Education Sector: Problems & Challenges

[A District Level Workshop- Kaski District]

1. Introduction

Education is the foundation of development; countries all over the world emphasize this sector for equipping their
citizen with knowledge and skills. Both developed and developing countries have been spending substantial amount
for the development of education. In Nepal, the expenditure in education/GDP ratio is higher than of Bangladesh and
Pakistan and is almost equal to India. Thus, it can be understood that in comparison to SAARC countries, the
investment of Nepal in education sector is relatively satisfactory. Nepal has been spending an adequate amount of
money on education sector. Government is allocating about 17% of the total budget in education. In spite of
expending a huge sum of money in this sector, nation is still not being able to step up in the development of
education as desired. For the future improvement in education sector, unyielding assessment and high level of
discussion has to be carried out on the topic of educational issues so that the current problems and challenges might
be mitigated to a larger extent. In this course, PRAD-Nepal schemed to conduct a workshop with an overall objective
of digging out the problems of education sector focusing on community managed schools in Nepal and come up with
strong recommendations for the policy makers based on the conclusion of discussion.
Mrs. Usha Pokharel, a senior consultant from Policy Research and Development (PRAD-Nepal) took the
responsibility of designing and coordinating a full day workshop which targeted school headmasters, parents, school
management committees, educational NGO representatives, senior political parties representatives, student
representatives from different political unions, teachers, and officers from government education offices as its
concerned authorities. Workshop was held inside the DDC Hall of Kaski District on 30th June, 2011. About 60
members took participation in the workshop.
2. Objectives of the Workshop

The overall objective of the workshop was to dig out the educational issues related to community managed schools in
Nepal and suggest with appropriate policy recommendations for probable solution in the future.
1
2

identify issues pertinent to education

suggest with policy measures for mitigating current educational problems in Nepal

3. Workshop Design and Participation

The program highlighted on the general background of national education status, program budgeting on education
sector, and different programs launched by the Government of Nepal particularly for education development. Four
groups were formed to discuss on four different issues. A group consisted of 15 participants, which included SMC
chairmen, school headmasters, NGO representatives, District Education officers, student representatives from
different political unions, men and women teachers, women representatives from social sectors, resource persons,
and chairmen of different teachers unions. More interestingly, District Education Officers themselves formed the
discussion groups in their own initiatives which seemed to be very noteworthy.
4. Workshop Topics and Presenters

The first topic was service delivery (accessibility, participation, skill development, enrolment, alternative arrangement,
regularity/involvement, results, quality, capacity building, teaching technique/environment- internal/external). The

second included other programs (scholarships, free distribution of study materials, local curriculum, statistics and
reporting. The third was on management and governance (investment, quality, government policies, resources, social
audit and transparency, community managed schools- school management committee, monitoring and supervision,
committee empowerment, changed/reformed conditions and inter-relation between different stakeholders. The fourth
and last topic was on sourcing (infrastructure development, donors/NGOs/INGOs and local donors assistance,
revenue generation and usage, local bodies contribution, social auditing, transparency).
Each group discussed on their respective topics and the group leaders represented the respective groups views.
Group leaders were experienced headmaster, District Education Section Officer, member from educational NGO,
and an experienced teacher.
5. Workshop Activities
a. Opening Session

Program was chaired by Mr. Jhum Prasad Rai, District Education Officer, Kaski District.
Mrs. Usha Pokharel stressed out on the objectives and significance of the workshop.
Mr. Baburam Poudel, WDR Education Director, briefly discussed on the current educational trends/ patterns in Nepal,
and also commented that most of the NGOs working in education sector in Nepal are hauling a huge chunk of
financial support from the outsiders in the name of community education development, but not cooperating with
Government Education offices and concerned authorities.
b. Workshop Format

A full day workshop was held in DDC Hall at Kaski District, which lies in the Hilly region of Nepal.
Workshop started at 8.30 am and ended at 6.10 pm.
Workshop was designed to stimulate participant for identifying educational issues and come across
plausible measures.
Most of the participants seemed very dynamic and enthusiastic; they raised fundamental issues relating to
education and suggested with sensible way outs for the future improvement of education sector.
Women teachers and students from different political unions also raised number of significant queries, and
participated very actively.
C. Workshop Process Followed

Presentation was made in power point, and printed hard copies were distributed to all participants. Each presenter
was asked to conclude his/her presentation within a half hour time limit; the purpose of this idea was to provide more
time for participants discussion. As soon as the individual presentation was over, groups were formed to discuss and
come up with their respective groups views. About three hours later after lunch, each group composed a note of
discussion and the group leaders represented their groups vision.
D. Issues Raised in Group Discussion

In short, the following are the issues discussed by the participants at workshop.

