II. Bhaktpur, Nepal: Curriculum Development Center.
Persell, C. (1977). Education and inequality: The roots and results of stratification in American schools. New York: Free Press.
Phillipson, S. (2009). Context of academic achievement: lessons from Hong Kong. Educational Psychology, 29(4), 447-468.
doi:10.1080/01443410903059024
Phillipson, S. (2010). Modeling parental role in academic achievement: Comparing high-ability to low and average-ability students. Talent Development and Excellence, 2(1), 83-103.
Raleigh, E., & Kao, G. (2010). Do immigrant minority parents have more consistent college aspirations for their children? Social Science Quarterly, 91(4), 1083-1102
Rouse, C., & Barrow, L. (2006). U.S. elementary and secondary schools: Equalizing opportunity or replacing the status quo? The Future of Children, 16(2), 99-123.
Singh, G. B. (2008). Provision and condition for better classroom pedagogical practices. An unpublished research report. Kathmandu: EFA/CERID.
Sparkman, B., & Carnichael, A. (1975). Blueprint for a brighter child. North Vancover: Dougles David and Choules Ltd.
Spera, C., Wentzel, K. R., & Matto, H. C. (2009). Parental aspirations for their children’s educational attainment: Relations to ethnicity, parental education, children’s academic performance, and parental perceptions of school climate. Journal of Youth & Adolescence, 38(8), 1140-1152.
Stevenson, H. W., Chen, C., & Uttal, D. H. (1990). Beliefs and achievement: A study of Black, Caucasian, and Hispanic children. Child Development, 61, 508–523. doi:10.2307/1131111.
Tatar, M., & Horenczyk, G. (2000). Parental expectations of their adolescents’ teachers. Journal of Adolescence, 23(4), 487-95.
Virginia State Department of Education. (1992). A study of tracking and ability grouping in mathematics and science courses in Virginia’s secondary schools. Richmond VA: Virginia State Department of Education.
Visser, D. (1987). The relationship of parental attitudes and expectations to children’s mathematics achievement behaviour. Journal of Early Adolescence, 7(1), 1-12.
Wentzel, K. R. (1998). Parents’ aspirations for children’s educational attainments: relations to parental beliefs and social address variables. Merrill-Palmer Quarterly, 44(1), 20-37.
Winn, W., & Wilson, A. P. (1983). The affect and effect of ability grouping.
Contemporary Education, 54(2), 119–25.
DOI: https://doi.org/10.24071/ijiet.v4i1.2215
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Rajendra Kumar Shah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
IJIET Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.
This work is licensed under CC BY-SA.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
IJIET DOI: https://doi.org/10.24071/ijiet
p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)
IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.