homework policy in nepal

Nepal implements the national framework for Education 2030

As a lead UN agency for Education 2030 agenda, UNESCO has been supporting several initiatives to meet the SDG4:  “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The Education 2030 Framework for Action has been adopted by UNESCO member countries in the World Education Forum in Incheon, 2015 and the SAARC Framework for Action for Education 2030 has been approved by the SAARC ministerial meeting in 2019. 

UNESCO has supported to develop these two policy documents on SDG 4 in the global and sub-regional level. Henceforth, all member states are required to develop their National Framework for SDG 4 implementation, and Monitoring and Evaluation framework for tracking the achievements.

UNESCO in collaboration with the UNESCO Institute for Statistics provided technical support to build the capacity of the Steering Committee and the National Technical Team formed by the Government of Nepal who led the development and adaptation process of Nepal National Framework for SDG 4 Education 2030 and National Strategy for the Development of Education Statistics (NSDES).

The framework aligns with the global and SAARC frameworks and national education policy, and NSDS aligns with the National Strategy for the Development of Statistics (NSDS) developed by the Central Bureau of Statistics, Government of Nepal and SDG 4 global monitoring and evaluation framework.

Achievement

Building upon the global and sub-regional framework of SDG 4 Education 2030, Nepal has developed and approved the National Framework and NSDES, which are the guiding policy documents of three tiers of government to achieve SDG 4 and monitor its targets. National Framework for Education 2030 and NSDES are the first of such a sector-wide framework of SDGs in Nepal.

These two documents are the key guiding policy documents for federal, provincial and local governments to develop their education plan, program, and monitoring mechanism for SDG 4. Some provincial and local governments have already initiated the process of developing the education plan and program based on these policy documents.  

Related items

  • UNESCO Office in Kathmandu
  • SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

This article is related to the United Nation’s Sustainable Development Goals .

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Regional Conference on Higher Education (CRES+5)

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From left, Durga Jaisi, 12, Prakash Jaisi, 18, Rajendra Ghodasaini, 6, and Bhawana Jaisi, 11, stand for a portrait on their family land in Thakurbaba municipality.

Yam Kumari Kandel, GPJ Nepal

He’s a Teen With Homework, but in Nepal He’s Also Head of His Household

Children left to fend for themselves when their parents seek work abroad often suffer emotional struggles and educational setbacks. Now, psychologists are raising alarms about the quiet but building crisis.

Read this story in

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Editorial Team

GPJ ACCURATE

Publication Date

July 24, 2023.

He’s a Teen With Homework, but in Nepal He’s Also Head of His Household

BARDIYA, NEPAL — It was the Nepali New Year and the sun was bright and strong. The fields appeared desolate, except the luxuriantly growing green corn. After fetching water from a nearby hand pump, Prakash Jaisi, 18, walked back to the home he shares with his three siblings in Bardiya district’s Banbir area, more than 500 kilometers (over 300 miles) from Kathmandu, the capital of Nepal. As it was a public holiday in the country, all his friends had gone out to have fun. “I’d like to spend time with my friends, but I don’t have the time,” he says. Instead, Jaisi did the dishes and completed all the pending housework. Even though his exams are approaching, he has not been able to prepare. There is no time.

Jaisi’s parents left for India in December 2021, intending to work in the neighboring country to repay their house loan of 800,000 Nepali rupees (6,089 United States dollars). As they left, the responsibility of the house and his siblings was handed over to Jaisi, who is the oldest.

Just like Jaisi’s parents, 2.2 million people belonging to 1.5 million Nepali households are absent and living abroad. Of these, over 80% are men, according to the 2021 census on population and housing. The reasons for migration include the desire for a better future and financial status.

expand image

Prakash Jaisi, 18, prepares meals for his brother, Rajendra Ghodasaini, 6, at their family home in Thakurbaba municipality.

Most of these Nepali migrant workers leave without their families, creating a large group of children — like Jaisi and his siblings — who are left behind, says Ganesh Gurung, a sociologist and labor migration expert. According to the 2021 census , 77.9% of the country’s 9.9 million children live with both parents and 17.1% live with their mothers only. The census also found that 1% of households, more than 75,000, are headed by someone age 19 or younger. More than 7,300 households are led by a child between the age of 10 and 14.

While there are no official statistics on the number of children who are left behind because of migration, psychologists in the country have started to identify patterns of behavior among the wards of migrant families, which points to a simmering mental health crisis in the country. Kathmandu-based child psychologist Ganga Pathak says she can clearly see a future in which the country will be grappling with the “mental health challenges of all these children who will be adults” in a few years.

In his house, Jaisi cooks, washes clothes, cleans the house and purchases food. His younger sisters, Durga Jaisi, 12, and Bhawana Jaisi, 11, take turns, putting their buffalo out to graze and cutting the grass. Together, they all take care of the youngest, 6-year-old Rajendra Ghodasaini.

Jaisi says that household responsibilities and his parents’ absence keep him awake almost every night. “My mind doesn’t work; all I feel is anger,” he says.

Nepal is a major labor-exporting country and has a heavily remittance-dependent economy. Migrant remittances have not only contributed to increasing household income and the national gross domestic product, according to a 2020 International Monetary Fund study , but have also played a big role in reducing poverty.

homework policy in nepal

A typical day in the life of the siblings involves taking care of the buffalo, working in the fields, and finding time at the end of the day to finish their homework.

The positive impact of people going abroad is well documented in the context of Nepal’s economy, but only recently has the conversation begun on its other possible repercussions, particularly with respect to family dynamics.

