को सबै प्रकाशनहरु Nandan Mallik । बिराटनगर उपमहानगरपाल , संघीय लोकतान्त्रिक ग


Current education system in Nepal and challenges due to COVID-19

The Nepali education system has failed to provide the same educational standards that the global industry demands. The current knowledge trend in Nepal is such that students are pursuing degrees not for the sake of knowledge gaining but for the sake of earning an undergraduate certification.

In the run for qualitative education and the resultant good job prospects, many students across the globe prefer pursuing higher education in foreign destinations. And Nepali foreign education aspirants are no exception here. An overview of the past few generations knowledge gaining shows that the younger has not learned anything new than the older generations.

The education system here is highly theoretical. It is based more on theories present in the textbook than in practical knowledge which does not do a favor for the students to testify their knowledge in the field. And that’s when things get difficult for students as they lack experience and can’t cooperate effectively in their fields.

The following factors pose a challenge to Nepal’s education system:

 Political Instability and bureaucracy

 Lack of Practical learning approach

 Nepalese Permanently Settling Abroad

Challenges in education due to COVID-19

To prevent the spread of the COVID-19 disease, the majority of governments around the world have resorted to nationwide or localized lockdowns, including the closure of schools. As a result, more than one billion children around the world are currently out of school and in need of alternative forms of education. Following consequences can be observed in Nepal where there is lower learning outcome and high dropout rate

 Family poverty and loss of income

 Increased child labor

 Increased child marriages(particularly affecting girls)

In the past decades, Nepal has witnessed significant improvements in access to education for children across the country. In fact, the current enrolment rate of children in primary education is about 96%, compared to 72% in

2000. Additionally, the adult (15+) literacy rate of the Nepali population has grown steadily from 21% in 1981 to 68% in 2018.

As shown previously, the education system of Nepal is highly influenced by the poverty and inequality prevailing in the country. As a result, the ability to enjoy education is limited for children from disadvantaged backgrounds. As history has shown, these children are the first to suffer when a disaster takes place. Therefore, it can be predicted that children in rural areas, from lower castes and girl children are most likely to be negatively affected by the COVID-19 pandemic.

Schools in Nepal have been closed for almost eight months. To limit the negative impact of the pandemic on learning opportunities of the children, the education cluster of Nepal agreed on providing opportunity of learning through Internet, TV, Radio and print media. However education cluster will need to take into account the barriers of poverty and inequality and the increased child labor and child marriage risks that have cost many children their education during past health emergencies and crises.

Nepali government introduced schooling via television for grades 6-10 as part of its “Digital Education System”. However, the Share cast Initiative’s 2017 survey shows that only 72% of households in Nepal own a television. This allows the majority of children to take part in the television classes, but still likely excludes more than a quarter of the student population. Furthermore, the frequent electricity cuts also interfere with access to this form of schooling. In fact, in 2012 only 49% of the rural population of Nepal was estimated to have access to electricity, compared to 93% of the urban population.

Simultaneously, the government invested 70 million rupees (approximately 570,000 USD) to develop and launch online classes. Like the television rate, about 72% of the Nepali population is estimated to have internet access. However, this share of population is almost entirely located in urban areas and represent higher-income families. Rural areas also face lower quality of internet connections. The online classes require 3G internet access which is both costly and largely unavailable in rural areas. Furthermore, it remains questionable whether teachers are skilled enough to use online tools for teaching as they face the same internet limitations as their students and have likely not been trained to teach virtual classes.

Most of the students have a cellphone in their home, which they are now using to access the radio schools. Since internet connectivity is a severe bottleneck in Nepal, arrangements can be sought with internet and telecom providers to provide zero-bandwidth or zero-cost access to learning portals. This will require that new servers and network hardware be set up in many provinces to handle higher traffic. Teachers also need to receive adequate training to master the technology so that they can provide support to children with remote learning tools and materials.

