Tourism in the school curriculum of Nepal

Tourism in the school curriculum of Nepal Yubaraj Kandel Ph.D. Scholar Lumbini Buddhist University, Nepal Abstract Tourism education is the process of acquiring the knowledge, skills, and attitudes necessary to excel in the tourism industry and effectively engage in tourism-related work and business. It aims to foster a positive mindset towards the tourism sector and goes beyond simply providing information about tourist attractions. Instead, it focuses on how individuals can directly or indirectly benefit from tourism. One of the key aspects of tourism education is its ability to equip individuals with the skills required to operate and manage a tourism business. This education is highly practical and prepares students for employment opportunities in the industry. Additionally, it emphasizes the importance of production and actively engages students in real-world scenarios. Moreover, tourism education is essential for understanding the behavior of tourists, welcoming them, bringing products to the tourism market, and effectively selling them. Individuals who have received tourism education are not only able to travel and share their experiences but also inspire others to explore new destinations. Tourism education plays a crucial role in producing a competent workforce. Many countries have recognized the importance of tourism education and have incorporated it into their school curriculum, enabling students to pursue higher education in tourism-related fields. Tourism business is developing as a major economic sector in Nepal. To sustain the developing tourism business, tourism education is necessary at the school level. In Nepal, tourism education is provided through formal and informal sectors. The main institution of formal education is the school. This study aims to investigate the inclusion of tourism education at the school level curriculum in Nepal and evaluate the impact of its themes. Keywords: tourism, curriculum, tourism policy, social studies Introduction Nepal is a nation that boasts geographical, natural, and cultural diversity. From the majestic Everest to the enchanting Kechna, and from the eastern Mechi to the western Mahakali, the entire region is brimming with resources and attractions that have the potential to captivate tourists. The towering mountains in the northern region have become a magnet for visitors from all corners of the globe. The picturesque hilly terrain, meandering rivers, stunning lakes, and the rich tapestry of socio-cultural life, coupled with the presence of magnificent animals like tigers, rhinoceroses, and elephants roaming freely in the Terai forests, make Nepal an irresistible destination for travelers. Over the past 70 years, Nepal has witnessed a significant influx of foreign tourists. Both the private and government sectors have made substantial investments in the tourism industry, focusing on the development of infrastructure, effective publicity, and other ongoing initiatives. As a result, the tourism sector has emerged as the largest foreign currency earner for Nepal, second only to remittances. A considerable workforce is employed in the tourism sector, contributing approximately 5 percent to the country's GDP. However, despite the increasing literacy rates in Nepal, there remains a shortage of individuals with a comprehensive understanding of tourism, particularly those who have received formal education in this field. This scarcity poses challenges in attracting, retaining, and providing quality services to tourists, preventing Nepal from fully realizing its tourism potential. This study aims to shed light on the integration of tourism education at the school level in Nepal and its subsequent impact on the industry. By examining the current state of tourism education and its implications, we hope to identify areas for improvement and devise strategies to enhance the country's ability to attract and cater to tourists effectively. Tourism development in Nepal Since 1951, Nepal has been open to foreign tourists. Due to the lack of infrastructure and lack of publicity, very few foreign tourists have come to Nepal for a long time since the beginning of tourism in Nepal. After the end of the Maoist conflict in Nepal, there was an increase in the arrival of tourists. The number of tourists in Nepal was continuously increasing until the effects of COVID-19 were seen around the world. In 2019, 11 lakh 97 thousand 191 foreign tourists came to Nepal and their average stay was 12.7 days. Although there is no practice of keeping separate statistics of domestic tourists in Nepal, it is estimated that more than Ten million domestic tourists enter various tourist destinations in Nepal annually. After the spread of Corona, the number of foreign tourists coming to Nepal decreased to 230,000 in 2020 and 150,962 in 2021. The number of foreign tourists coming to Nepal is gradually increasing after the effects of Corona have decreased and domestic tourists are making the tourism sector of Nepal sustainable. Tourism Education in Tourism Policy In Tourism Policy 2065, it has been identified as