A 2019 report by the Centre for Mental Health and Counselling-Nepal found that children who are left behind were more vulnerable to psychological problems. Out of 137 children and adolescents whose parents had migrated abroad, 48.2% had anxiety, 18.3% lived with depression and 8% had suicidal thoughts, according to the report.

In a 2022 study, the National Human Rights Commission also referred to the negative impact of separation from primary parents on children’s cognitive development.

Jaisi, Bhawana and Durga all talk about the stress and worry that they live with every day. Their parents send 30,000 rupees (228 dollars) from India every month to pay off the loan and cover household expenses. The siblings use 5,000 rupees (38 dollars) for food and other expenses, and mostly consume lentils and rice that they grow themselves. For the last three months, their parents couldn’t send money and lenders seeking repayment have already started visiting their home daily.

Looking at her parents’ photograph on her mobile phone, Durga says, “If they were at home, we would all be together. They only left because of the debt.” Bhawana says she feels sad because she is unable to sleep with her mother and eat food prepared by her.

homework policy in nepal

Child psychologist Ganga Pathak poses for a portrait in her office in New Baneshwor.

Children who are separated from their parents become angry and irritable, and perform poorly at school, says Indira Pradhan, a psychologist and clinical coordinator at the Transcultural Psychosocial Organization Nepal.

To lessen mental health issues among teenagers, TPO Nepal conducts a sports game program in the Madhuwan municipality of Bardiya district. Children learn how to set life goals, recognize and solve problems, understand and manage emotions, handle failure, and avoid harmful behavior by participating in weekly football, martial arts and dance activities. TPO Nepal was established in 2005 to promote the psychosocial well-being and mental health of children and families in conflict and other vulnerable communities.

Not far away from the Jaisis lives 8-year-old Malika Chaudhary with her two siblings, Aviskar Chaudhary, 12, and Dhiraj Chaudhary, 18, and their grandmother, Lakshmi Devi Chaudhary. Both their parents work abroad. The grandmother says the children quarrel with each other frequently, making it difficult for her to take care of them. They cry all the time and ask whether their mother really loves them at all, she adds.

“Children can’t express what’s on their minds,” Pathak says, “and when what’s on their minds is suppressed, it all gets stuck as a knot.”

The observations of psychologists such as Pathak and Pradhan are corroborated by those working with children in schools, who say that they see a visible change in the educational and psychosocial level of children in the absence of parents.

homework policy in nepal

From left, Prakash Jaisi, 18, Rajendra Ghodasaini, 6, Bhawana Jaisi, 11, and Durga Jaisi, 12, walk through their family’s property in Thakurbaba municipality.

Hari Prasad Gauli, vice principal of Kisan Secondary School in Bankatti, a Bardiya locality, says children who arrive at school with their parents appear happy and arrive on time, whereas those without their parents often arrive late and are gloomy. He says these children do not do their homework, do not bring books and notebooks to school, become irritated, and remain isolated from other children in the classroom. Research on this subject has also identified these behavioral patterns.

Samir Kumari Adhikari, joint spokesperson at the Ministry of Health and Population, says that the ministry is aware of issues relating to the mental health of children whose parents are abroad. He says the government doesn’t have any specific program to address the problem, but has organized general mental health programs nationwide. “If any of the kids need mental health treatment service, then they can get those services from the government.”

There is an eerie quiet inside Jaisi’s small, tin-roofed house. The mention of his mother makes him tear up. “We could study better if our mother was at home. We could get to school on time. Other friends arrive on time for school. We are always late,” he says.

Pathak believes that this unnoticed crisis is so worrying that a law should be enacted to prevent parents of very young children from leaving them behind. If children’s mental health is to be improved, she says, the community should be made aware of the importance of child psychology.

“If a child cries a lot, he or she is labeled as a crybaby, but people do not know that it is a sign.”

Yam Kumari Kandel is a Global Press Journal reporter based in Nepal.

TRANSLATION NOTE

Sunil Pokhrel , GPJ,  translated  this article from Nepali.

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  • International Education Studies
  • Vol. 13, No. 1 (2020)

Policy Framework for Education Development in Nepal

  •   Pramila Neupane    

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  • DOI: 10.5539/ies.v13n1p89

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  • ISSN(Print): 1913-9020
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  • Started: 2008
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Govt unveils National Education Policy

Sandeep sen.

homework policy in nepal

Kathmandu, December 11

The government today announced National Education Policy-2019 at a press conference organised in the Ministry of Education, Science and Technology.

The policy envisions to guide the entire education sector in line with the federal democratic republic system of the country

The policy envisions educated, civilised, healthy and capable human resources and prosperity of the nation.

Compulsory and free basic education for all is one of the salient features of the policy.

The policy aims to make all levels of education competitive, technology friendly, employment oriented and productive.

As per the policy, the government will ensure each and every citizen’s access to compulsory and free basic education.

The policy aims to extend science and technology in higher education and has laid emphasis in producing technical manpower. “Nepal will be developed as an education hub that provides world-class education in specific subjects,” reads the policy. The policy mentions of including ayurveda in health subjects such as e-medicine, dentistry, nursing, public health and pharmacy. It also mentions of timely revision of teaching learning procedure, technology, process and curriculum.

The central concept of the policy is ‘Technical education for all.’ Under this concept, the government will provide technical and vocational education and skill development opportunities for interested citizens by strengthening institutional capacity of concerned agencies.

