Present Education System in Nepal

In 1951, the Kingdom of Nepal opened its doors for the first time to the outside world after centuries of isolation. With the passing of time, especially after 1990, schools both government and private have mushroomed tremendously. Nepal took perhaps its single most important step-establishing a democracy by creating a multiparty, constitutional monarchy. Although a trend in numerical growth had already started before the reinstatement of democracy, the sudden change in the increment of private schools is a recent phenomenon. Different colorful uniforms are spotted, call it a banana milk shake or a lemonade or a cocktail itself. It all gives the same impression. However, it forces Kathmanduites to forget the limited range of colors like green or purple and Jogi color dressed school girls. Schools sprouted in all nooks and corners force you to forget a few government-run or some private schools of the past which remind you of a typed education system. The current physical facilities available in the valley range from one storey building with little support system to enormous ones with very luxurious facilities all contributing to the same destination: Education.

Dating back to olden days, only a few schools contributed for girl’s education not to think of quality education. There was a time when education itself was not accessible to the general public. Against this backdrop, providing space to educate common girls is a revolutionary step. Very few names would come to your mind. Two would be mainly St. Mary’s Girls High School, missionary run school and state run Madan Smarak Girls High School. Both schools have contributed tremendously with an emphasis on girl’s education.

St. Mary’s Girls High School: Then: After the opening of St. Xaviers Boys High School, emphasis was laid on the opening of the Girls High School. So, St. Mary’s Girls High School started functioning in the year 1955 in the white Rana Durbar. Late Princess Shanti Shah, Princess Shoba Shah, Vijaya Thapa, Gwalior prince Madhav Rao Shindai’s wife were among the students of the few first batches. There were more of the students from the elite family like the Ranas and Shahs.

Meera Shrestha, remembers the school as a "big family" with a handful of students taught by German and American teachers. Mrs Naidu, an English teacher of St. Mary’s School was among the students of first batch to appear SLC. "The relationship between students and teachers was very different. We had respect and gratitude towards the teachers which is lacking now," states she.

Books emphasized on the quality of education and more of Indian and foreign text books were included. The higher emphasis was placed on English.Now: As of now, a representation of students from the remote area and marginalized groups is part of the education system. There are almost 40 students in one section consisting of four sections in every batch. However, the change in the representation of the girls in school has been mind-boggling – from higher class to the mass. D.K. Rai, a Nepali Teacher states," Even the courses of the Masters level are included in the class 9 syllabus which are difficult for the students."

Anjana Magar, an English teacher states her grievances, " Though students have contributed in various sectors immensely, the majority of the most promising students have left the country. I feel terrible for it."With the changing trend, a whole new set of problems have arisen, be it the unavailability of books or course content. In the year 2001, new course of studies emerged with applicable method of studies in a more creative manner. Extra- curricular activities range from one act play and exhibitions to sports. Other facilities include the Euro guard water facility, security guards, counselor, good transport facilities, scouts and Leadership Training Service (LTS).

The education system in Nepal is the same in the present as that of the past. I mean in the kinder garden, teacher teach us A for Apple, B for Banana, C for Cat and so on. If you ask the child he/she repeat the same thing that the teacher teach him/her. If we say A for Axe, Ant or something else, the child doesn’t agree with us. He/She only accept with the fact that A stands for Apple.

From my view point, our education system should teach us the child about the different items that A is stand for. Similarly, if A stands for Apple, not only the pictures in the book is sufficient, the child should see the product out of his/her book. The child should see, taste and provides him/her the chance to analysis it and query him/her experience.

I thought only these things can produce the Brilliant Nepalese in the World otherwise we will be always following something and cannot create our something ORIGINAL.