Why Nepal’s Education System Needs Reform and Collaboration
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 against private schools, exposing the challenges in fostering meaningful collaboration.
Minister Bhattarai emphasized the mandatory implementation of scholarship provisions, and Chairperson Thapa pointed out complexities in finalizing the School Education Bill. However, their approach reflected not only a lack of willingness to engage in dialogue with private educators but also a deep-seated bias that hinders progress.
Stuck in the Cave—and Setting Fires
Nepal’s education leadership resembles people who not only remain stuck in the cave but also resist any progress outside it. If someone dares to build a house nearby, they risk provoking these cave-dwellers, who might even set the house on fire out of resentment. To protect your house from their flames, you must constantly appease them, ensuring they remain quietly in the cave.
This metaphor aptly describes the state of Nepal’s education reforms. Leaders are not just resistant to change; they actively obstruct progress by targeting private schools with rigid policies and an adversarial stance. Instead of fostering innovation and collaboration, they create an environment where survival depends on appeasement rather than merit.
The Current Landscape
Nepal’s education system relies heavily on standardized, exam-driven approaches, leaving little room for creativity or practical skills. As someone who spent 8–10 years studying abroad, I experienced education systems that foster critical thinking, adaptability, and real-world application. Yet, I faced the reality of withdrawing my daughter from Grades 11–12 in Nepal because the system failed to meet her needs. Similarly, I attempted to exempt my son from the SEE exam, recognizing its limitations in assessing real learning.
These experiences are not isolated. They reflect widespread dissatisfaction among families who want a system that equips their children for future challenges rather than simply preparing them for tests.
Keeping Up with the Rapidly Changing Half-Life of Skills
The world is changing faster than ever before, and so is the relevance of skills. In the 1980s, the average half-life of a skill—how long it takes for a skill to lose half its value—was approximately 10 years. By the 2020s, this has shrunk to just 4 years, and with the rapid adoption of AI and other emerging technologies, it is now less than 2 years.
This alarming rate of change underscores why Nepal’s education system cannot afford to remain stuck in outdated practices. Our current model, overly focused on rote learning and rigid exam systems like SEE, does little to prepare students for a world where adaptability, critical thinking, and continuous learning are essential.
The shrinking half-life of skills demands that policymakers and educators prioritize skills-based learning, innovative teaching methods, and dynamic curricula. Private schools, often at the forefront of adopting new educational models, must be seen as partners in equipping students for the demands of a fast-evolving workforce.
Unanswered Questions
Despite growing concerns, government leaders, including those at the PABSON conference, appear reluctant to pursue bold changes. Instead, private schools are often sidelined in policy discussions. This raises some pressing questions:
- Why are our parliament and cabinet unwilling to bring real reform to the education system?
- Why is there resistance to listening to private schools, which have proven their capacity to deliver quality education?
- Why does the system view private schools as competitors instead of collaborators?
Lessons from Global Examples
Countries like Finland and Singapore provide valuable models for education reform. Finland emphasizes decentralized education with school autonomy, fostering innovation and local adaptability. Singapore balances public and private contributions, creating a collaborative ecosystem that benefits students and ensures quality education for all.
Nepal can learn from these examples. By prioritizing trust, decentralization, and shared ownership, we can build an education system that supports students and educators alike.
Recommendations for Change
To address these challenges, Nepal must embrace comprehensive reforms that align with the needs of its students, educators, and the future workforce. Here are key steps forward:
- Decentralize Education: Shift decision-making power to schools, allowing them to adapt curricula and teaching methods to local needs.
- Eliminate Rigid Exam Systems: Replace exams like the SEE and Grade 12 boards with versatile assessments focusing on critical thinking, problem-solving, and real-world skills.
- Empower Teachers: Provide teachers with training, resources, and autonomy to foster innovative and engaging learning experiences.
- Adopt Flexible Learning Models: Encourage colleges to implement online education and flexible schedules, making higher education accessible to more students.
- Collaborate with Private Schools: Include private school representatives in policymaking and recognize their role as partners in improving the education system.
