Inclusion of Local Resources in Secondary Level School Education in Rupandehi District Nepal

This study examines the integration of locally available resources into secondary school education in Rupandehi District, Nepal. Employing a qualitative hermeneutic phenomenological approach, data were collected through interviews, focus groups, classroom observations, and participatory rural appraisal with purposively selected stakeholders. Thematic analysis was conducted through iterative coding and narrative construction. Findings reveal that despite the availability applicable local resources including agricultural, cultural, and ecological assets, schools follow a rigid, theory-based curriculum with minimal contextual relevance or community involvement. Barriers include inadequate teacher training, institutional rigidity, and weak school-community collaboration. The study calls for curriculum reform that promotes experiential, resource-based learning aligned with local contexts. Strengthening participatory pedagogy and leveraging local knowledge can enhance skill development, educational relevance, and sustainable rural development.