In the new syllabus of Trivi, MA Nepali, only 2 out of 62 lessons by 57 authors include women, making a mockery of women's inclusion.

Sequence of errors 

A new MA Nepali course has been prepared and implemented from February 2081 in Tribhuvan University. Since it represents Nepali language and literature, such a course is related to Nepali language including the national language of Nepal, Nepali literature, folk literature, criticism, translation and experiential learning to gain knowledge, skills and proficiency in Nepali literature and world literature outside of Nepal.

However, in the current technological age, the adoption of liberal and inclusive ideas, the selection of diverse level works and the unlimited potential of literature that is becoming increasingly rich and empowering the learner by interacting with the curriculum, because it prioritizes the pretense of classical theory of non-inclusive nature, narrow ideas, based on imitation and limited practice, it is inappropriate, flawed and untimely.

mocking women's inclusion 

curriculum should be continuously developed and it should be able to cover the changing aspirations of modern learners and society, but by continuing the previous system, this curriculum has demonstrated the inferiority of feudal masculinity existing in the universities of the inclusive Democratic Republic of Nepal by including only 2 women out of 62 lessons of 57 authors.

It is also a mockery of the constitutional system. The old hackneyed compositions and ideas of 'fake' nationalism are laughable for today in having interesting texts for students of age-old modern consciousness.

By teaching a play like 'Prahlad' which spread divine devotion, what kind of human resource of changing aspirations are we going to create? Not only a 'Ramayana' is enough to educate women, but also the fatalistic thoughts of the epic 'Adarsh ​​Raghav' of Rama's story, how will it help in the goal of the national education policy of preparing citizens who are honest to the nation, committed to democracy and loyal to labor? 

A dirty joke of democratic method  The process of creating and testing the

curriculum should be done through a democratic method. The learner has no participation in its construction . The soft copy of this darkroom prepared syllabus is not available even in the Dean's office and is not posted on the website.

Therefore, even the teaching teachers who are considered to be the main 'stakeholders' have not been able to get its full form easily. It has been implemented without orientation and the 'exposed' professors are 'helpless' and forced to teach it. Even the chairman and members of the subject committee have no knowledge, interest and time to think about it. He has taken the course as 'God Gifted' without question. 

'Egocentric' producer's whim  In terms of what a

curriculum should look like, John Spencer says – a curriculum should be exactly like a map that can stimulate the learner's possibilities, not limit their options. However, this curriculum stifles the possibilities of learners who are enthusiastic about studying literature and limits the options to one person who creates the curriculum. Narrowing the philosophical and methodological diversity of literary analysis, it has oriented the entire study towards structuralism. This theory, which is the subject of the education of the then chairman of the original Nepali subject committee,  Within the

text, should he study unnecessarily in 'structural classification of poetry', 'structuralist method of folklore study', 'structuralist criticism method', 'structuralist Nepali criticism tradition'? What is even more strange is that the Marxist belief which is the basic basis of literary history writing has been rejected by establishing the 'structuralist belief about literary history writing', which does not accept history, in the text. Therefore, the basis of this historiography is completely flawed.

Literary history writing is not only the history of literature, it is written in the totality of the country's literature, language, culture, politics, economy, national consciousness, etc. and such writing can only be built on the basis of Marxist beliefs. The curriculum should play an important role in developing critical skills in students, increasing sensitivity to human experience, respect for diverse cultural values ​​and creating awareness of topical issues by debating viewpoints expressed in literary texts.

By completely rejecting the conceptual and philosophical lessons of modern and even later stage literature, can the goal of improving the quality of education and developing the knowledge and skills of students be fulfilled by giving more importance to the knowledge of Dhamijankri, Shakun, Apashkun, Jharfuk, Tunamuna? In this course of total 1900 marks, the study of literature has been limited by allocating 400 marks for the study of linguistics and literary texts. On the other hand, critical theory has been marginalized by giving 800 full marks to interdisciplinary students.

diversity and multiplicity 

The curriculum of the largest university of the state with a rich cultural identity should provide students with philosophies of various fields and their multifaceted knowledge, but this curriculum has prohibited the tribal philosophies of Nepal and forced them to study 6 spiritualist philosophies in the name of Eastern philosophy.

It makes fun of the social and cultural transformation policy taken by the state to protect the culture, literature, and art of different castes and communities on the basis of equality and coexistence while maintaining the cultural diversity of the country. It also creates a theoretical burden on the learners by blocking the gradual knowledge and skills, creates disinterest and seems to try to limit the teacher to imitation and copying notes. 

uncreative and disinformation transmission  A

curriculum should address the needs of the learner. It should be based on the learner's prior knowledge and should be able to respond sensitively to future challenges. If we look at this year's data alone, more than 90 percent of students have come from subjects other than Nepali. Most of the students present in the orientation class said that they came to study Nepali to enrich their creativity along with formal knowledge of Nepali literature and to acquire knowledge of Nepali language and grammar.  Instead of teaching Nepali linguistics by teaching interdisciplinary students who have little knowledge of Nepali language and grammar to write clearly, the

course intends to memorize the linguistic theories of Bloomfield, Fillmore, Chomsky and Halliday.