Institutional development will be done for sound co-ordination, grant distribution, quality assurance and accreditation, guideline determination, investigation and regulation of higher education, according to the policy. As per the policy all the staffers at schools will be appointed through the Teachers’ Service Commission, on merit basis. Professional code of conduct will be made for all teachers, principals and school staffers, according to the policy.

The policy has also mentioned that local government should effectively regulate private schools on the basis of guideline and work procedure formulated by the federal government.

The policy also envisions of education counselling services. “Performance evaluation of teachers will be based on learning achievements of students,” the policy reads.

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Everything you need to know about the Nepal government’s new IT bill

Everything you need to know about the Nepal government’s new IT bill

Bhrikuti Rai

The controversial Information Technology management bill tabled at the parliament earlier this week has raised several concerns about what this means for social media users and freedom of speech online. But the comprehensive nature of the proposed bill which lumps together every cross-cutting sector that relates to information technology could push sweeping changes on everything from social media use to surveillance,  e-commerce, and tech innovation.

Here is what you need to know.

What is the IT management bill?

The bill will replace the existing Electronic Transaction Act (ETA) and has been touted by the government as the most comprehensive and clear bill to address the long-held concerns around IT management. But the wide-scope nature and the vague language used in the provisions could give broad powers to authorities to block social media platforms if they are not registered in Nepal, threatening to curtail freedom of speech online as well as increase surveillance of personal data and also have more red tape for internet-based companies.

For example, the broad definition of “social network” in the bill includes all information and communication technology-based platforms where people and organisations interact or share content. This would include everything from Facebook, Twitter, Instagram to messaging services like Viber. Even the more secure platforms like WhatsApp and Wire could fall under the purview of the laws enacted through this bill.

The government has prescribed a fine up to Rs1.5 million and/or five years imprisonment for individuals who post online contents to sexually harass, bully or defame others.  

[Read: Government's new IT bill draws battle lines against free speech]

How does it affect tech giants?

Nepal government wants internet companies like Facebook and Google to register in Nepal, set up an office in the country so they can be held accountable, and impose a tax for the money they make from Nepali users. But without a detailed plan in place from how taxations would work and the obstacles that exist for online payment gateway in the country, it is most likely that the government wouldn’t be able to implement everything it has set out to do to crack down on tech giants.

Industry experts agree that Nepal is too small a market for tech titans to go through a bureaucratic hassle to be allowed to operate here. Some of the companies have after all been banned in authoritarian regimes like China and North Korea.

Nepal also needs to first do its homework—from a business-friendly policy to necessary infrastructure to make the country a tech-hub—if it wants internet companies to come to Nepal and run as a registered entity, which IT entrepreneurs say would also benefit the country’s nascent but growing information technology sector.

[Read: New IT bill could kill innovation in Nepal, experts warn]

What does it mean for you as an individual?

The government has repeatedly said this bill will not stifle freedom of expression online and is only aimed at regulating tech companies. But the very nature of the bill, which is bent on criminalizing social media interactions—those could be deemed illegal based on the vague language of the provisions—puts the users at high risk of being penalized for online posts that “offend” politicians or bureaucrats.

The government has already been using the Electronic Transaction Act to arrest and take action against people based on their social media posts deemed “improper” by the authorities. According to the cyber crime cell at Nepal Police, 106 cases were filed in Kathmandu Valley in the last three years for posts on social media.

“Provisions in the new bill, which seeks to criminalise free speech by looking at it through the lens of decency and morality will dilute the protection enshrined by offline laws,” said Shubha Kayastha, co-founder of Body & Data which works in the intersection of gender, sexuality and digital technology in Nepal.

Why Internet Service Providers are worried, and why you should be, too.

The existing  ETA’s definition of originator clarifies that intermediaries like the Internet Service Providers (ISPs) do not fall under the broad definition of “originator”, which includes anyone “who generates, stores or transmits electronic records, and this term also includes a person who causes any other person to carry out such functions.”

However, the proposed IT act removes the clause regarding intermediaries. This, IT experts say, could jeopardise ISPs who are merely the medium of the content created and shared online.

Given the stringent policies around content-filtering and the onus on internet service providers, there is a strong possibility that Nepali users will feel their choices being limited online or having to increasingly rely on VPNs. Internet service providers also don’t want the responsibility of actively filtering content with the fear of punishment over their heads. They are concerned about what these draconian rules would mean for internet users in Nepal.

“What kind of internet will the people get if we, the ISPs, start taking down sites one after another, to safeguard our business and because of the fear of government reprisal?” Binay Bohra, the managing director at Vianet Communications, an ISP company, told the Post in an interview earlier this week .

What will be the long term effects of the bill?

If the bill is passed in its current form, where government bodies from local, state to federal level, are given the authority to direct ISPs to take down content without the permission from the court, it could have dire consequences on everything from privacy to freedom of speech online.

The possibility of being confronted in a situation where multiple public bodies flood ISPs with requests to remove anything they deem illegal would overwhelm these companies in more ways than one.

Provisions in the draft’s current version provide plenty of room for interpretation that could give the government an upper hand on dictating whether or not certain types of equipment or software that a person or company uses could be deemed “illegal”. Experts have warned that such provisions could be used against particular individuals or institutions in situations when the government feels like it.

“If certain contents are deemed illegal, then it needs to be taken down with the permission of the court, it should go through a judicial process,” said advocate Babu Ram Aryal, who specializes in cyber law. “If it doesn’t, there might be a gross misuse of this provision.”