COVID-19 has tested the limits of Nepal’s education system, and much progress remains to be made to improve children’s learning.

But the pandemic has also revealed how quickly the country could stand up to the challenge to ensure that children can continue their education now and be better able down the road to contribute to a more prosperous Nepal.

Nandan Mallik

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Being a common girl

I am nothing special, of this I am sure. I am a common girl with common thoughts and I've led a common life. There are no monuments dedicated to me and my name will soon be forgotten. This life is what you make it. No matter what, you're going to mess up sometimes, it's a universal truth. But the good part is you get to decide how you're going to mess it up.

Being a girl like me can become a difficult life style. I myself a girl, born and raised as one. so I know first hand that I can be very weak and take many chances. I’m also the target for a lot of people, for emotional support and other things. My parents depend a lot on me to take care of things when they can’t, especially because I'm the only girl.

By being a girl I am setting a line. Yes I will do my hair, yes I like dressing nicely, and yes I do wear make-up. I will not be criticized by what I want to do and what I like to do. Yes I am a girl so I will settle down one day, but with someone who sees me as a person not as a play toy. Someone who understands, that I am as much as a person as they are. Someone who believes love doesn’t come from the outside of your body but from the inside of your soul, someone who understands me, cares for me, and respects me.

Just because i fail once, doesn't mean i am going to fail at everything. I will Keep trying, I will hold on, and always, always, always believe in myself, because if i don't, then who will? So I will keep my head high, keep my chin up, and most importantly, I will keep smiling, because life's a beautiful thing and there's so much to smile about. My world is only as big as my wildest dream but it’s okay to live a life which others don’t understand.

And this one is especially for you all:

“Don’t lose faith when you see others receiving answers to their prayers.

Don’t be envious of others testimony, if you haven’t received your own blessings, don’t despair”

Say to yourself – my time is coming and when it hits the surface of the earth , people shall yield in admiration.”

Nandan Mallik

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Why Greater Nepal is possible?

Nepal has a unique strong identity among the nations of Asia as a sovereign state, but it holds shaky balance between India and china.The bilateral relationship between these two countries is troublesome because of the treaties and agreement that have been signed by them. it has been an “India-locked” country throughout the history, where India influences the major aspects of social, economic and political institutions.

The Indo-Nepal friendship was started by the Rana government in 1950 by ratifying two treaties; Treaty of Peace and Friendship (TPF) and Trade Treaty (TT) by both governments. Although the cooperation between the states exists through various treaties and agreements, it is very difficult to sustain because those treaties are perceived as “unequal” and “controversial” . On the other hand, India always attempts to maximize its benefits by breaking the treaties and diminishing Nepal’s sovereignty in several ways. It shows that India always want to expand power in Nepal and will relate to Nepal when needed. In conclusion if India tries to stop the domination habit in Nepal and if it starts to talk regarding the treaty that they have sign and implement those written words,definitely Nepal will be a greater Nepal



1) According to international laws,

if a treaty is signed under threat,

it's is void. So, sugauli treaty is


2)International laws says that if

there is the absence of any of the

signatories, the treaty is void.

3) There is no british

east india company now (after

1947). So the land is, legally, of Nepal.

4) Even if the Sugauli treaty exists,

the land is still Nepal's, legally.

Becozz the term "in perpetuity"

means something is taken for a

lease/rent and the same term is used for the territories of Nepal in

the sugauli treaty.

5) The main aim of treaty of 1950

signed between U.K. and Nepal

was to return back the land of

nepal which the Ranas didn't bothered to listen to the British.

And the last one

6) Next treaty signed

in 1950 between nepal and india

states that all the treaties signed between Nepal and East India

before that day were nullified.

So, sugauli treaty is also nullified.

Hence, places like Nainital,

kumaon, gadhwal, Darjeeling,

Sikkim, teria parts upto Allahbad in the south must be returned to


Nandan Mallik

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