The workshop session was chaired by Prof. Dr. Bed Raj Acharya, Dean of the Faculty of Education at Tribhuvan University. The program was honored by the presence of distinguished guests including Eija Riitta Kinnunen and Durga Kandel. The participation of academic leaders, policymakers, and technical experts created an important platform for meaningful discussion on curriculum reform and educational transformation. The workshop aimed to facilitate collaborative dialogue regarding the revision of existing curricula toward a competency-based framework, ensuring alignment with contemporary educational needs, skill development priorities, and emerging national and global educational contexts. Their presence reflected a shared commitment to strengthening higher education through collaborative planning, innovation, and evidence-based curriculum development practices.

Opening Remarks: Prof. Dr. Bed Raj Acharya, Dean, Faculty of Education, Tribhuvan University (Chairperson)
Prof. Dr. Bed Raj Acharya formally welcomed the participants and highlighted the significance of the curriculum revision workshop. In his opening remarks, he emphasized that although competency-based curriculum frameworks have already been introduced and practiced in school education systems, many university-level educators and professors at Tribhuvan University still lack sufficient understanding and practical familiarity with competency-based approaches. He stressed the necessity of aligning university curricula with school-level curriculum reforms to ensure continuity and coherence across educational levels. According to him, curriculum revision has become essential because educational systems are increasingly shifting toward competency and skill development rather than merely focusing on content transmission. He further noted that the Academic Council has already approved the need for curriculum revision under a competency-based framework, emphasizing practical skills, competencies, and real-life application of knowledge.

Remarks by Dr. Eija Riitta Kinnunen, Guest
Dr. Eija Riitta Kinnunen highlighted the objectives and purposes of the workshop and explained the broader context behind initiating curriculum revision efforts. She emphasized the growing need to revise academic curricula to make them relevant, responsive, and aligned with emerging educational demands. She also underlined the importance of institutional support and collaborative efforts in the revision process. According to her, curriculum revision should not only focus on structural changes but should also create meaningful learning experiences that equip students with competencies required in contemporary educational and professional contexts. She expressed TECSES' commitment to supporting the revision process and facilitating collaborative efforts among stakeholders.

Remarks by Durga Kandel, Ministry of Education, Science and Technology (MoEST)
Durga Kandel emphasized a common concern repeatedly raised in educational discussions that many existing university curricula are often perceived as outdated and insufficiently responsive to current needs. She stated that there is a strong need to revise curricula by considering both international best practices and national educational contexts. She particularly highlighted the importance of revising the two-subject major structure through a competency-based curriculum framework. According to her, the education system is gradually moving from a content-focused approach toward a competency-oriented framework through collaborative efforts among educational institutions and stakeholders. She further mentioned that outcomes from this workshop could contribute to developing clear guidelines and models for other universities interested in revising their curricula based on competency-based approaches. She expressed confidence that the initiative could become a remarkable example and reference point for higher education institutions across the country.

Remarks by Prof. Dr. Basu Dev Kafle
Prof. Dr. Basu Dev Kafle emphasized the issue of inclusiveness in curriculum development. He noted that inclusivity has become a major concern in educational discussions globally and cannot be overlooked during curriculum revision. He highlighted the need to thoughtfully integrate inclusive principles and approaches into curriculum frameworks so that educational systems become more equitable and responsive to diverse learners’ needs. According to him, curriculum revision should ensure broader participation and representation while addressing the educational needs of all learners.

Remarks by Prof. Dr. Peshal Khanal
Prof. Dr. Peshal Khanal discussed one of the major challenges faced during curriculum transformation. He stated that educators and institutions have traditionally been trained and socialized within a content-centered education system where subject knowledge and content coverage received the highest priority. Therefore, shifting from a content-based to a competency-based framework requires a significant change in mindset and practice. He emphasized that within competency-based education, content should no longer be considered the primary goal; instead, competency development should take precedence. In this new approach, content serves as a supporting element, while the ultimate focus should be on developing students’ practical competencies, skills, and abilities required for real-life application.

Dr. Tuovi Leppanen (TECSES) presented on “Competence-Based Teacher Education Curriculum,” focusing on the concept of competence, pedagogical approaches, and assessment practices. She explained competence as an integration of knowledge, skills, attitudes, and professional values and emphasized learner-centered, experiential, and reflective pedagogies to develop practical teaching abilities. She also highlighted the importance of diverse assessment methods such as portfolios, performance-based tasks, and formative evaluation instead of relying only on traditional examinations.

Similarly, Dr. Prem Prasad Poudel and Dr. Kamal Raj Devkota presented on Tribhuvan University’s contribution to the approved B.Ed. curriculum framework developed based on a need assessment study and approved by the Faculty of Education, TU. They highlighted how the revised curriculum integrates competency-based learning, practical teaching experiences, and contemporary educational needs to ensure relevance, quality, and alignment with national and international standards in teacher education.