A ruling by the Supreme Court’s joint bench of the then Chief Justice Kalyan Shrestha and Justice Devendra Gopal Shrestha in February 2016 had instructed the government to have a mechanism in place to seek permission from concerned district court if they wanted to access phone calls and message records to investigate crimes. Experts say some of the provisions in the bill, which could give unchecked authority to multiple government bodies over people’s data, are trying to override the 2016 Supreme Court ruling.

What are the chances that the bill will actually work?

The comprehensive nature of the bill and its wide scope makes the implementation process challenging. The bill currently gives authority to multiple administrative bodies in the government to direct intermediaries to take down content they deem “illegal”. If the administrative bodies’ directions aren’t clear, then the people and bodies who have to follow those orders will have a hard time.

So how did we get here?

The KP Sharma Oli-led government completed a year in office this month. And it's been a particularly busy year so far for the Ministry of Information and Communications Technology. Last October , there was a major chest thumping by the ministry about the 20,000 plus websites it shut down for obscene and harmful content, which the ministry said was to curb sexual violence. The following month, Minister for Information and Communication Technology Gokul Prasad Baskota began “ a new arrangement ” of weekly updates on cabinet decisions, breaking the long tradition of media briefings that were held after every Cabinet meeting.

Three months later, more chastisement followed. On February 13 , the ministry proposed a bill seeking to tighten the use of social media and regulate all internet-based companies in Nepal, just days after the government tabled a new law at the House of Representatives restricting civil servants from sharing their views on social networking sites. The bill, which was tabled in the Parliament last week, has provisions to fine or imprison individuals who post “improper” contents on social networking sites that the authorities deem as discrediting individuals and attack on national security.

Independent experts who have been working with the government for the past couple of years to amend the ETA say there has been intervention from Prime Minister’s Office as well as the Ministry of Home Affairs to include stringent policies on social media posts and give the information technology department the jurisdiction to order social networks to remove content.

Where else in the region has this kind of broad laws been put in place?

The past couple of years has seen an uptick in the laws and regulations to tighten online space worldwide. Democratically elected leaders in Asia have been on the forefront trying to silence dissent, put restrictions on the media, and crack down on individuals who share memes and posts that “offend” politicians. From the Philippines to Cambodia and India, people have been arrested and punished for expressing views online that didn’t sit well with their governments.

According to Freedom on the Net 2018 survey by the US think tank Freedom House, Asia had the most evidence of a negative trend of global internet freedom. India has more internet shutdowns than any other country in the world. Other Asian countries like Bangladesh, Cambodia, the Philippines, China, Myanmar, Sri Lanka, Vietnam, Pakistan, Sri Lanka have seen a steady drop in the internet freedom index.

Coincidentally, the Oli administration has had several meetings with some of the leaders from these countries who have unleashed wrath on dissenting voices by cracking down on internet use, among others. In the past year, Prime Minister Oli and members of his government have met and interacted with the high-level officials from Cambodia, Myanmar and the Philippines among others , though it’s unclear if those meetings have inspired the growing restrictions Nepal’s government has attempted to put on freedom of speech and online freedom.  

Bhrikuti Rai Bhrikuti Rai was an investigative reporter for The Kathmandu Post, covering technology, environment and human rights. Before joining The Kathmandu Post in 2019, she was a reporter at Nepali Times and South Asia Check. She loves all things audio, and is co-creator of the Boju Bajai podcast.

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Education system of Nepal: impacts and future perspectives of COVID-19 pandemic

Khadka bahadur pal.

a Department of Chemistry, Tri-Chandra Multiple Campus, Tribhuvan University, Kathmandu, Nepal

Buddha Bahadur Basnet

b Faculty of Sciences, Nepal Academy of Science and Technology, Khumaltar, Lalitpur, Nepal

Ramesh Raj Pant

c Central Department of Environmental Science, Institute of Science and Technology, Tribhuvan University, Nepal

Kiran Bishwakarma

d Key Laboratory of Tibetan Environment Changes and Land Surface Processes, Institute of Tibetan Plateau Research, Chinese Academy of Sciences, Beijing, China

e University of Chinese Academy of Sciences, Beijing 100049, China

Kopila Kafle

Namraj dhami.

f Pokhara University, Pokhara 30, Gandaki 33700, Nepal

Motee Lal Sharma

g Central Department of Chemistry, Institute of Science and Technology, Tribhuvan University, Nepal

Lal B. Thapa

h Central Department of Botany, Institute of Science and Technology, Tribhuvan University, Nepal

Binod Bhattarai

i University Grants Commission, Sanothimi, Bhaktapur, Nepal

Youb Raj Bhatta

Associated data.

All data are available described in the article.

The academic sectors are badly affected by the COVID-19 pandemic globally. The studies regarding the implications of COVID-19 in education in Nepal were minimal, thus, this paper aims to highlight the impacts of the pandemic on the education sector of Nepal. It is revealed that the Nepalese academia has been facing problems due to lack of adequate and appropriate sustainable infrastructure for the online system, including skilled human resources. In addition, limited internet facilities in remote and rural areas were the other challenging tasks for virtual academic activities. Therefore, the concerned stakeholders should provide necessary services and appropriate strategies for virtual means of the education system to compensate the repercussion caused by the pandemic. This study could be helpful to identify the critical needs emerged due to the pandemic at present and in future and also contribute to adopt appropriate policy for the revival of educational institutions.

COVID-19; Pandemic; Virtual education; Online education, Nepal.

