Educational Transformations in Nepal: From Historical Roots to Current Realities

Introduction

This is an attempt to explore Educational Transformations in Nepal; the dynamic evolution of Nepal’s school education system, tracing its historical roots and examining contemporary challenges and developments. From the restrictive policies of the pre-1951 Rana regime to the transformative post-1951 era marked by political reforms, the narrative unfolds with key milestones shaping the educational landscape (Wood, 1965; Rai et al., 2011). The exploration extends to the present, where a diverse array of community, institutional, and religious schools coexist, reflecting the intricate interplay of socio-political factors (CEHRD, 2020b; Caddell, 2006). As we navigate through the historical and current facets, this article provides a foundational understanding of Nepal’s educational journey, shedding light on its complexities and offering valuable insights into the ongoing development of the nation’s school education system.

A Brief History of the Education System in Nepal

The development of the School Education System in Nepal is relatively recent, marked by significant shifts in response to changing political landscapes. This paper provides a concise historical overview of the system, outlining key milestones and policy changes since its inception. Before 1951, the autocratic Rana regime severely restricted access to education, reserving it primarily for their kin and officials (Wood, 1965). English-medium education was prioritized, facilitating communication with British India (Wood, 1965). Although attempts to establish universal primary education were made (Sharma, 1990), they ultimately failed. The fall of the Rana regime in 1951 ushered in a new era of political and educational reforms. However, detailing every policy change within this limited scope is infeasible. Instead, this paper highlights key developments as contextual background.

The Nepal National Education Planning Commission (NNEPC) established in 1956 marked the first attempt at crafting a national education policy (Nepal National Education Planning Commission, 1956). This commission, aided by American scholar Hugh B. Wood, produced a foundational report advocating Nepali as the primary language of instruction (Wood, 1965). King Mahendra’s 1962 implementation of the “Panchayat” system emphasized national unity through a single language, dress code, religion, and nation (Rai et al., 2011). The New Education System Plan (NESP) of 1969 (Ministry of Education, 1971) aimed to strengthen the monarchy and instil nationalistic values. This was evident in its key objective: “To produce citizens loyal to the nation, monarchy and national independence…” (Ministry of Education, 1971:21).

Although relatively young, Nepal’s school education system has undergone significant transformations mirroring its evolving political landscape. This historical overview provides a foundation for understanding the current system and its ongoing development.

Current Landscape of School Education in Nepal

The present school education system in Nepal encompasses three main types of schools: community schools, institutional schools, and religious schools (CEHRD, 2020b). Community schools, predominantly government-funded, offer full to partial financial support, while institutional schools, commonly known as private or ‘boarding schools,’ operate independently without government funding (CEHRD, 2020b; Caddell, 2006). Religious schools, aligned with specific faiths, may receive government funding if they adhere to the national curriculum (CEHRD, 2020b).

As of 2020, Nepal had 27,704 community schools, 6,687 institutional schools, and 1,129 religious schools (CEHRD, 2020a:31). Out of the 5,319,004 students in basic education (Grades 1–8), 71.56% were enrolled in community schools, 28.43% in institutional schools, and approximately 87,000 in religious schools (CEHRD, 2020a:31). Notably, the enrollment figures indicate a gender disparity, with a higher proportion of boys in institutional schools compared to girls (CEHRD, 2020a; Khanal, 2018).

In 2020, out of 1,702,618 secondary education enrollments, 51.34% were girls (CEHRD, 2020a:08). Secondary community schools had 53% female enrollments, while secondary institutional schools had 48% (CEHRD, 2020a:08). The growth of institutional schools at the basic and secondary levels has been substantial, increasing from 16% to 29% at the basic level and from 19% to 29% at the secondary level between 2015 and 2020 (Bhatta and Pherali, 2017).

Institutional schools differ significantly from community schools, primarily due to their funding model and characteristics. These private schools historically adopt English-medium education (EME), are concentrated in urban areas, are expensive, and are not easily accessible to lower socio-economic groups (Giri, 2015; Pandey, 2020). Despite these challenges, parents in Nepal prefer institutional schools due to perceived advantages, leading to the emergence of ‘budget’ institutional schools for specific socio-economic groups (Phyak and Sharma, 2020).

Students from private schools exhibit better English language proficiency, attributed to exposure to English in schools and mandatory English communication on school premises. However, there is a noted disparity in English language teaching practices, with some teachers relying on memorization tasks rather than interactive or communicative activities (Ghimire, 2019; Phyak and Ojha, 2019). The Education Act 2016 and the National Education Policy 2019 have introduced provisions for Nepali and English or both as mediums of instruction in community schools from Grade 1, responding to the demand for English-medium education. However, the effectiveness of this provision is hindered by challenges such as teacher preparedness for English-medium instruction (Ojha, 2018).

The current state of Nepal’s school education system is characterized by the coexistence of community, institutional, and religious schools. Gender disparities, the rise of institutional schools, and challenges in English-medium education implementation pose significant considerations for policymakers and educators in the ongoing development of the education system in Nepal.

Conclusion

This is a comprehensive historical overview of Nepal’s school education system, illustrating its evolution in response to political changes. The pre-1951 era, marked by the Rana regime’s autocracy, limited educational access. Post-1951 reforms, including the establishment of the Nepal National Education Planning Commission, reflected a shift towards nationalistic values. The subsequent Panchayat system and the New Education System Plan of 1969 aimed to strengthen national unity. The paper then transitions to the current landscape, emphasizing the coexistence of community, institutional, and religious schools, with notable gender disparities. The rise of institutional schools, challenges in English-medium education, and the policy implications of the Education Act 2016 and National Education Policy 2019 are discussed. The article concludes by highlighting the ongoing development and the significant considerations for policymakers and educators in shaping Nepal’s education system. Overall, this historical overview provides essential context for understanding the complexities and challenges faced by Nepal’s evolving school education system.

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