| dc.description.abstract | In this study, I have researched with my interest in music education in Nepal as a contemporary teaching-learning condition in Nepali Schools and institutions. At the time of the survey, I have more confusion about school music education. I thought the root cause of music development lies in the informal music institutions, but school is also a prime part to research with students, teachers and concerned persons. Where students have invested more time in it. In this study, I want to develop a depth understanding of the music education condition in Nepal. I have explored the authentic music education system in Nepal from schools as well as institutions. There are several hopeful findings in the survey: First, I found hopeful changes in music education in Nepal as I was in school before (2000) and the current scenario has a vast difference. Students in the study seem to be more positive to learn music in government schools as compared to private schools. Private schools have an excess of infrastructure as compared to government schools. In private institutions, students from different age groups take informal music classes. In eastern music classes, students follow their one guru (teacher) to learn techniques and lessons on vocals or instruments. But in western music institutes, they follow teachers with staff notation from the internet too. In primary-level music education in the public school in a rural region, students are found scare of musical resources but more interested in self-learning activities. But the resources, infrastructure, and music teachers are challenging factors for students. I have come to believe that government policy for education and the economic condition of the students is the main barrier to music education. So, music educators, government policy, and social literacy should work together to provide systematic music education in the school. The support from the social agency should facilitate the interested student to excel in their passion to study music. The private institute should be monitored by the concerned department also. As shown in the study in a rural government school, the government should make a plan and provision of musical instruments and infrastructure to create a teaching-learning environment in school for students. Implementing and integrating curriculum at the school level for private and public sectors can stimulate unique cultural, sustainable learning and support to the students learning desire. | eng |