1. Service Delivery:
a. Accessibility

The problems seen on the service delivery part as mentioned by the participants at workshop were as follows. They
said there is a less accessibility of girls, dalits, street children, and disabled children to education due to geographical
constraints, economic instability and social stigmas; early Child Development program is not being successful in
terms of its quality output even though the number of ECD is increasing.
They said there should be establishment of residential schools; more awareness programs for parents should be
provided; provisions for more investment in alternative schools for target groups should be realized with more
opportunities; ECD should be included within school development structure and it should be made a two year
program; separate toilets for girls should be made in every school along with the management of clean and safe
drinking water in clean environment; ECD should be made respectable with additional funding and the teacher should
be paid with proper salary and it was also emphasized that the payment and facilities for primary teacher should be
similar to the ECD teacher.
b. Participation

Participants at discussion commented that there are the problems in formation of School Management Committee
and Permanent Teachers Association, and argued that the process of recruitment, promotion, and service
termination of teachers and staffs as critical issues. As a solution to this problem, discussion recommended that there
is an urgent need in modifying the existing SMC and PTA rules and regulations so that the reformed rules and
regulations regarding SMC and PTA in the future could be acceptable by all. As a solution to the problem of
recruitment, promotion, and service termination of teachers and staffs, it is wished-for that there should be an
execution of one door policy with a transparent vision.
C. Irregularity

The problem of irregularity can be solved by creating awareness program for parents and development of
educational inter-activeness program at public level. The parents are unaware about their childrens activities at
school. As mentioned by the participants at workshop, partnership in investment should be raised to improve the poor
condition of public schools. The services provided in schools have to be improved and the teachers should be
endowed with certain benefits and privileges. Also, a thought of providing free lunches to the targeted students at
school could be a way to encourage them to attend school in a regular trend was brought in discussion.
D. Criticism/ Improper/Indifferent behaviors by Teachers

As a solution to this problem of criticism, improper and indifferent behaviors by teachers, the discussion concluded
that the teachers must respect and listen to the positive criticism by the parents. It is also recommended that the
trainings for teachers to identify the problems and solutions in classroom (psychological) should be in practice.
Teachers should be well trained to handle their duties/ responsibilities /accountability and economic farsightedness.
To be a perfect teacher he/she should present oneself as a model teacher who is knowledgeable of all required rules
and regulations.
E. Low Quality Education

Low quality of education, which is said to be the problem of government schools, may be due to the lack of
interaction among schools, parents, students and several other authorities. Some participants said that education

should be provided on the basis of applicability in life after 6th grade with optimum utilization of local resources.
Discussion also revealed that a friendly environment that creates more interaction focusing on children should be
implemented, and the good aspects of community or institutional schools could be exchanged or taken in to account
for the development in quality education. As a final thought for improving low quality education, the conversation
concluded that there has to be a continuous research and improvements at the central level on the basis of findings
of research done by respective educational organizations and their achievement should be implemented at all levels
for quality improvement.
F. Skill Development

The problem seen in skill enhancement of teachers is due to less effectiveness of the trainings provided. Therefore
major solutions for this problem are said to be the inclusion of practical courses in the training package, innovation of
new methodologies for teaching, continuation of teachers training to make teachers more professional, introduction
of interactive level teachers trainings, and implementation of same level books and curriculum at private and
institutional schools.
2. Other Programs
a. Scholarships
i) Scholarships for community school

The scholarships provided to the community schools are not distributed reasonably and scientifically. To solve this
problem, economic status can be used as the measure for distribution of scholarship. Then school administration can
distribute certain amount to the students according to their need. Another problem relating to scholarship mentioned
in discussion was about the policy to provide scholarship to competent and hard working students. They said that this
policy was not implemented properly. As a solution to this issue, it was recommended that the proper coordination
and effective monitoring should be evaluated by the departments that provide scholarships. Also, it was discussed
that there must be a certain criteria defined to select an eligible candidate for the scholarships and the governments
involvement also has to be clearly defined.
ii) Scholarships for institutional school

The first problem is lack of implementation of a scholarship mentioned in Nepals education policy and the second
one is the prohibition of scholarship facilities, which is supposed to be provided to students who come from
institutional school for their higher studies. To mitigate this problem and make easy understanding of scholarship
issue, there should be a strict implementation of scholarship rules to poor and competent students including the
provision of 10% scholarship. Also, the arrangement should be made to the students who received scholarship in the
institutional school previously to obtain same amount of scholarship provided by community school for their higher
studies.
b. Free Distribution of Study Materials

