Education System of Nepal

Everyone want to know Why Education System of Nepal is not so Reliable. Nepal is counted as a under developed country in many aspects. One of the primary aspect is our education system. Education system is considered as even worse nowadays if we see in the context of education system of developed countries. To some extent, it is true that Nepal’s education system is not so reliable compare to developed to foreign countries. Here theoretical portion is focused covering almost whole portion of syllabus. Fun fact is that the practical portion is also done with the promotion of theoretical knowledge instead of actual application of the knowledge in the field. It might be confusing for some of you. For instance, there is actually very little number of practical activities even in high school and the activities included in the course is more focused on preparing the students to gather the information about the practical which make no sense in the context of real world application. We got more prepared for the theory since, it is taught only considering the final practical examinations. We are supposed to focus more on the theory parts like apparatus required, theory, precautions, etc. which only gives burden to the students such that all the students regard practical education as a supplementary things and focus to secure good marks. Actually, it is the fact that in Nepal to excel different entrance exams, we need to excel our theory parts.

Is focusing the theory parts more is totally a negative aspect?

If we go thoroughly in the context of Nepal or any education system, at the end the whole thing required is skill in the field. Focusing on theory parts sometimes actually gear up the potentials of a student. Accepting the struggles from their school level makes students even more prepared for their real life challenges. Sometimes, there may be subjects which requires theoretical knowledge more and may not have requirement for too much practical applications. One of the famous subject requiring almost theoretical knowledge only is Mathematics even though, to apply their education we need practical applications which applied by engineers.

To what extent practical education is applied

Having an experience of high school studies, I could say that there is roughly minimum extent for promotion of practical education in Nepal. Even in Computer subject which is growing rapidly, we are compelled to write our codes in paper first. Once I asked to my teacher why should we do this? My teacher replied to pre-decide your results. Think yourself, Is it correct? At least in the field of technology we are supposed to grow rapidly. We have different translators and IDE which can inspect our code and through errors which can be realized by us. It is like saying you need to study 1GL to ace 4GL. We need to be more familiar to the technology that surrounds us and is upgrading regularly. This is in the context of the most practical subject i.e. computer from which we can decide the status of practical education on other subjects.

How practical education is followed on most of the developed countries?

If we lookup in the international education system, they focus more on the knowledge of a students more than the information that students can gather in their grades. They leave their students in the ocean of the knowledge to collect as possible they can. In the context of practical syllabus, as far as I know from my seniors studying abroad they are not compelled to study the practical for the exams, instead they are only supposed to gain the practical applications which is asked in the exams instead of theory part of practical like in our country.

What are the cause of the unavailability of the modern world education in Nepal?

One of the common reason to be considered in the most of developing countries for lacking in the development of the modern education is the traditional mindset of parents and community. Sometimes, students are pressurized to secure great marks in their examination which led students to focus more in there theory by ignoring their interests and actual knowledge. Another considerable reason for this system is the pattern of the examination, in Nepal we get theory marks only be studying whereas we can get practical marks even if we do not perform well in the examination which compels students to focus on theories and book contents only and prevent them to know the real life applications of the education. Also the unimproved mindset of the students and visionary lacking of students for the applications of education in the future may led them to a dilemma what to focus upon.

Steps to be followed to shift the education system considerably

First of all, we need to change the mindset of securing scores in exams
Need to implement exam patterns that focuses on the knowledge of students more than information gathered
Practical education algorithms should be changed to include knowledge as its base
To some extent, we should try to rebuild our mindset towards the real life applications of our education

Above points can be explained thoroughly as below :

In addition to the previously mentioned factors, changing the mindset surrounding exam scores is crucial in fostering real-life applications within the education systems of underdeveloped countries. The current emphasis on securing high scores often leads to a narrow focus on information retention rather than genuine understanding and application of knowledge. By shifting the perspective towards valuing comprehensive knowledge acquisition, students will be encouraged to explore the practical applications of what they learn.

Implementing exam patterns that prioritize the knowledge and understanding of students over mere information gathering is a vital step. Instead of relying solely on rote memorization and regurgitation, assessments should assess critical thinking, problem-solving abilities, and practical skills. This approach would encourage students to think critically, apply their knowledge to real-world scenarios, and develop a deeper understanding of the subject matter.

Furthermore, practical education algorithms should be restructured to establish knowledge as the foundation. Practical learning experiences, such as field trips, internships, and hands-on activities, should be integrated into the curriculum. These experiences provide students with opportunities to apply their theoretical knowledge in real-life situations, fostering a deeper understanding and appreciation for the practical applications of their education.

Rebuilding our mindset towards the real-life applications of education is essential. Educators, parents, and society as a whole need to recognize the value of practical skills and their relevance in the professional world. By promoting a mindset that values critical thinking, problem-solving, and practical application, students will be more motivated to explore real-life connections in their education.

In summary, in order to enhance the real-life applications in the education systems of underdeveloped countries, it is necessary to change the mindset surrounding exam scores, implement assessment methods that prioritize knowledge and understanding, revamp practical education algorithms, and rebuild our mindset towards the practical applications of education. By adopting these approaches, underdeveloped countries can empower students with the skills and knowledge needed to thrive in real-life situations and contribute meaningfully to society.

Why Education System of Nepal is Bad?