Rote learning in Nepalese public schools

Research of rote learning and related topics has been extensive, but is usually limited specific to the Nepalese application of the technique. Therefore this article attempts to cite studies yielding information transferable to the Nepalese situation, and restrict the scope of concern to studies of educational psychology, pragmatic philosophy and analytic philosophy. When a citizen of a western-hemisphereic nation visits Nepal, few national characteristics are more striking in an institutional sense than the Nepalese public schools. The visitor may be astonished at the large number of students who are not in attendance at a school, but instead work in the fields or shops owned by their families. Perhaps the visitor will notice the significant absence of printed materials and the near absence of even the most unsophisticated audio-visual equipment. Of all possible characteristics, however, the western observer may decide that it is the methodology by which Nepalese children are taught that is most unlike systems to which he or she has been exposed. Rote learning is the most used methodology in many Nepalese schools. It can be characterised as exhibiting rote memorisation of material selected for learning, unison class recitation of the selected material and extensive utilisation of review techniques strictly rote in nature.