1. Introduction

The year 2020 was started with the terror of the COVID-19 and witnessed the indelible imprints of the pandemic on the global community ( WHO, 2020 ). The global health emergency due to COVID-19 was declared by the World Health Organization (WHO) on 30 th January 2020. Subsequently, it was declared a pandemic after more than 118,000 infected population by COVID-19 from 114 countries with 4,291 deaths up to 11 th March 2020. Globally, up to 6 th August 2021, there have been over 200 million confirmed cases, including the deaths over 42 million ( WHO, 2021 ).

WHO recommended the countries across the world to take precautionary measures to break the transmission chain of the coronavirus ( Barkur and Vibha Kamath, 2020 ). Among the different prevention strategies, the lockdown was considered as one of the best approaches for interrupting transmission, which was widely adopted by the global community ( Flaxman et al., 2020 ). Therefore, many of the countries in the world imposed lockdown throughout the national and regional levels. In the same line, the Government of Nepal (GoN) also announced the first lockdown on 24 th March 2020 and continued for about six months ( Basnet et al., 2021a , 2021b ). Besides the lockdown, effective tracking, tracing, quarantine, social distancing, and hygienic behaviours of some countries such as China controlled the disease spread successfully ( Basnet et al., 2021c ). However, the lockdown has not been sufficient in many countries ( Zhu et al., 2020 ).

The lockdown imposed noxious impacts affecting the psycho-sociological and livelihoods of people. On one side, the new cases of the virus around the globe are increasing and on the other side, the commencement of lockdown has affected a more significant number of sectors, including academia ( Dawadi et al., 2020 ). Importantly, the academia victimized severely from the lockdowns owing to the COVID-19 pandemic. Most academic institutions such as schools, colleges, and universities remained closed during the lockdown period. Still, the academic activities have not been resumed fully as usual with face-to-face instructions.

The pandemic challenges in the education systems have been the greatest ever faced by the world community ( Azzi-Huck and Shmis, 2020 ). According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the closures of academic institutions have impacted more than 1.5 billion students and youth across the globe directly/indirectly ( UNESCO, 2020 ). The COVID-19 pandemic has changed the world, creating the need for new actions from society, including universities and academia ( Alvarez-Risco et al., 2021 ). Cease of the physical presence of students and teachers in the classroom for teaching and learning have switched the academic institutions to online teaching and virtual education. The educational institutions faced an economic crisis due to less number enrollment of students, delay in fee collection, and the management of alternate methods for teaching and learning. The institutions tried to adopt the alternate methods for teaching and learning such as online or virtual methods which are not likely to provide the quality of education as delivered in the classroom ( Panthee et al., 2020 ; Viner et al., 2020 ). Such challenges of the COVID-19 to the education sector especially in the developing countries like Nepal are the severer than the developed countries as the former countries have limited facilities of online systems (e.g., internet, devices, and skilled human resources) ( Poudel and Subedi, 2020 ). In the case of Nepal, the academic institutions remained closed for a long time during the lockdown, and some of them started to manage alternate ways of teaching with the prolongation of lockdown. The government institutions were affected mainly in two ways: firstly, they were turned into quarantine stations, and secondly, there were limited facilities including internet access, computer devices, and a skilled workforce. After the lockdown, the government of Nepal has given authority to the local governments to decide on resuming the academic institutions as usual, and many of the institutions are partially or fully reopened, but the health experts have warned that this decision has increased the risk of the virus transmission ( Poudel and Subedi, 2020 ).

The number of darks sides of the COVID-19 pandemic has given opportunities to the researchers to explore new avenues of cure and treatments and other several facts related to the disease. Many of the researchers have engaged in analyzing the consequences of this pandemic, focusing on different sectors such as environment, agriculture, business, tourism, economy, and education, etc ( Pant et al., 2021 ; Azzi-Huck and Shmis, 2020 ; Barkur and Vibha Kamath, 2020 ; Flaxman et al., 2020 ; IAU, 2020 ). Such analysis, findings, and recommendations have contributed to the nations making policies and strategies to combat future pandemics. However, it has been felt that the studies regarding the implications of COVID-19 in the education sector are minimal. In the context of Nepal, the publications related to the facts are almost naught. Thus, this paper aims to highlight the impacts of COVID-19 on the education sector of Nepal.

This study is based on both primary and secondary data. The electronic databases through Google Scholar, Science Direct, and published reports of national and international organizations were the secondary sources of information on COVID-19. A manual search was conducted to search related articles to gather relevant literature ( Kapasia et al., 2020 ). A survey was also conducted by preparing a short questionnaire (open-ended) to collect primary data. The questionnaire was formatted to collect information on the impacts of COVID-19 in academic institutions. Altogether 35 academic institution heads [10 government schools, 10 private boarding schools, 5 Council for Technical Education and Vocational Training (CTEVT) institutions, 5 university constituent campuses, and 5 university-affiliated campuses] were requested to respond to the questionnaire. Authorities of the Federal GoN, Ministry of Education, Science and Technology, provincial and local governments, and universities were consulted as the key informants. The questionnaire was validated with the help of a review by two experts from medical sciences and two experts from the education sector in Nepal. In addition, before the review, the questionnaire was subjected to purposive sampling of 10 respondents from the Kathmandu valley for the pilot test.