a problem in the tourism sector that appropriate training for the human resources involved has not been provided, resulting in the inability to maximize benefits and expand service facilities. In light of this, the development and management of human resources for the improvement of tourism services, both in terms of quantity and quality, has been recognized as a tourism policy (Policy 8H). The following two main tourism education-related strategies have been established under this policy: 1. Tourism-related education, including high-level academic degrees, as well as short-term and medium-term training for various skills, will be diversified and expanded to remote and potential tourist areas of the country based on demand. Programs will be implemented to support marginalized groups such as women, tribal communities, Dalits, Madheshis, etc., during the implementation of these programs. 2. To develop the human resources of the tourism sector, it will be coordinated to include the subject of tourism in the curriculum from the school level. Tourism Education in Education Policy Education is the process of gaining or imparting deep knowledge on any subject (Adhikari, 2021). The purpose of education is not only academic ability but also to develop character, social attitudes, and values as well as to ensure the acquisition and use of knowledge, and exchange of experiences (Lickona, 1991). The objectives of education determined by the National Education Policy 2018 include widening technical and vocational education and training opportunities and establishing inclusive and equitable access for all interested citizens to prepare qualified, competent, skilled, and entrepreneurial manpower for the development of the country, to build a knowledge-based society and economy. It is also mentioned to develop qualified, skilled, scientific, innovative, internationally competitive, and research-oriented human resources who can provide competent leadership in various fields by enhancing the access and quality of higher education. These two policies are also applicable in the case of tourism education. To fulfill this objective, the strategy of providing relevant, useful, quality, and competitive technical and professional education and skill development opportunities to all according to the qualifications and abilities based on the needs and priorities of the national, provincial, and local labor market has been determined. The National Curriculum of School Education 2018 ( 2076 BS) also mentions that special attention will be given to producing employment and self-employed manpower in school education as the basis of the curriculum. According to this, it will prepare citizens who have respect and positive thinking towards labor, employment, and self-employment-oriented, production-oriented, enterprising, and skillful citizens, helping in the socialization of individuals and helping to strengthen social harmony tolerance, and national unity. It is placed under the national objectives of school education to prepare conscious citizens who contribute to sustainable development by protecting, enriching, and making good use of natural and national heritage and environment. Tourism development is the main way to achieve sustainable development by making good use of national heritage and natural resources. In this way, it seems that the basis for including tourism education in the national objectives of school education has been created. Status of schools in Nepal The first formal school was established in Nepal in 1854. Until 1950, education development was slow in Nepal as only children of the elite class could study in schools. In 1950, Nepal's literacy rate was only 2%. In the year 2021, the literacy rate of Nepal has reached 76.%. According to the 2021 census, the female literacy rate is 69.4% and the male literacy rate is 83. 6%. About 28.7% of the literate population has only received primary-level education while only 9.5% of the population has studied up to class 10. In Nepal, education up to class 12 is considered a school education. The Constitution of Nepal has ensured the right to education for all. Basic education has been made free and compulsory. The constitution provides for free secondary education. Education from early childhood development to class 8 is considered as basic education and education from class 9 to class 12 or so is considered as secondary education. Currently, community, institutional, and religious schools are operating in Nepal. Out of 34,368 schools in Nepal, 10,962 schools are at the secondary level, while the remaining schools are operating only at the basic level. In class one, the net admission rate is 96.1%, while the rate of completion of the basic level (classes 1-8) is 76.2%. The net enrollment rate of class 9-10 and class 9-12 is 76.1% and 54.3% respectively. The retention rate up to class 10 is 66.1%, but the retention rate up to class 12 is only 33.1%. Although the enrollment rate and retention rate of students at the basic level are satisfactory, the rate of students completing secondary-level education is very low. This is causing problems