By ND Lama

Introduction: A System in Crisis
Nepal’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 leaving students overwhelmed by rote memorization. The result? Lost opportunities for creativity, critical thinking, and real-world skills.

This crisis is not theoretical—it’s lived daily by teachers, students, and schools. As a school founder and teacher, I’ve seen the harm firsthand. As a science teacher, I dream of empowering my staff to guide students through innovative, real-world projects, like building climate-resilient homes or designing agricultural tools. Instead, we are mandated to focus solely on preparing students to pass SEE. As a computer teacher, I long to prepare my students for an AI-driven future, equipping them with skills like programming and problem-solving. Yet, I am constrained to teach outdated content and require students to memorize irrelevant answers for exams.

Even my brightest students—like Shalom, Ayush, and Samir—who excel in computer science, find themselves held back by subjects focused on rote learning. These talented boys could be future innovators, yet the rigid system makes them feel like failures in areas where they should be thriving.

Empowering Teachers, Modernizing Assessment
Breaking free from this cycle begins with empowering teachers and modernizing assessments. Imagine a classroom where educators are trusted to design locally relevant assessments tailored to their students’ needs and environments. In Jumla, a science teacher might have students design weather-resistant homes. In Lalitpur, another might lead students in developing farming tools. These kinds of hands-on projects would not only engage students but also equip them with real-world problem-solving skills.

Granting autonomy to schools and educators would also foster professional growth. Teachers would no longer be restricted to rigid, test-oriented syllabi. Instead, they would become innovators, driving curriculum changes that inspire learning. This shift would build a resilient, dynamic education system where both teachers and students thrive.

A Leaner, Technology-Driven Model
Reforming Nepal’s assessment system also requires addressing the inefficiencies of the National Examination Board (NEB). Currently, an estimated 847 staff members across 77 districts manage SEE exams, with institutional costs averaging NPR 7,000,000 per district. This adds up to NPR 539,000,000 annually, or roughly NPR 900 (US$6.75) per student. These resources primarily sustain bureaucratic overhead rather than improving education quality.

A leaner, tech-driven model could transform this system. Imagine a secure online platform managed by just 30–40 professionals that allows students to take exams multiple times a year, at their own pace, from their local schools. Such a system would significantly reduce costs while increasing flexibility and accessibility. Freed from rigid schedules, students like Shalom, Ayush, and Samir could demonstrate their abilities in ways that align with their strengths and interests.

Funds saved from streamlining bureaucracy could be reinvested in teacher training, modern learning materials, and curriculum innovation. Meanwhile, former NEB staff could transition into roles that add genuine value—mentoring educators, improving academic content, or conducting research to advance teaching practices.

The Human Cost of a Broken System
The current system doesn’t just waste resources—it wastes potential. Shalom, Ayush, and Samir are prime examples. These boys excel in computer science, with Shalom building functional apps, Ayush excelling in robotics, and Samir winning coding competitions. Yet, they find themselves penalized by an exam system that values rote memorization over innovation. Shalom is forced to memorize obsolete programming terms, Ayush struggles with exams that ignore his hands-on skills, and Samir spends sleepless nights cramming irrelevant facts.

Under a more flexible, modernized framework, these students could thrive. Imagine a system that celebrates their creativity and equips them with the skills to become future leaders in technology. Instead, the rigid SEE system pushes them toward burnout and frustration.

Building a Future-Focused Education System
The solution is clear: decentralize assessments, embrace technology, and empower teachers to lead meaningful learning experiences. Here’s what this vision could look like:

• Teacher-Led Innovation: Educators design locally relevant projects and assessments that engage students in practical problem-solving.
• Tech-Driven Exams: A digital platform offers multiple testing opportunities throughout the year, reducing stress and providing more accurate evaluations.
• Resource Reallocation: Funds saved from bureaucratic inefficiencies are reinvested in teacher training, updated curricula, and technology integration.
• Equity in Learning: Students like Shalom, Ayush, and Samir are no longer judged by a single high-stakes test but are evaluated holistically for their unique talents and contributions.

Call to Action: From Bureaucracy to Brilliance
The recent debates between NEB officials and education ministers highlight the urgent need for reform. Nepal cannot afford to let its brightest minds be held back by an outdated, rigid system. It’s time to replace the SEE with a flexible, tech-driven model managed by a small, efficient team. Decentralize authority, empower teachers, and trust students to demonstrate their potential in meaningful ways.

Nepal’s education future lies not in preserving bureaucracy but in embracing innovation and equity. Let’s build a system that nurtures creativity, celebrates brilliance, and prepares students for the challenges of tomorrow. The time to act is now.

References

1. Edukhabar, “The SEE System in Crisis,” accessed December 15, 2024, https://www.edukhabar.com/news/16561.
2. Paulo Freire, Pedagogy of the Oppressed, trans. Myra Bergman Ramos (New York: Continuum, 2000).
3. “Statistics on SEE 2023,” National Examination Board (NEB), Nepal.
4. “Finland’s Education Model,” OECD, accessed December 15, 2024.
5. John Dewey, Democracy and Education: An Introduction to the Philosophy of Education (New York: Macmillan, 1916).