3. Education system in Nepal

In Nepal, the school-level education comprises the primary level (1–8) and secondary level (9–12). There are a total of 35,055 schools in Nepal, of which 27,728 are public schools (community schools), 6,206 private schools, and 1,121 religious schools (Muslim religious schools, Gumbas/Vihar , and Hindu A shrams schools) ( DoE 2018 , Figure 1 ). Thus, there are 7,214,525 students enrolled in school level (grade 1–12) in the year 2018/19. Out of the total enrolment, 77% of students are at the primary level and 23% at the secondary level. Meanwhile, 4,124,478; 1,368,620; and 62,281 students were enrolled in public, private, and religious schools at the primary level, respectively. Similarly, 1,152,674; 294,732; and 610 students were enrolled in public, private, and religious schools at the secondary level, respectively ( DoE 2018 ).

Figure 1

Students enrollment in public, private and religious schools in Nepal ( DoE 2018 ).

The education imparted after the secondary level is considered higher education (tertiary education) in Nepal. According to a report of the University Grants Commission (UGC), Nepal, there are 11 universities and six autonomous medical academies that offer higher education in Nepal ( UGC, 2020 , Table 1 ). Higher education is offered at the universities, of which the Tribhuvan University (TU) is the oldest and largest one. The universities in Nepal currently provide courses on sciences and technology; education; management; social sciences and humanities; law; engineering; forestry; medicine; agriculture and animal sciences; Ayurved; Sanskrit, etc. These academic programs run based on annual and semester systems at bachelor, master, MPhil, and PhD levels. Depending upon the nature of the courses, the time duration allocated to accomplish the programs varies with universities. For example, the bachelors, masters, MPhil, and PhD courses require 3–4, 2, 1.5, and 3 years, respectively, in most of the academic institutions in Nepal. The academic, research, and administrative activities are governed by the rules and regulations of the concerned institutions.

Table 1

Status of students and Universities in Nepal (2017) ( UGC, 2020 ).

Under the umbrella of Higher education in Nepal, 1,425 campuses and 423,996 students enrolled in different academic programs ( UGC, 2020 ). According to the office of planning directorate (TU), it has 1,124 campuses (62 constituents and 1,062 affiliated campuses). Open and distance learning programs have been adopted by the National Open University (NOU). The NOU programs are designed for e-based learning for interested students. The relevance and need for such open and distance learning programs markedly increased under the context of pandemic situations. Regarding the enrollment percentage, the TU has the highest i.e., 79.04 % while Pokhara University, Purbanchal University, and Kathmandu University have the enrollment 6.94 %, 6.16 %, and 4.23% students, respectively ( UGC, 2020 ). Among the enrolled students, 78.6% and 21.4% were enrolled in general and technical programs, respectively. The students in management; education; and humanities and social sciences were 46.78%, 17.88%, and 13.20%, respectively. There are 7.11% of students in science and technology, and only 6.08% and 6.55% of students are in medicine and engineering, respectively ( Figure 2 ).

Figure 2

Current scenario of students distributions in different faculties at higher education level ( UGC, 2020 ).

The provincial-level distribution of students in tertiary education revealed that >50% of students are concentrated in the Bagmati Province only while the least number of students (3.31%) are studying in the Karnali Province. The dominancy order of number of students is Bagmati Province > Lumbini Province > Province no. 1 > Gandaki Province > Province no. 2 > Sudurpaschim Province > Province no. 1 > Karnali Province ( Figure 3 ). The share of student enrollment in the community campuses is 30.29%, whereas constituent campuses and private campuses have received 32.41% and 37.30%, respectively ( UGC, 2020 ). The data shows that private campuses have relatively higher number of students enrolled in Nepal.

Figure 3

Provincial status of students at higher education level ( UGC, 2020 ).

Regarding the academic institutions' student evaluation and monitoring system, schools and universities have different provisions in Nepal. There is an annual examination system with midterm and internal evaluations for the basic level students under the direct supervision of respective schools and local governments. Furthermore, students are evaluated by annual examinations for the school level, including internal and midterm evaluations by the respective schools and the local government. However, the final examination of grade XII is provisioned to be examined by the National Education Board (NEB). In tertiary education, both the internal evaluations and final examinations are held at the end of each semester or year. Tribhuvan University has reintroduced the semester systems from 2012 onwards, and students are evaluated internally (40%) by the respective campuses/departments and externally (60%) by the concerned office of the dean under the Office of the Controller of the Examinations ( TU, 2012 ). The Council for Technical Education and Vocational Training (CTEVT) has adopted semester systems from the beginning of all programs ( DoE, 2018 ). Notably, most of the school and tertiary level examinations are held in a conventional system with physical presence and there was no application of virtual means of teaching and learning.

4. Appraisal of COVID-19 impacts in Nepalese education system

Regarding the recent gloom and doom scenario created by the COVID-19 pandemic in academia, many countries have tried to adopt various virtual media for learning and teaching activities. The COVID-19 lockdown was implemented at the end of the academic session (March, 2020), which directly hindered both school and university academic calendars in Nepal. The nationwide lockdown immediately impacted the pre-scheduled examinations of the grade 10 to 12. In addition, the scheduled semester examinations of many universities had been postponed. As the lockdown prolonged, almost all the academic activities, including examinations halted. It has directly affected the teaching-learning activities of nearly 8,796,624 students belonging to pre-primary (11%), primary (28%), secondary (39%), and tertiary (5%) levels nationwide, as estimated by UNESCO ( Dawadi et al., 2020 ). The questionnaire survey and key informant interviews in this study have highlighted the several aspects of impacts of COVID-19 lockdown on academia in Nepal.