in preparing skilled manpower. According to the latest statistics of the Ministry of Education, in the academic session 2022/23, there were 53,259,980 students at the basic level (class 1-8) and 17,669,979 students at the secondary level (class 9-12). Objectives of the study The school level is the lowest level for developing professional attitudes and teaching skills in citizens. After studying this level, students can decide what kind of profession they will choose in the future and how they will contribute to society. The main role of the course they study is to develop the students' perception of the future. This study aims to analyze what tourism-related topics are included in the school-level curriculum to inspire interest in tourism and adopt tourism as a business and how they can play a role in tourism development. Study Methods and Limitations Although some topics about the natural and cultural heritage of Nepal are included in the curriculum and textbooks from class one, young children cannot understand it as tourism. Therefore, for this study, the basic level from class 6 to 8 and the secondary level (class 9 to 12) have been taken as the study area. After studying all the subjects of that class, Nepali, English, and social studies are the main subjects that are related to tourism and are included in the study and analysis. In the course of this study, policy arrangements such as tourism policy, and national education policy have also been analyzed. The local curriculum prepared by different municipalities at the school level is not included in this study. Analysis and Discussion Tourism in School Education In every class at the school level, topics related to history, heritage, culture, travel, and employment are included. These themes are directly related to tourism. Topics related to tourism are scattered in subjects like Nepali, English, Social Studies, and Economics. In this research, the topics related to tourism included in social studies have been analyzed class-wise. A. Basic Level Education There is a unit called "Economic Activities of Nepal" in the Social Studies subject of Class 6 (Unit 6). In the first lesson of this unit, there is an example of profiting from the tourism sector. In lesson 3, it is said that travel, tourism, and hotels are service economic activities. The fourth lesson under this unit is "Our Tourism: Our Pride." This lesson includes topics related to the introduction of tourists, the definition of internal and external tourists, businesses under the tourism industry, and the importance and potential of tourism in Nepal. In the fifth lesson, it is mentioned how benefits can be gained by connecting water resources with tourism. Similarly, in the sixth lesson, it has been described that tourism benefits and financial benefits can be obtained from forest resources. In the 6th unit of Social Studies subject of class 7, the unit named' Our Economics' is included. In the first lesson of this unit, there is a small news about the number of tourists increasing in Khaptad, while in the second lesson, it is possible to connect water resources with tourism. These lessons can help develop the concept of tourism in children. Other tourism-related subject matters are not included in the Social studies subject. The 1st, 2nd, and 6th units of Class 8 Social Studies help to introduce Nepali culture, tradition, history, and heritage. People who understand these things can inform tourists. The first lesson of Unit 7 is on the Tourism Industry. In it, tourism, tourists, and internal and external tourists are defined. What enterprises fall under the tourism industry? In this lesson, information has been given about the institutions that provide tourism education and produce tourism manpower in Nepal. Likewise, the importance of tourism in Nepal, problems of the tourism industry, and solutions are mentioned in it. It seems that it will help the students to understand the tourism industry and lead to tourism education. B. Secondary Level education Classes from 9 to 12 are secondary level. According to the national curriculum format of school education, in classes 9-10, hotel management and tourism business are included as two subjects under the optional second group. These topics are completely focused on tourism manpower production. The units of "We and our society," "Our social values," and "Our past" in the social studies subject of Class 9 are suitable for understanding Nepali civilization and culture. The development infrastructure unit (Unit 2) provides information on the condition and importance of infrastructure related to tourism. Unit 8, "Our Economic Activities," tries to give theoretical knowledge to the students about economic activities in Nepal, such as agriculture, industry, and trade, but there is no mention of tourism in this unit. Lesson 6 of this unit, "Labour, employment, and entrepreneurship," certainly helps to find employment and entrepreneurship in tourism. Not having any content about tourism in the first class of the secondary level is a big mistake made while creating the curriculum. Unit 1, "We and Our Society," Unit 