Abstract:
This study focused on exploring Curriculum Development and Classroom Practices of out of
School Children Education Program. The specific objectives of the study are followed, first
one is to explore curriculum design according to accelerated education principle. Secondly is
to find out the existing classroom practices for the students of out of school children education
in line with curriculum and third one is to evaluate the teacher’s performance that influence the
implementation of curriculum in out of school children education program. This study is
qualitative in nature. Eighteen teachers, eighteen learning centers and four experts are selected
at primary level for this study. Teachers, learning centers and experts has been selected
following purposive sampling. In this study, different types of data collection tools have been
used. A questionnaire for teacher has been developed to primary level. A descriptive checklist
and interview schedule has used to collect data for exploring curriculum development of out
of school children education program. An observation schedule has been to collect data about
classroom practices as well as an observation checklist has been administered for collecting
data about teachers’ performance of out of school children program. There are many findings
but major findings of the research are mentioned. From the study, it was found that the
curriculum was age-appropriate, competency-based but not condensed properly. Literacy and
numeracy skills are highlighted on the curriculum. Moreover, learning principles, pedagogy
and practice of accelerated education model was integrated throughout the curriculum and
teacher training manual. In addition, teaching-learning strategy, assessment strategy, model
lesson plan, instruction for daily lesson presentation, accelerated education model syllabus is
well-defined in the teachers ‘guide. Sometimes, teachers follow Out of School Children
(OOSC) Education Program Syllabus properly for classroom practice of previous knowledge
assessment, teaching-learning strategy, on-going assessment etc. But some malpractices are
observed also.