Under this topic, the problems are said to be late delivery of certain subject books in schools, unavailability of
curriculum books in all places, publishing and distribution of low quality books by private publication and the
distribution of books only depend on supply and availability. As a solution to these problems in distribution of study
materials, CDC should arrange the easy availability of curriculum books in the market for schools; make available the
books on time, and provide support to trends of multiple publications after evaluation of actual statistics of
requirement. There is a need of strong alliance of publishers from private publications to raise the quality of their

publication materials. Also, the books should be published in colorful pages with more pictures to make learning fun,
interesting, and attractive. According to the level of classroom education the language should be simple and
understandable. To make easy access of free textbooks and materials, total money/donation should be provided to
the schools in time and at once. The discussion argued that the students who cant buy books should only get free
books and study materials. Since other students can buy books by themselves, the saved money can be used in
organizing guidelines/training for the teachers, preparing curriculum adjustment, adding books in libraries, buying and
maintaining computers and computer labs etc. About the provision of staffing the librarians and lab assistants at the
school level was also raised in the discussion.
c. Local Curriculum

Due to lack of skilled and competent persons, curriculum for the local level has not been much efficient and effective,
and the inability to make the concerned authorities understand the troubles in local curriculum has been the major
problem in fact. Based on the conclusion from discussion, there should be a better understanding and awareness
about the importance and need of local level curriculum. Also, trainings and workshops to develop skills and
competencies for the preparation of local curriculum was suggested to organize.
d. Statistics (data) and Reporting

In this part, there is a lack of collaboration between central organization and schools for documentation of the present
statistics. The statistics of people at schools and villages level on the basis of age, caste and sex is not in
accordance to ICT procedures. As a solution to this problem there should be an establishment of statistical data
banks from school level to the central level to utilize the available statistics using one window policy. Also, websites
should be prepared and maintained regularly for the updates. Data entry, processing and certification should be done
by using ICT procedures. Local institutions and schools should collect up to date data of different age groups and use
them for the planning and implementation of plan formulation and prioritization of program purposes.
3. Management and Governance
a. Investment

The problems identified under this topic of management and governance by the participants are; lack of uniformity in
schools, management of community schools run from resources of private organizations, increase in the number of
schools, more investment of parents in community schools, and improper management of teachers in community
schools. As a solution to these problems the discussion argued that there should be uniformity in the provision of
physical facilities for all schools, and the establishment of schools should be formed on the basis of school mapping.
Also, the discussion concluded that free education should be provided only to those who cannot afford to pay fees,
and the fee structure should be on a sliding scale depending on the income of the parents.
b. Quality

As discussed in the workshop the major problems that hinder quality of education in community schools are pointed
out as freedom for teachers to involve in politics, lack of minimum requirements and facilities, less effectiveness of
follow up and evaluation, lack of moral education in schools, lack of professional commitment and accountability in
teachers, random closing of schools for no especial reasons, less usefulness of curriculum for practical practice
purposes, engagement of teachers in other activities rather than in teaching, and lack of presenting minimum criteria
for learning objective. As solution to these problems, the discussion concluded that the evaluation of schools on the
basis of their achievement should be done. It was argued in discussion that accomplishments from 1-12 class should

be published for both community and institutional schools and evaluations should be based on these
accomplishments. Likewise, by improving livelihood supporting practical curriculum, delivering compulsory training for
service delivery and providing all facilities in schools for learning environment the quality of education can be
improved. Participants also argued an urgency of reducing unnecessary holidays to maintain a minimum number of
school days since over holidays cant fulfill the requirement of the course in a year. The other solutions to minimize
the problem of quality education in community schools were also identified in the workshop. Participants said that
there should be uniformity in the mediums and textbooks in between community and institutional schools;
effectiveness in student evaluation trend, formation of long term teacher plans, knowledge and skills oriented rather
than language focused curriculum, and implementation of moral education should be added as a major subject to
solve the problem of quality education. Majority of the participants viewed that politics should not be allowed in
schools, but few argued that if its done it should be done with the approval from all political parties and implemented
well.
c. Government Policies

