An Outline of Issues in Higher Education in Nepal

Over a period of 20 to 30 years Nepal has shown a tremendous rise in the number of Higher Education institutions. People have realized the Importance of education for socio-economic, political, scientific and academic accomplishments. In retrospect during the Rana regime (around 1846- 1951) when Nepal was ruled by the autocratic Rana rulers education was prohibited for the fear that educated people might raise their voices against the Rana authorities. After the end of the Rana regime and formulation of constitution under monarchical set up education started to grow in Nepal. Now with the downfall of monarchy and restoration of democracy the government is laying much emphasis on educating people to improve their life styles.    However the quantitative growth could not ensure or maintain qualitative standard. It is because of various factors such as political instability, low funding, lack of technological advancement, socio- economic condition, party politics, traditional methodologies, lack of governance and reforms, and issues concerning accountability. Some of the key features in Higher Education in Nepal are as given below.

 

Political Influence

In Nepal colleges and universities are fully controlled by political parties. Both students and teachers have to acknowledge and support their party’s meetings and programs which are frequently conducted. Even for faculty appointment priorities are given to political affiliation rather than individual competence. When new government is formed there is a fear in the minds of the teachers of getting their job lost or getting transferred to remote areas.  This has become an everlasting issue in higher education in Nepal.

 

Resources and technology

Generally the universities do not have sufficient fund to support their infra structures, add resources or even hire best human resources. In addition the lack of technological advancement aggravate the poor educational scenario. For instance there are only very few institutions that carry out teaching learning through power points or high technology.

Research

Research and practice play a vital role in any educational set up. In Nepal universities do not encourage or carry out research for institutional rearrangement, enhancement of human resource and educational development. There is less fund and minimum support from the government.

 

Traditional Methodologies and Outdated curriculum

One of the factors for effective teaching- learning process attributes to the adoption of latest methodologies and advanced curriculum. In Nepal most of the universities especially the public ones still follow traditional method of teaching and the curriculum that has been in practice for ages. The delivery of lectures on same everlasting topics makes the entire teaching- learning process very static and monotonous.

 

Governance and Reforms

One of the major issues in Nepalese universities is the lack of governance concerning conducive teaching- learning environment and effective strategies. There are hardly any policies and programs for ensuring such arrangements. Universities pay less heed to human resource development, proper use of the existing resources, and making structural and academic reforms.

 

Accountability

The private colleges and universities directly face with greater public and government accountability whereas the government colleges and universities have zero accountability. It seems that these public institutions work with a notion that they are from the government, by the government and for the government. Comparatively the sense of competence and improvement is higher in private sector.

Interestingly, accountability differs in terms of regions. In the US the quality is judged by internal institutional standards and program reviews with more public accountability. In contrast, the UK and Australian systems, abide by the national qualification framework. (Henry  ,Marshall , Ramburuth 2013 p.3).

To sum, it is the collective responsibility of both the government and the universities to look into the major HE issues and resolve them from national and international level. These problems are arduous challenges which if not addressed in time may lead to educational devastation.

Reference

Henry,R.,Marshall,S.,Ramburuth,P.(2013). Improving Assessment in Higher Education: A Whole of Institution Approach.UNSW Press.