Consider the impact of a national or state initiative in curriculum. What are the implications of this initiative for educational leaders? What are the consequences for you in your Nepalese contexts?...

Running Head: CURRICULUM IN NEPALESE CONTEXT    1
CURRICULUM IN NEPALESE CONTEXT        2
THE IMPACT OF A NATIONAL OR STATE INITIATIVE IN CURRICULUM WITH A SPECIAL REFERENCE TO NEPALESE CONTEXTS
Table of Contents
Introduction    3
Literature Review    3
Concept and Importance of Cu
iculum in Education    3
Impact of National and State Initiatives on Cu
iculum    4
National Initiatives on Cu
iculum    4
State Initiatives on Cu
iculum    5
Comparison of National and State initiatives on Cu
iculum    6
Implication of the Initiatives for Educational Leaders    7
Cu
iculum in Nepalese Education System    9
Consequences on Me as an Educational Leader in Nepalese Context    10
Recommendations    10
Conclusion    13
References    15
Introduction
    The educational initiatives taken by the government of a nation or state casts profound influence on the cu
iculum followed in educational systems i
espective of being private or government owned. The impact of national and state initiatives can be different or similar in nature, however affecting cu
iculum in different manners. A cu
iculum determines the educational direction, radius of knowledge and professional development of students for future, therefore, changes in the cu
iculum must be well researched, which again can be developed through proper assessment of concepts, theories and aspects relating to cu
iculum changes, impact on educational leaders, teachers, students and ways, in which government policies work. In the cu
ent paper, a thorough literature review has been conducted to offer proper understanding of government initiatives on cu
iculum and their impact on educational leaders, in the context of Nepalese Educational System.
Literature Review
Concept and Importance of Cu
iculum in Education
Cu
iculum seen in the context of education systems adopted worldwide, as a set of directional course instructions that are rationally based on social facts that prioritize the general rather than an individual’s belief, act and motivations. As assessed by Young (2014), cu
iculum is capable of affecting those who are directly following the guidelines such as teachers and students; in addition, it also affects the perspective of those who are responsible for the formulation and application of the cu
iculum.
Cu
iculum presents a set of learning topics and subjects instead of offering knowledge about everything, making the learning of specific topics possible within a given timeframe. In addition the cu
iculum of also decides the degree of learning a course offers. In most cases, it is found that cu
iculums draw information from previous generation and basically attempts to improve the earlier cu
iculum it aimed to replace. As argued by Al-Htaybat, von Alberti-Alhtaybat and Alhatabat (2018), cu
iculums does not draw influence from the earlier generation, instead it draws information from same subjects, therefore, appears similar.
However, this view cannot be accepted as the fact is newer cu
iculums push refinements through updated ones, and this is the reason for frequent cu
iculum updates in new educational organizations in unlike the established educational organizations that have transitioned the phase earlier and are more stable. As cu
iculums are considered is vast sense of its co
esponding subject range, as affirmed by Lewin (2018), it does not follow any singular pedagogy theories, instead it uses the essence of all pedagogy theories as per demand.
Impact of National and State Initiatives on Cu
iculum
Based on the regulatory control and extensions, initiatives that influence cu
iculums are mainly divided in two sections— national and state initiatives.
National Initiatives on Cu
iculum
The impact of learning techniques, the subjects chosen for learning, the time consumed by students to become professionally capable and knowledge orientation casts its more prominent impact on the country and therefore, it can be said that country is the primary recipient of educational cu
iculum outcome. As mentioned by Apple (2004), in order to benefit and do welfare to its citizens country initiative are taken, which incorporates the wider aspects of economy, cultural value, demand of professionals and social balancing. National initiatives that aim at regulating and refining cu
iculum basically aim at the primary level of educational system, to generate equality of knowledge development in every part of the country, helping in creating harmony among states.
It is found that national initiatives include programs that trains primary schoolteachers to incorporate new and modified learning contents and subjects so that students can develop same attitude towards basics of life in alignment with social exclusiveness of their respective country and i
espective of their respective states. As identified by Asmar and Page (2018), the nature of a country and its financial status reflects from the national initiatives it undertakes to regulate its cu
iculum. In the case of economically rich countries, as stated by Eickelmann (2018), the individualized specific field of learning is encouraged, as the students do not need to form the middle-class or lower class social order due to economic affluences. In an opposite manner, in economically developing countries, cu
iculums are regulated by national initiatives that generate scope for further learning and enrich an industrial sector that needs to be revitalized for the benefits of the nation.
State Initiatives on Cu
iculum
Despite being a part of national legislature, each state has its own priorities, needs and aspects of social issues. As stated by Ylimaki (2012), states have own economies, which although for the most depends on the national economic policies are significantly distinct in terms of their exclusive complexities. The state, in order to benefit from the educational system and provide welfare programs tend to apply their own set of initiatives over existing cu
iculums. Seen from a state oriented perspective, the demand for social classes, professional sectors and need for knowledge transformation requires the state to introduce modifications that to some degree retains the core values of national cu
iculum while creating different conditions and regulations to suit state requirements.
As noticed by Apple (2004), national initiative are aimed at primary levels, therefore, state initiatives does regulate the middle and higher education cu
iculums to ensure not only self-benefits but also securing the rights of the citizens in the respective state. As argued by Meaux (2018), state initiatives does not promote national harmony and creates distinctions in educational standards, that is not in favors of creating equal chances of professional opportunity. It is true that state initiatives do not support national harmony; however, it does protect the scope of professional career pursuing as it includes state education based knowledge as major criteria for employment. However, in attempt of securing the rights of the citizens from a professional point of each, each state creates its own set of cu
iculum, which even though helps in securing the interest of the states themselves, they lack in providing support to the national development programs.
Comparison of National and State initiatives on Cu
iculum
National and state initiatives contribute to the welfare of its citizens and offer better aligned cu
iculum that enhances the degree of educational and professional mutuality. National initiatives form the base for every state cu
iculum, on which the states makes changes to suit their respective purposes. The state initiatives secure the public interest and speeds up welfare services. As mentioned by Uljens (2015), the difference in state cu
iculum, an outcome of state initiatives, offer easier access to public organizations as a counter measure for not being able to make students suitable for national level professional career opportunity attaining.
State initiatives also produce very little educational qualification patterns that contribute to the need of nation in the global context. State...