The impacts of COVID-19 on academia has directly affected the students, teachers, and parents. The challenges and impacts of the pandemic highlighted by the respondents were cancellation of board exams, irregularity in learning and skills development, assessments, restriction to study abroad, disrupted the enrollment cycle, inequality in access to education, anxiety to start schools and universities, etc. In higher education, laboratory-based research and field works are greatly hindered. In addition, there may also be decreased funding to continue or undertake new research and innovative activities in the universities in Nepal ( Michael and Murphy, 2020 ).

The lockdown has reduced the enrollment of students and increased the risk of dropout rate. In addition, it has created the obligation for the academic institutions to switch on the virtual media to maintain the pre-announced academic calendars. A transition phase of the traditionaleducational system to the digital system appeared and the Nepalese academia started partially or fully digital system with prolongation of the lockdown. The academic institutions became engagged on transformations in policy formulation, infrastructure development, searching appropriate online methods of teaching, and conducting assessments. As there was a lack of proper planning and educational guidelines previously for online teaching and learning, most of the universities and schools could not run any online models of pedagogical approaches in the initial phase ( MWU, 2020 ).

A handful number of colleges and schools launched online classes in urban areas. The majority of the respondents highlighted that comparing to the physical classes, the online methods are relatively less effective due to more absenteeism and irregularities of the students. It has been estimated that only 9% of the total students from Nepal are getting online classes, and >90% of the students from rural and urban areas are still out of such virtual courses. Currently, 12% of schools and 56% of households have internet facilities, while 51% of students are using media such as radio and TV ( Dawadi et al., 2020 ). It shows that the remaining 44% of students are unlikely to regularly access online or other media, which could be one of the serious concerns for the policymakers of the academic sectors ( Marahatta et al., 2020 ).

Meanwhile, the greatly impacted sector by the COVID-19 pandemic is the research activities in higher education, according to the respondents. The research activities such as field researches had been postponed, and the laboratory research activities remained suspended by the universities. According to the informants, the numbers of chemical reagents and enzymes prepared for upcoming experiments basically in the laboratory based research were worthless due to the closer of the laboratories for an extended period. Master and PhD level dissertations were delayed, and the time-bound research grants and scholarships were cancelled. In such a situation, academia and the policymakers were in dilemmas to design a clear roadmap about the commencement of academic activities. Limited internet facilities, computer devices, and lack of skilled human resources hindered running virtual classes and other activities. It was a challenging to connect the studnets from the rural and remote areas of Nepal in the online classes. The virtual courses are even more challenging for those learners who are differently able students which is consistent around the globe ( Manzoor, 2020 ; Chalise and Dhungana, 2020 ). Notably, the closures of academic institutions have resulted in multi-faceted implications such as disrupting completion of the syllabus on time, the regular cycle of academic intakes, semester end examinations required for graduation.

Despite the pandemic situation, there were some positive impacts on academia at the same time. It had allowed reshaping the of pedagogical strategies and adapt to innovative e-learning techniques. Schools and universities decided to introduce a digital education system. Several platforms, such as Zoom, Google Meet, Microsoft Teams, and Social Media including Viber, WhatsApp, Facebook, were given priority by the academia to run the academic activities online. For instance, with the help of Microsoft Teams, TU initiated its virtual academic activities with 500,000 users (teachers and students) ( TU, 2020 ). In the history of Nepalese academia, this was one of the most outstanding achievements for the paradigm shift of the conventional pedagogical approaches. The learners and education provider institutions used media such as television, radio networks, YouTube, and other social media. Interestingly, the literacy and expertise on computers, apps, and virtual platforms have improved at the grass-root level. The universities conducted training for teachers and students for the online system of joining in academic activities.

The schools and higher education institutions expanded ICT infrastructures to support ICT associated teaching/learning. Most of the institutions have also prepared their guideline for facilitating online classes and assessment systems under the direction of the GoN and the University Grants Commission (UGC). Academic institutions have also initiated collaborations with local to national media such as Radios, FMs, and TVs. The virtual media have significant positive impacts on providing educational content and lives call with teachers in support of students ( Hiltz and Wellman, 1997 ). As the cases of COVID-19 are still increasing globally, the public policies significantly, the academic policies should be revised and strictly follow with the epidemiological alerts ( Yáñez et al., 2020 ). Precisely, the COVID-19 situation compelled all the academic institutions and stakeholders for redesigning and reconsidering their teaching-learning and research approaches.

5. Future perspectives and conclusion

The schools and HEIs in Nepal have limited digital services, including electronic libraries, relevant online scientific publications, and other resources. The major challenge for the institutions was conducting assessments and exams online. In the context of Nepal, many children from low-income families and disadvantaged groups do not afford even the necessities of learning, such as textbooks, notebooks, and other required stationaries. Modern digital devices, including smartphones, iPad, iPods, laptops, computers, the internet, etc., are far from their expectations ( UNESCO and IESALC, 2020 ). On the other side, the people in the remote and rural areas are deprived of online access due to limited internet facilities. In this context, providing equal opportunity for virtual learning to all groups of people and all parts of the country has become challenging. Therefore, the federal, provincial, and local governments are urged to switch their strategies and programs towards modern virtual education systems. For this purpose, different programs for enhancing the capacities of human resources, students, institution authorities, management, and parents are recommended. It is essential to understand the behaviour of learners about online and face-to-face academic activities to ensure the best academic outcomes ( Alvarez-Risco et al., 2020b ).