Government has a great role to play in making the policies and programs more effective and efficient. Sometimes
government polices can be failure because of several reasons. In the sector of education, as discussed at the
workshop inconsistency in politics, weak teacher management, improper mapping of schools, weak criteria provided
for schools, less power given for school administration are the major problems. Solutions to these problems were
discussed as implementing a provision of lesson plan where teachers prepare a week plan/activities for better
performances and management, providing incentives and good leadership training to teachers and school staffs, and
consolidating institutional and community schools to improve quality and quantity.
d. Community Managed Schools

The problems seen in community managed schools are noted as less representation of community representatives in
management, lack of supervision and observation of internal facilities by the SMC, lack of representation of
community in making provision, lack of internal source at school, lack of provision for yearly donation, untrained SMC
members, and lack of understanding in SMCs about learning objectives. As solutions to this problem the participants
and educationists argued that the formation of management committee should consist of students, local guardians,
exerts, donors, and technocrats; provision of in-house supervision in schools must be in practice with constructive
monitoring and evaluation; capacity building training regarding school management should be provided to SMCs;
school managed by community should be provided with yearly donations; organizations should help for the best
performing schools to present themselves as a model school on the basis of their activities; SMC should be trained to
understand the curriculum and learning objectives; and SMC should have members from government schools.
4. Sourcing

The problem in funding is that there is always delay in budget releasing to schools. Therefore, it was recommended
to make efforts to release it in time.
a. Infrastructure development

The problem in this part is about the insufficient fund released to work in schools, lack of funding for library/ lab,
insufficient funds for classroom preparation and toilets, no funds for year school maintenance etc. To solve these
problem of infrastructure development, participants argued that funds given to schools should be evaluated
depending on the need of the schools, blanket approach should not be applied, funds should be provided for library

and labs, funds for classroom preparation should be provided, funds should be provided for at least two toilets one
for boys and one for girls, yearly funds should be provided for school maintenance.
b. Donors/INGO/NGO and Local Donors Assistance

The problem of this section is insufficient funding assistance. There is not enough funding assistance provided by
the Donors/INGO/NGO and Local Donors. All concerned parties should be aware of the schools financial problems.
c. Revenue Generation and Usage

This sections problem is less revenue generation for the schools. So, there should be annual contribution from the
community and annual funds should be driven for the schools.
d. Local Bodies Contribution

The problem identified in this section is nominal contribution from the local bodies. Therefore, Local bodies should
make some substantive contribution to the schools annually.
e. Social Auditing

The problem in social auditing is its not done regularly. Social auditing should be made mandatory in schools and
done regularly.
f. Transparency

The problem in this side is the indistinctness of the flow of funds. Fund flow should be made transparent and
accountable.

Annex 1
Workshop on Education Sector Issues-Problems and Challenges
Date: Thursday, 30 July, 2011
Venue: DDC Hall, Kaski District
Total Workshop Time: 8.30 am 6.10 pm
Outline:
8.30 9.00 am Opening Remarks Usha Pokharel, PRAD- Nepal
9.00 9.20 am Education Sector Issues Usha Pokharel
9.20 10.20 am Baburam Poudel, Education Director, WDR
10.20 1.00 pm Group Discussion
1.00 1.30 pm Lunch Hour
1.30 2.05 pm Group Leader Presentation
2.10 5.30 pm Floor Discussion
5.30 5.40 pm Vote of Thanks, Mr. Pramod Raj Dhakal
5.40 6.10 pm Concluding Remarks & End of Session, Chairperson

Annex-2
Venue: - DDC Hall, Kaski District
Date: - 2068/03/16 (July 30, 2011)
List of Participants

S.N.

Name of Participant

Organization

Position

Contact No.

1.

Ram Bahadur K.C.

SA.B.RA.NE.NE.

Treasurer

9741054258

2.

Bhim Parsad Subadi

Nari Jagaran Primary school

Acting Head
Master

9844059958

3.

Tank Parsad Sibakoti

Shree Surke H.S.S., Khari

Dhuga

Head Master

9741075459

4.

Rajendra Laxmi Sibakoti

Shree Gauri Shanker H.S.S.

Lamabagar

R.P.

9741078441

5.

Bhim Narayan Shrestha,

Gairemudi

Shree Seti Devi Primary

school

Si.A.A.

9744028695

6.

Kishrna Prasad Shivakoti

Shree Mane Dada Primary

school

Head Master

9741044817

7.

Shyam Tamang

Shree Kalika S.S.

Teacher

9741030095

8.

Dhiraj Subadi

Shree Jana Jagriti S.S.

Teacher

9844144430

9.

Rajan Neupani

Haleswar H.S.S., Resource

Center

Resource Person

9744001089

10. Kisrhna B. Khadka

Sati Devi L.S.S.

