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Supervisor and Commentator

Prof. Dr. Janardhan Ghimire

Commenter: Rishi Ram Pokhrel

TRIBHUVAN UNIVERSITY

Grdauate School of Education

Presenter/MPhil Student:

Manisha Keshi

Faculty of Education

Graduate School of Education

Roll No: 14

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Class Presentation

Presentation Date: Shrawan 24, 2083

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Banking Education

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  • Banking concept of education is a term coined by Brazilian philosopher Paulo Freire in his 1968 book Pedagogy of the Oppressed.
  • A traditional teaching method where instructors "deposit" information into passive students, who act as empty containers or piggy banks meant to receive, memorize, and store the knowledge.
  • Students are treated as empty bank accounts and teachers are the depositors.

Some features of banking education

  • Passive Learning
  • Lack of Creativity
  • Rigid Hierarchy
  • Control and Conformity

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Following attitudes and practices, which mirror oppressive society as a whole: (P.73), the model of banking eductaion

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a) the teacher teaches and the students are taught;

b) the teacher knows everything and the students know nothing;

c) the teacher thinks and the students are thought about;

d) the teacher talks and the students listen—meekly;

e) the teacher disciplines and the students are disciplined;

f) the teacher chooses and enforces his choice, and the students comply;

g) the teacher acts and the students have the illusion of acting through the

action of the teacher;

h) the teacher chooses the program content, and the students (who were

not consulted) adapt to it;

i) the teacher confuses the authority of knowledge with his or her own

professional authority, which she and he sets in opposition to the

freedom of the students;

j) the teacher is the Subject of the learning process, while the pupils are

mere objects.

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Nepal Education System

Development of Education System in Modern Nepal�It was under the Rana regime (1846-1951), a modern English education system was introduced. But the access to this education was confined to the higher castes and wealthier section of the population.

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�The Banking Model in Nepali Classrooms�

  • Passive Learners: Students in Nepal are frequently expected to sit quietly and listen, acting as receivers of information rather than active creators.
  • The Teacher as Authority: Teachers act as all-knowing lecturers who dispense predefined facts rather than facilitators of dialogue.
  • Rote Memorization: Curriculum delivery and national board examinations heavily reward the exact reproduction of memorized text over analytical or contextual understanding.
  • Transactional Focus: Education is often viewed as a rigid ladder to secure certificates and credentials rather than a tool for personal liberation or social change.

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�Positive Changes in Nepal�

Nepal is gradually moving away from banking education through several reforms:

National Education Policy (2076)

The policy emphasizes:

  • Critical thinking
  • Creativity
  • Problem solving
  • Practical learning
  • Student participation

School Education Sector Plan (SESP 2022–2032)

The plan promotes:

  • Competency-based curriculum
  • Active learning
  • Inclusive education
  • Digital learning
  • Continuous assessment

These reforms align more closely with Freire's vision of learner-centered education.

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�How Nepal Can Apply Freire's Ideas�

  • To reduce the influence of banking education, Nepal can:
  • Encourage classroom discussion and debate.
  • Use project-based and inquiry-based learning.
  • Replace rote memorization with problem-solving activities.
  • Assess students' creativity and analytical skills instead of only factual recall.
  • Train teachers in learner-centered and participatory teaching methods.
  • Integrate local issues (environment, agriculture, culture, community development) into classroom learning.

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Conclusion

Paulo Freire's concept of banking education helps explain many traditional practices still found in Nepal, such as teacher-centered instruction, rote learning, and examination-oriented teaching. While Nepal's education system is gradually shifting toward competency-based and learner-centered education through recent policies and reforms, many classrooms continue to reflect banking practices. Adopting Freire's problem-posing approach can help develop students who are critical thinkers, creative problem-solvers, and active citizens capable of contributing to Nepal's social and educational development.

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Reference

  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). Continuum.
  • Ministry of Education, Science and Technology. (2022). School Education Sector Plan 2022–2032. Government of Nepal.
  • Ministry of Education, Science and Technology. (2076 BS). राष्ट्रिय शिक्षा नीति २०७६. Kathmandu: Government of Nepal.
  • Raja, M. (2019, November 5). Paulo Freire: The banking concept of education [Video]. YouTube. https://www.youtube.com/watch?v=_L6tTz2CUQw

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