Evaluation of nutrition education in school curriculum of Nepal: a descriptive content analysis
- 1Department of Public Health and Community Medicine, Madan Bhandari Academy of Health Sciences, Hetauda, Nepal
- 2Department of Physiology, Madan Bhandari Academy of Health Sciences, Hetauda, Nepal
- 3Department of General Practice and Emergency Medicine, Maharajgunj Medical Campus, Kathmandu, Nepal
Abstract
Background: School going children and adolescents are at critical period of cognitive, physical and emotional development. Poor dietary behavior developed during these years can hinder healthy adulthood. Integration of nutrition education into curriculum could prove as a cost-effective intervention for behavior change in a low resource country like Nepal.
Aim: This curriculum analysis study aims to assess the inclusion of nutrition related education in school curricula of Nepal in grades of 6–8, its duration and depth, identify gaps, and propose strategies for effective integration of such topics into the existing curricula and help the children to make informed dietary choices.
Methods: The researchers used PRECEDE part of PRECEDE_PROCEED and Taba’s model of curriculum development for the review. First a narrative review was undertaken to understand nutritional landscape of Nepalese children from national Demographic Health Surveys and Global Nutrition Reports. Then, the contents of Basic Education Curriculum of Nepal (revised in 2020) for Grades 6–8 and all official textbooks published by the Curriculum Development Centre of Nepal were analyzed. The evaluation of curricula content was based on research questions given by the evaluation models used. Then for comparison of national curricula with global standards, it was compared with international curricula: (1) Alberta Health Services (Canada) and (2) Community Voices for Health (American University, USA) and UK government curriculum.
Results: The curriculum of grade 6–8 was found to be nearly aligned from the national needs and priorities only in health education subject. In other subjects like social studies and sciences the topics on nutrition were completely missing. Pedagogical and assessment techniques were traditional. Overall, there is more scope for an enhanced curricum aligned with global standards of teaching and learning.
Conclusion: Curricular revision is required prioritizing national nutritional needs among children and should inform healthy choices through creative pedagogical approaches.
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BibTeX
@article{dahal2026evaluation,
title = {{Evaluation of nutrition education in school curriculum of Nepal: a descriptive content analysis}},
author = {Aashma Dahal and Neeti Bhat and Tirtha Man Shrestha and Bibechana Sapkota},
journal = {BMC Nutrition},
year = {2026},
month = aug,
doi = {10.1186/s40795-026-01453-7},
url = {https://doi.org/10.1186/s40795-026-01453-7},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Evaluation of nutrition education in school curriculum of Nepal: a descriptive content analysis
AU - Aashma Dahal
AU - Neeti Bhat
AU - Tirtha Man Shrestha
AU - Bibechana Sapkota
PY - 2026
DA - 2026/08/07
JO - BMC Nutrition
DO - 10.1186/s40795-026-01453-7
UR - https://doi.org/10.1186/s40795-026-01453-7
AB - Background: School going children and adolescents are at critical period of cognitive, physical and emotional development. Poor dietary behavior developed during these years can hinder healthy adulthood. Integration of nutrition education into curriculum could prove as a cost-effective intervention for behavior change in a low resource country like Nepal. Aim: This curriculum analysis study aims to assess the inclusion of nutrition related education in school curricula of Nepal in grades of 6–8, its duration and depth, identify gaps, and propose strategies for effective integration of such topics into the existing curricula and help the children to make informed dietary choices. Methods: The researchers used PRECEDE part of PRECEDE_PROCEED and Taba’s model of curriculum development for the review. First a narrative review was undertaken to understand nutritional landscape of Nepalese children from national Demographic Health Surveys and Global Nutrition Reports. Then, the contents of Basic Education Curriculum of Nepal (revised in 2020) for Grades 6–8 and all official textbooks published by the Curriculum Development Centre of Nepal were analyzed. The evaluation of curricula content was based on research questions given by the evaluation models used. Then for comparison of national curricula with global standards, it was compared with international curricula: (1) Alberta Health Services (Canada) and (2) Community Voices for Health (American University, USA) and UK government curriculum. Results: The curriculum of grade 6–8 was found to be nearly aligned from the national needs and priorities only in health education subject. In other subjects like social studies and sciences the topics on nutrition were completely missing. Pedagogical and assessment techniques were traditional. Overall, there is more scope for an enhanced curricum aligned with global standards of teaching and learning. Conclusion: Curricular revision is required prioritizing national nutritional needs among children and should inform healthy choices through creative pedagogical approaches.
SN - 2055-0928
ER -