by ND Lama I visited MBUST (Febraury 14, 2025) and had an insightful discussion with AI faculty there, exploring their approach to artificial intelligence education. I also reviewed AI courses at Kathmandu University (KU) and several other colleges in Nepal to understand the existing curriculum structures and gaps. After analyzing these programs, I realized that […]
Read More →January 22, 2025 – Principals of several private schools in Lalitpur gathered at Ullens School, Satdobato, Nepal, for a meeting organized by the Lalitpur Metropolitan Education Department. I attended the session hoping to hear about collaborative projects or innovative teaching methods. However, most of the session revolved around new regulations and directives, including a strict […]
Read More →by Singi Lhomi AbstractThis article examines the interrelationship between integrated curriculum and the thematic approach in Nepal’s early childhood and primary education (ECDE to Grade Three). Grounded in constructivist theory, the study argues that blending multiple subject areas under a unified theme fosters holistic learning by nurturing cognitive, social, and creative skills. Employing a qualitative […]
Read More →by ND Lama, February 14th, 2025 Introduction Visiting Madan Bhandari University of Science and Technology (MBUST) was an exciting and eye-opening experience. It was inspiring to witness a young university taking bold steps toward innovation and sustainability. From solar energy harvesting to cutting-edge research in agriculture, artificial intelligence (AI), and digital transformation, MBUST is making […]
Read More →By ND Lama Introduction: A System in CrisisNepal’s education system has long been dominated by the Secondary Education Examination (SEE), a high-stakes, centralized test that dictates the future of hundreds of thousands of students every year. While this approach may appear efficient, it prioritizes bureaucracy over education, forcing teachers to “teach for the test” and […]
Read More →By ND Lama, December 8th, 2024 Effective leadership often comes to the forefront during times of crisis. Two biblical leaders, Nehemiah and Moses, faced significant challenges, but their approaches to these crises offer contrasting lessons for leaders today. By examining Nehemiah’s rebuilding of Jerusalem’s wall (Nehemiah 2–6) and Moses striking the rock in frustration (Numbers […]
Read More →by ND Lama, December 1st, 2024 At the 3rd International Conference organized by PABSON, key leaders in Nepal’s education sector—Education Minister Vidya Bhattarai and Ammar Bahadur Thapa, Chairperson of the Education, Health, and Information Technology Committee—addressed the gathering. While their presence underscored the significance of the event, their statements revealed a troubling rigidity and bias […]
Read More →Note by ND Lama, November 29th, 2024 At the 3rd International Education Conference organized by PABSON, Ari Pokka, a distinguished Finnish education expert and CEO of the Finnish Education Institute, delivered a compelling session on leading change in education. His decades of experience in educational leadership brought forth valuable insights on how educators and institutions […]
Read More →Building a Christian Study Center: A Practical Alternative to Establishing a University
Establishing a university is a resource-intensive endeavor, often unattainable due to constraints like time, finances, and human capital. However, creating a Christian study center offers a practical and impactful alternative. This model provides accredited teacher education programs through strategic partnerships with organizations such as ECEC Nepal, EQUIP (KISC), TeachBeyond, ITEEN, and DAI.
The study center can draw from ITEEN’s pilot undergraduate program and DAI’s Master’s in Organizational Leadership as templates, offering accessible and flexible education that integrates Christian principles. By focusing on teacher education, leadership development, and early childhood education, the study center equips educators to influence their communities with credibility and a strong Christian worldview.
This approach balances practicality with vision, meeting immediate educational needs while investing in the development of future leaders. Through collaboration, tailored curricula, and globally recognized accreditation, the study center becomes a hub for transformative education, uniting faith and learning to make a lasting impact.
Read More →In recent years, the debate over enforcing a unified textbook policy across all schools in Nepal has intensified. Advocates argue that a standardized curriculum can promote educational equity and strengthen national identity, ensuring that students across the country have equal access to quality education. However, critics warn that such a policy may stifle teacher autonomy and limit the flexibility needed to adapt lessons to local contexts.
Looking at global practices, countries like South Korea and France use centralized textbooks to create uniform educational standards, while countries like Finland and the United States allow more flexibility, enabling educators to choose materials that suit their students’ needs. For Nepal, a hybrid approach—combining core national standards with options for localized content—could provide the best balance between consistency and adaptability, fostering a cohesive yet diverse learning environment.
Read More →By ND Lama, Merodesh Academy for Better Nepal Introduction In a vibrant jungle, a harmonious community of animals thrived together. Monkeys, Elephants, Eagles, Fish, and others—each representing the diverse linguistic and cultural groups of Nepal—lived in peace and prosperity. Every species contributed uniquely to their shared home, celebrating their different abilities without undue competition. This […]
Read More →विद्यार्थीको मनमस्तिष्कमा स्याउ (बानी) र हातमा सुन्तला (सीप) फलाउनु शिक्षा हो। जुन फलले विद्यार्थीहरूलाई संसार अवलोकन गर्न, यसको वास्तविकता बुझ्न र मूल्याङ्कन गर्न सक्षम बनाउँछ। ताकि विद्यार्थीहरूले वास्विकतालाई महसुस गर्न सकुन्, प्रयोग गर्न सकून् र संसारको हितको लागि व्यक्त गर्न सकून्। हाम्रो लागि स्याउ तथा सुन्तला फलाउन नदिने महा खल नायक (गुण्डा) परीक्षा नियन्त्रण कार्यलय […]
Read More →मानकीकृत परीक्षणहरू प्रजातन्त्रको विपरीत मानिन्छन् किनभने तिनका सिद्धान्तहरू र प्रभावहरूले लोकतान्त्रिक शिक्षाका मूल्यमान्यताहरू—समता, व्यक्तिगत विकास, र सहभागितात्मक सिकाइ—सँग बाझिन्छन्। यहाँ मानकीकृत परीक्षणहरू प्रजातान्त्रिक आदर्शहरूको विपरीत हुनुका केही कारणहरू छन्: (अहिलेको सन्दर्भमा म एसईई र कक्षा १२ को परिक्षालाई लक्षित गर्दैछु।) १. शैक्षिक समानतालाई कमजोर बनाउनु प्रजातन्त्रले सबै नागरिकहरूलाई समान अवसर प्रदान गर्न खोज्छ। तर, मानकीकृत […]
Read More →“The War on Kids” is a 2009 documentary directed by Cevin Soling that critiques the American public school system, arguing that it suppresses students’ individuality and creativity while enforcing rigid rules and harsh disciplinary measures. The documentary compares schools to prisons, emphasizing how surveillance, control, and punishment are used to manage students rather than educating […]
Read More →“The Test & The Art of Thinking” (2017) is a documentary that explores the culture and impact of standardized testing in the U.S., particularly focusing on the SAT (Scholastic Assessment Test). Directed by Michael Arlen Davis, the film delves into the history, purpose, and controversies surrounding the SAT, questioning whether it truly measures a student’s […]
Read More →“Standardized: Lies, Money, and Civil Rights: How Testing Is Ruining Public Education” (2013) is a documentary directed by Daniel Hornberger that critiques the high-stakes standardized testing movement in the United States. The film argues that the widespread use of standardized testing is not improving education but is instead harming students, teachers, and schools. Key themes […]
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