3, "Our Social Values and Beliefs," and Unit 7, "Our Past," in Class 10 Social Studies subjects provide an opportunity to understand Nepal for those who want to enter the tourism sector. Sustainable development is essential for tourism development. Unit 2 provides information about the various dimensions of sustainable development. Unit 3 mentions our values and beliefs. In this unit, various national heritages, folk songs, and dances of Nepal are described. This will greatly help those who want to become a tourist guide. Lesson 2 of Unit 8 describes the importance and potential of the tourism industry. The Great Himalayan Trail, natural beauty, historical and religious places, cultural diversity, climate diversity, adventure tourism, and natural flora and fauna diversity are shown as major tourist potentials of Nepal. Class 11 and 12 are upper secondary classes. By the time it reaches this level, many students have already left school. The students studying at this level have already made a kind of plan about which profession, business, or employment field they will be involved in in the future. The syllabus of classes 11 and 12 has been prepared keeping in mind the needs of the students. In classes 11 and 12, hotel management, tourism and mountaineering, and hospitality management are included in the optional subject group. These subjects have been prepared purely to produce middle-level manpower for the tourism sector. As separate subjects have been created for those who want to study tourism, only a few topics about tourism and tourism industries have been included in the other subjects of classes 11 and 12. There is no mention of tourism in social studies and life skills in class 11. In the first lesson of Unit 10 (Economy and Development) of this subject, a paragraph about the tourism sector is mentioned under the heading of the base of Nepal's economy. Even though it is a paragraph, it describes the overall tourism sector of Nepal. There are no topics related to tourism in class 12 social studies, but there are some lessons about the history and civilization of Nepal, which helps to understand Nepal. Problems The following problems have been observed while studying the curriculum at the school level. 1. Although tourism is the main sector of Nepal's economy, there are very few materials that provide information about tourism activities and tourism business in social studies. 2. According to the age and interest of the students, tourism-related materials are not included in the curriculum. 3. The class order of tourism-related topics in social studies does not seem to match. 4. It seems that by studying the content of the curriculum, the students cannot acquire the skills to be involved in tourism and the minimum skills to be involved in the tourism business. Conclusion: Studying the curriculum at the school level, the current curriculum does not seem to provide tourism education. It appears that the curriculum up to class 12 is insufficient to understand Nepal's art, culture, heritage, and natural diversity. Although there are some lessons in each class with tourism in mind, there are no topics to produce tourism manpower in the curriculum and textbooks taught at the school level. Although there are separate subjects related to tourism in the upper classes of the school level, the number of schools where those subjects are taught is negligible. Those who want to pursue a future in the tourism sector after completing school education are forced to enter the tourism sector without acquiring general knowledge and skills related to tourism in school. This is causing problems in Nepal's tourism sector, making it commercial and competitive. Reference Adhikari, Dr. Madhab (2078): Importance of Moral Education for Good Governance https:// www.karobardaily.com/news/ 181577 Lickona, T. (1991). Education for character. New York: Bantam Books. Tyler, Ralph Winfred. Basic Principles of Curriculum and Instruction. University of Chicago Press, 2013. Kandel, Yubaraj(2023): Buddha, Buddhist Philosophy and Buddhist Heritage in Nepal's School Level Curriculum Lumbini Prabha Vol. VII, pp. 141-152 Reports and policies MOE. Annual Educational Report. Ministry of Education, Nepal, 2022. -National Education System Plan 1971 -National Education Policy, 2019 -National Curriculum Framework, 2019 Ministry of Finance, Nepal. Economic Survey 2022/23 About the Author Yubaraj Kandel is an esteemed lecturer and dedicated researcher specializing in Environment and Development. Residing in the beautiful city of Lumbini, Nepal, he is recognized as a prominent Buddhist environmental and tourism activist in Lumbini Province,Nepal. With an extensive body of work, he has contributed significantly to the field, having published over 1,300 articles on this subject in various Nepali media ant journals. He has earned a BSc in Ecology, a BEd, an LLB, an MA in Population Studies, and a Masters in General Management. Currently, he is pursuing his Ph.D. at Lumbini Buddhist University, Nepal. For any inquiries or collaborations, Yubaraj Kandel can be contacted at [email protected]. PAGE \* MERGEFORMAT 7