A Vision for the Future
Nepal’s education system cannot thrive while policymakers remain in the cave, resisting change and targeting progress. Private schools are not the enemy—they are vital partners in shaping a brighter future for Nepal’s students. Policymakers, educators, and parents must unite to create a system that prepares our children not only for academic success but for life beyond the classroom.
To policymakers: Step out of the cave and join the effort to build a better system. Stop setting fires to the houses of progress.
To private schools: Advocate for collective change and stand firm against unwarranted bias.
To parents: Demand an education system that prioritizes your children’s future.
Together, we can transform Nepal’s education system into one that equips every student to thrive in a rapidly changing world.
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Dark Cave अध्यारो गुफा – Drama Concept
The drama “Dark Cave” represents the struggle between outdated systems and progress, using the metaphor of a cave versus a bright house. It focuses on themes of resistance to change, reform, and hope for the future.
Characters
- Cave Elder: Represents those resistant to change, clinging to outdated systems.
- Innovator: A reformer who dreams of building a better future (symbolized by the bright house).
- Villagers in the Cave: Ordinary people, some content in the cave, others longing for change.
- Children: Represent the future generation yearning for education and opportunity.
- Bridge Builder: A mediator who tries to convince the cave dwellers to transition.
- Narrator: Provides commentary and context.
Setting
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Act 1: Inside the Dark Cave
A dimly lit cave where the villagers sit, content with their limited vision. The cave elder preaches the dangers of leaving and mocks the Innovator for dreaming of something better. -
Act 2: Outside the Cave
A bright, hopeful setting with the house being built. The Innovator struggles to make progress while facing opposition from the cave dwellers who fear change. -
Act 3: The Bridge
A symbolic bridge or staircase is built, connecting the cave to the house. The drama concludes with a mix of hope and conflict, as some villagers step forward while others remain behind.
Script Outline
Act 1: Inside the Cave
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Scene 1: Villagers are gathered, listening to the Cave Elder.
Cave Elder: “Out there is nothing but danger. Stay here, in the safety of our cave, where we have always lived.”
Child: “But why can’t we learn about the world outside?”
Cave Elder: “The world outside will burn you. It’s foolish to leave.” -
Scene 2: Innovator speaks to the villagers.
Innovator: “We cannot stay here forever! The world outside is full of light, knowledge, and growth. I’m building a house where we can thrive.”
Villager 1: “Why risk everything? The cave is safe.”
Villager 2: “But what if they’re right? What if there’s something better?”
Cave Elder: “Don’t listen to them! They will lead you to ruin.”
Act 2: Outside the Cave
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Scene 1: Innovator struggles to build the house while facing resistance.
Narrator: “While the Innovator dreams of a brighter future, they face scorn and sabotage.”
Villager 3: (throwing stones toward the house) “Stop this madness! You’re disrupting our peace.”
Innovator: “I am building this for all of us, for our children!” -
Scene 2: The Bridge Builder begins constructing a staircase/bridge.
Bridge Builder: “Change takes courage, but it is worth it. Let me help you cross to the other side.”
Child: “I want to go! Will you teach me?”
Innovator: “Yes, the future is yours to shape.”
Act 3: The Bridge
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Scene 1: Some villagers begin to cross the bridge.
Narrator: “A few brave souls take the first steps, leaving the cave behind.”
Cave Elder: “You’ll regret this! There’s no turning back once you leave!”
Villager 4: “But I want a better life for my children.” -
Scene 2: The house is completed, but the struggle continues.
Narrator: “The house stands as a beacon of hope, yet the cave still looms in the background.”
Innovator: “The door is always open for those ready to leave the darkness.”
Cave Elder: “We will never abandon the cave!”
Themes and Message
- The cave symbolizes resistance to change and outdated systems.
- The house represents progress, knowledge, and innovation.
- The bridge signifies the hard but necessary transition from tradition to reform.
- The children highlight the future and the importance of education.
Additional Details
- Use lighting to symbolize the contrast between the cave (darkness) and the house (brightness).
- Include sound effects like echoes in the cave and birdsong outside the house.
- End with a hopeful tone, showing that change is possible even if slow.