Due to the lack of adequate and appropriate sustainable infrastructure in Nepalese academia for the online system, developing such infrastructure is indispensable. The infrastructures for virtual education (internet facilities and digital devices) should be affordable to institutions of remote and rural areas. Especially the poor and disadvantaged groups should be prioritized, clustered, and trained in low/no cost by the government. The international and national organizations anduniversity graduates could be mobilized as volunteers to teach in rural areas. The school education boards and universities should prioritize to revise their curricula including internship or community services for their students to share the knowledge and expertise to the needy people in rural and remote areas in Nepal. The institutions should consider adjustments in terms of accessibility, infrastructure, and equipment from a long term perspective.

Additionally, within traditional pedagogical approaches, the blended modes of education system could be implemented to improve the quality of education at an affordable cost with limited trained human resources. The activities such as homework assignments, open-book exams, home take exams, quizzes, or small projects can be considered as the options of conventional paper-based examinations. Moreover, some modes of communication such as chat channels and discussion groups in social media could also benefit to the learners. There is limited preparedness to cope with such pandemic in Nepal, thus, there must be cooperation and coordination among the different sectors to combat the impacts of COVID-19. There could be a multifactorial fight during the pandemic to increase health literacy, develop better detection tools, and enable action by local, provincial and federal governments ( Alvarez-Risco et al., 2020c ). Continuous awareness and sensitization about the risks of COVID-19 also play a vital role to reduce the havoc created by the pandemic ( Quispe-Cañari et al., 2021 ).

Overall, this study comprises the education system in Nepal and COVID-19 imprints in the school and university education in Nepal. Also, we have tried to highlight the pros and cons of the pandemic on academia during the lockdown and suggested the possible way forwards. In this context, the concerned stakeholders should provide necessary services and develop appropriate strategies for virtual means of the education system to compensate for the repercussion caused by COVID-19 lockdown. Sustainable solutions are essential to manage the crisis and build a resilient education system in the long run. Thus, the insights from this study could be helpful to cope with the problem due to the pandemic and contribute to adopting an appropriate policy for the revival of educational institutions. Also, the present work contributes to the necessary way forward to tackle the crisis in academia in Nepal in the future.

Declarations

Author contribution statement.

All authors listed have significantly contributed to the development and the writing of this article.

Funding statement

This research did not receive any specific grant from any funding agency.

Data availability statement

Declaration of interests statement.

The authors declare no conflict of interest.

Additional information

Not applicable.

Acknowledgements

The authors are grateful to the Ministry of Education, Science and Technology (MoEST), Department of Education (DoE), GoN and University Grants Commission (UGC), Nepal for supporting data in this research.

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Earth Systems Protection and Sustainability pp 227–249 Cite as

Disaster Risk Reduction and Management Policy in Nepal: A Centralized-Decentralized Dichotomy

  • Gyawali Narayan 5 ,
  • Shah Rakesh Kumar 6 &
  • James N. Furze 7 , 8 , 9  
  • First Online: 31 January 2022

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The disaster risk reduction and management (DRRM) policy framework in Nepal provides a glass half-full or half-empty, depending on one’s viewpoint. With the caveat that the division of responsibilities among the three layers of government in new federal structure is a work in progress, it is unclear how previous acts apply to a changed system of government. The over-arching DRRM framework emphasizes the importance of prevention, preparedness, and mitigation, rather than just response. The current chapter includes detail of governmental policy and field information from three local government municipalities.

The capacity of the Nepal government to meet well-intentioned policies is low; disaster management responsibility of the local government officials is one among many and less prioritized than other responsibilities. The institutional setup for budgetary allocations continues to prioritize response over preparedness, despite the cost-savings associated with the latter and regardless of policy frameworks. There are claims that the extent of disaster response is politically determined. Further, the implementation and interpretation of policy is generally more important than the policy itself. The existing policies generally discuss the higher-level approach, such as institutionalizing DRRM but do not set out specific points on how this should be done to benefit the target communities. Nepal has made significant progress in DRRM policies in recent years. However, institutionalization and the capacity of the officials and stakeholders need to be strengthened for operationalizing DRRM policy framework to strengthen community resilience.

  • Disaster risk reduction
  • Early warning
  • Localization

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Acknowledgment

The authors would like to thank the Community Disaster Management Committees (CDMC) members of Narsahi, Susta, and Ratangunj of Nawalparasi district and Sakhubani, Bisanpur, and Gobargaraha of Saptari district for participating in the focus group discussions and providing their valuable information and inputs to this study. Similarly, authors are also thankful to the Susta Rural Municipality Chairperson, Susta ward number 4 ward chairperson, DRR focal person of Saptakoshi municipality, ward number 14 chairperson of Hanumannagar Kankalini municipality, chairperson of Koshi Victim’s Society, Transboundary Citizen Forum chairperson of Nawalparasi, and Narsahi Community Disaster Management Committee secretary for providing their time and information regarding DRRM policies and localization at the municipal level. The authors express their gratitude to the reviews and all the people of Nawalparasi and Saptari who provided their support and coordination to complete the study.

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Narayan, G., Kumar, S.R., Furze, J.N. (2022). Disaster Risk Reduction and Management Policy in Nepal: A Centralized-Decentralized Dichotomy. In: Furze, J.N., Eslamian, S., Raafat, S.M., Swing, K. (eds) Earth Systems Protection and Sustainability. Springer, Cham. https://doi.org/10.1007/978-3-030-85829-2_9

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