Strengthening Education in Nepal

What is education? Its literal meaning says that “Education” is learning, or the acquisition of information, skills, attitudes, beliefs, and habits. Storytelling, conversation, instruction, training, and guided study are all examples of educational approaches.

Though the meaning is that, has the standard of education in our nation, Nepal met the definition of the word?

Though, one of the newest systems of modern education is found in Nepal, is education as strong as it should be?

Look at the history of education, after the Rana oligarchy was overthrown in 1951, Nepal became a "new nation," with barely 9,000 students in elementary schools, 1,700 in secondary schools, and just over 100 in its two undergraduate universities. The university didn't exist at the time; only 5% of adults were educated, according to research.

As for now, things have changed a lot over the years, we have started using a more modern approach for teaching young minds. And this article is addressing the innovation in education policies, enhanced access to education, digital transitions, and the focus on student engagement and outcomes within the context of Nepal.

 In a session on strengthening Education for Democratic Nepal, Narottam Aryal (Education expert) said that the adoption of a new constitution in Nepal has greatly increased the potential for educational growth. Municipal government currently has control over school-level education, and the participation of local government and local communities can be counted on to provide better outcomes since they are heavily involved in school administration.

However, Samar Gautam, BSC second year student said that, our educational system, particularly in the public sectors, is of poor quality as a result of the nation's present political climate, weak governance, and irresponsibility on the part of policy makers. The current state of higher education does not show a clear path for both the national and individual growth of students. In order to generate human resources that are capable of working across borders, it is thus imperative that we upgrade our educational system with the most recent technology and teaching methods.

In a multicultural culture nation like Nepal, local government autonomy in running local operations like school administration may foster more efficient government in line with local requirements and preferences.

Analysing education inputs and outputs and lining them up with the Education Production Function are the two stages that the second domain also requires, Gautam added.

However, this new duty also presents difficulties for local government, which is short on resources, knowledge, and competence. Local and national government institutions must concurrently address several existing issues as a result of the new, highly decentralised state model, which marks a revolutionary transition process. The goal of the current article is to create a conceptual framework that local policymakers and educators may apply in practice in this situation.

The conceptual framework presented here guides the creation of a useful strategy for education development in a multicultural society.

The proposed framework includes three domains:

Socio-cultural and developmental diversity;

Policy formulation and implementation;

Education outcomes and socioeconomic development.

Based on a thorough review of the relevant literature and an analysis of trends in Nepali education policy.

The framework suggests two phases for the first domain: assessing the socioeconomic circumstances in the area and figuring out the challenges and opportunities in education.

All people have a basic need for education. The educational system should be task-oriented, not just theoretical but also practical; for instance, if I know about digital logic, I can build an electric torch. I'm talking about information that can be sold directly on the market, which allows a person to live independently. In a similar vein, everyone has distinct abilities in various industries. Here, we can improve domestic employment, which would lead to more independence for our nation. The policy maker has to have a Ph.D. in education policy management system in order to enhance the educational system. The selection of employees shouldn't be dependent on political considerations and place more value on knowledge, competence, and abilities, said Gautam.

In metropolitan regions, the education system in Nepal is substantially established; nevertheless, there are dire need to make significant efforts to promote education in rural areas.

The phrase "education policy" refers to the guiding ideas and decisions made by the government about education as well as the body of laws and regulations that control how educational institutions are run.

The main policies that need to be implemented in our educational system are those that promote quality education, a research-oriented educational system, the development of people capable of managing in an international environment, and the application of science and technology in teaching techniques.

The calibre of a nation's human resources is determined by the calibre of its educational system. The plans for the enhancement of the educational system should also take into account school size, class size, teaching techniques, providing education to every resident of the nation without discrimination based on gender, caste, religion, or position, and school infrastructure.