Adding this burden to the students of Nepali literature is also an irresponsible administrative step without academic wisdom, despite the fact that there is a separate department of Linguistics under the university. What is even more ridiculous is that its expert professors have divided progressivism into Marxism, neo-Marxism and post-Marxism. It is clear that this course is limited to advertising the ego of the creator and his half-knowledge, even though he is trying to spread such a wrong idea.

Unnecessary burden and lack of depth

curriculum should be coordinated with its thematic depth and breadth of teaching time. However, it is not possible to conduct any skill activities in the currently implemented curriculum because even if only the general discussion of all the lessons is done in the total 48 lesson hours prescribed in it, more than 90 lesson hours are required. In 'Nepali Akhyan', seven storytellers and six novelists, along with the introduction, writing journey, trends and contributions of their seven stories and six novels, teaching their seven stories and six novels, with the explanation of their specific lines, how intense will it be in 48 hours? 

Why teach BP and Parijat? 

curriculum should be oriented towards the enhancement of educational quality. For that, the learner should be creative, investigative and curious towards new discoveries and the purpose of using their abilities should be fulfilled. Such quality should be based on society, nation and global way of life, democracy, favor of justice, leveling of experience.

was the tradition of studying the literature of a single author from a different gender, ethnic, ideological and geographical background, but it has discarded the lessons of the study of specific talents included in the previous curriculum. Narrator Vishweshwar Prasad Koirala, the pioneer of the psychological realist movement in Nepali literature, is a skilled craftsman of the coordination of spiritualism and materialism with psychological and political insights and the transmission of a harmonious middle-way ideology.

Therefore, his works are equally relevant for the present democratic era. Narrator Bhawani Bhikshu is the only such skilled writer of Terai origin who brings the Raithane way of life of Terai and its local beauty into Nepali literature along with human psychology, which has been taught in the curriculum for a long time. Parijat's works must be taught to convey the struggles and sensibilities of the people of the world and to develop critical thinking among the students.

Vijay Malla has given expression in the literature from various dimensions to the nuances of the cultural aspects of the Newa community of the valley. So it is not yet time to look for alternatives to these writers. How can a healthy citizen with critical thinking and creativity be prepared for a socialist-oriented nation from the tendency to impose one-sided thinking with gender, ethnic and ideological bias on giving equal importance to the ideological dimensions of all castes, genders, geography and culture in the curriculum?

The decline of academic ethics  The structure of the

course should be clear and logical, but there are too many ambiguities. There is an ambiguity in this course as to whether literature and criticism are different or whether criticism is included in literature. Unrelated theoretical knowledge has been imposed on the texts that should contain literary texts such as 'Later Phase of Modern Nepali Literature' and 'Immigrant Nepali Literature'. The curriculum on diaspora and immigration is completely confused, the producer does not understand the difference.

Its entire text is taken from the table of contents of the book 'Theoretical Aspects of Diaspora' (2079). On the other hand, in a cluster of four optional subjects, one is practical but the other subjects are theoretical only. Such a flawed arrangement seen in the selection of subjects can create serious problems not only in students' marks, but also in the production of certificates. It has not only degraded the moral and academic dignity of the University, but has also promoted commercial crimes without following the general precautions and values ​​to be adopted while developing the curriculum. 

Bhupi and Rimal are also poets? 

curriculum should prioritize diversity of thought, critical knowledge and critical thinking. For that, appropriate literary texts should be included, but the selection of works in this course precludes this altogether. In Nepali 'Futkar Kavita', the progressive stream which is the main stream of Nepali literary writing has been intentionally removed. Even in the poems of twelve poets placed in the

text, while two poets from the current stream are included, the poets of the progressive stream are prohibited by representing four poets from the experimentalist stream. As a result, Yogamaya, who clashed with the Rana ruler, and cultural warriors and resistance writers of the democratic movement like Gopal Prasad Rimal, Yudhprasad Mishra, Bhupi Sherchan, Vasu Shashi, who fought to bring democracy in 2007 and fought against panchayat autocracy, have been harshly attacked. 

The way forward 

Lisa Murphy says – The students are the curriculum of literature. What this means is that the curriculum should focus on the learner and address their interests, prior knowledge, needs and creative aspirations. Now, the Nepali subject committee has prepared and implemented the modified 

has been confined to the personal ambitions, egos and wells of flawed knowledge of the curriculum maker, and has neglected learners and devalued teachers. It has undermined the constitutional right to gender inclusion and made a mockery of the liberality of ideological diversity. Thus a