Cultural aspects of language and music education in schools in Nepal and Hungary

Abstract

This study is based on the experiences gained during a study trip to Nepal in 2020. Professional collaboration was established with Kathmandu University’s Department of Music, headed by Lochan Rijal. The institution’s educational philosophy focuses on preserving and transmitting Nepal’s rich and diverse musical heritage with particular emphasis on the active involvement of students. The study primarily aims to present and interpret curriculum documents. Rather than conducting a legal or policy-level comparison, the analysis focuses on the contextual interpretation of local curricula. Accordingly, the comparison examines the curricula of the ELTE Gyertyánffy István Practice Primary School and the Kathmandu University High School. The analysis concentrates on the role of the mother tongue and the concept of “musical mother tongue.” The documents studied indicate that both institutions emphasize the importance of the language of instruction (Hungarian and Nepali, respectively), particularly in developing students’ oral and written competencies. At the same time, notable differences can be observed in educational practice. While native-level English-speaking teachers are not typical in the Hungarian practice school, the majority of teachers in the Nepali institution use the language of instruction at a native level. Music education is present in both curricula; however, the focus is not on the explicit teaching of musical language, but rather on the development of general musical competencies and the understanding of musical traditions. A further common feature is that both the ELTE Faculty of Primary and Preschool Education and Kathmandu University maintain close relationships with their affiliated practice schools, which serve as primary sites for student teachers’ teaching practice.