Chairman

9744027266

11. Arjun Parsad Pokrel

District Education Office

Section Officer

9744046052

12. Rajendra Parsad Baral

District Education Office

Bi.Ni.

9744022263

13. Hari Bahadur Dhahal

Gold Meswer H.S.S. ,

Resource Center

Resource Person

9741079181

14. Durga Lal Shah

Laduk Resource Center

Resource Person

9741079181

15. Amar B. Tamang

Bishnu , Primary school,

Jaleswar

Chairman, PTA

9807651832

16. Sambhu Kumar Bi.Ka

Shree Kaileswer Primary

school

Bobard Mamber

98441444449

17. Parshu Ram Shrestha

Shree Durga Higher S.S.

Resource Person

9741039190

18. Iswar Karki

Shree Cheatisil Primary

school

Teacher

9744028866

19. Balanand Thapaliya

Shree Himalaya S.S.

Resource Person

9741081589

20. Ram Bahadur Budhathoki

Shree Amar H.S.S.

Resource Person

9857729385

21. Rajan Karki

Shree Buda Bhasain S.S.

Head Master

9744021652

22. Somnath Tiwari

Bairoshwar Higher S.S.,

Namdu

Resource Person

9741121982

23. Brikh Bahadur Tamang

Shree Kaileswer Primary

School

Head Master

9741093840

24. Rabi Chandra Acharya

Aakhail Nepal Teacher Ass.

Chairman

9741050953

25. Gobind Narayan Manandhar

Pasupati Kanya S.S.

Head Master

9741050206

26. Yagya Bahadur Khatri

Narayani Higher S.S.

Head Master

9754201744

27. Nripeshwar K.C.

Narayani Higher S.S.

Chairman

9741023376

28. Kesav Kumar Chapagai

Trivuwan Higher S.S.

Resource Center

Resource Person

9741089167

29. Kalpana Shrestha(Siwakoti)

Pasupati Kanya S.S.

Teacher

421157

30. Sarwana Thapa

Mahankal Primary School

Head Master

9844145648

31. Bishnu Sapkota

Nepal Health Volunteer

Service

Volunteer

9744007398

32. Bimala Shrestha

Nepal Health Volunteer

Service

Secretary,
Volunteer

9844061706

33. Dr.Durga Bahadur Dura

EKADARS, Dolakha

Educative Director

9841020065

34. Arjun Bahadur Karki

District Education Office

Bi.Ni.

9754201181

35. Ratn Prasad Dahal

Hanumaneswer Resource
Center

Resource Person

9741055693

36. Krina Bahadur Gautam

Nepal Teacher Union,

Dolakha

Chairman

9741042600

37. Ram Bahadur Siwakoti

Kali Nag Higher S.S.,

Head Master

9751067775

Sunkhani
38. Narayan Budhathoki

Chaintical Primary School

Chairman

9741061086

39. Iswari Prasad Dahal

Bhim Higher S.S., Dolakha

Resource Person

9754201448

40. Gopal Prasad Gaire

Bhim Higher S.S., Dolakha

Resource Person

9741055634

41. Ram Prasad Chimuriya

Kali Nag Higher S.S.,

Resource Center

Resource Person

9754201447

42. Padam Raj Kharel

Devi Shathan Lower S.S.

Head Master

9744047789

43. Janak Kumar Rai

Kuti Dada Higher S.S.,

Resource Center

Resource Person

9744028563

44. Nav Raj Neupane

Kalinchock Aguwa Resource

Center

Resource Person

9744000941

45. Jagat Bahadur Shrestha

Surke Higher S.S.

Chairman

9744007701

46. Gehnath Gautam

District Education Office

District Education
Officer

9841314579

47. Gobind Raj Sedhai

District Education Office

Joint Secretary

9741037503

48. Hira Thokar

Laxmi Higher S.S.

Chairman

9741045973

49. Chitra Bhandhari

Regeshar Primary School

Chairman

9744029389

50. Agni Kafle

CSNN

Consultant

9851065933

51. Mohan Kumar Neochhe

CSNN

Consultant

9851038426

52. Mohan Prasad Aryal

WB

EDU

9841219555

53. Shyam Bajrachaya

Statistician

Consultant

9841218400

54. Sanjay Agawal

Social Dev. Specialist

World Bank

+1-703-349-9464

55. Prithivi Raj Ligal

PRAD Nepal

Chairman

56. Shambhusaran kayastha

PRAD Nepal

57. Kishor Maharjan

PRAD Nepal

58. Geeta Adhikari

PRAD Nepal