The Government of Nepal is currently at a critical stage of revising the school-level curriculum, amending education-related laws and regulations, and developing a comprehensive plan for the school education sector. Although significant progress has been made in access to and participation in school education over the past decades, the quality of education, student learning outcomes, teachers’ professional capacity, educational governance, and systemic management remain major challenges.
Nepal has experienced significant political changes at different times. Each political transformation has created opportunities to reform the education sector, but the expected changes have not been fully realized. Once again, an important opportunity has emerged to reform Nepal’s school education system, and it is essential to make the most of it. In this context, this article presents several ideas for improving school education in Nepal.
1. Reform University-Level Teacher Education and Preparation Programmes
Fundamental changes are needed in university-level teacher education and preparation programmes in Nepal. Current programmes appear to place greater emphasis on theoretical knowledge, even though teaching is fundamentally a profession based on practical and technical skills. A limited number of teaching practice sessions is not sufficient to develop teachers’ instructional competencies. Therefore, university-based teacher education programmes should require at least one semester or one full year of school-based teaching practice.
Students should also have practical opportunities to develop competencies in facilitating teacher training, assessing students, developing curricula, managing classrooms, preparing educational plans, implementing inclusive teaching practices, and collaborating with parents and communities. This approach would provide prospective teachers with initial professional experience while also helping to address, to some extent, the shortage of teachers in schools.
2. Transform the Examination System into a Mixed Assessment System
The examination system at all levels should gradually be transformed into a mixed assessment system. Although written examinations may account for a limited percentage of assessment to measure students’ theoretical knowledge and conceptual understanding, most assessment should be based on project work, practical activities, problem-solving, presentations, research, and other forms of performance-based assessment. However, the practice of awarding marks without requiring students to complete project work or verifying their actual performance must be strongly discouraged. To achieve this, an effective system must be developed to ensure that teachers’ assessment practices are transparent, monitored, and subject to accountability where necessary.
3. Reform the Teacher Licensing System
The existing teacher licensing system also needs to be reconsidered. Testing theoretical knowledge through a written examination conducted within a fixed period is not sufficient to establish a teacher’s professional competence. Teaching practice, professional development, classroom observation, contributions to student learning, and professional ethics should also form the basis of teacher licensing. Before obtaining a teaching licence, candidates should be required to complete a teacher preparation and professional qualification programme of a specified duration. Universities could offer these programmes, allowing individuals from diverse academic backgrounds who have completed higher education in relevant subjects to enter the teaching profession after fulfilling the required teacher preparation requirements.
Similarly, teacher licences should not remain permanent certificates valid for a lifetime. Instead, a professional licensing system should be developed in which licences must be renewed after a specified period.
4. Reform the Process of Becoming a Permanent Teacher
The current process of becoming a teacher also requires reform. The existing system primarily relies on obtaining the required academic qualifications for a particular subject and level, securing a teaching licence, and passing a written competitive examination to become a permanent teacher. This approach does not adequately address the practical and professional dimensions of teaching. Before entering the profession, candidates could be required to complete a specified period of school-based teaching experience and participate in professional development activities.
Newly appointed teachers could then undergo approximately two years of continuous professional assessment and development. During this period, they should receive ongoing support from experienced teachers or mentors and participate in classroom observations, feedback sessions, peer learning, and action research. At the end of the two-year period, a comprehensive evaluation could be conducted based on teaching performance, professional development, classroom management, contributions to student learning, and engagement in action research. A decision regarding permanent appointment could then be made accordingly.
Such a system could help teachers become more responsible and accountable for their professional development and their students’ learning outcomes.
5. Transform the Current Teacher Training Model
Fundamental changes are also needed in the current teacher training model. Short-term training programmes conducted at designated centres at particular times of the year, often focusing on lectures or programme-based activities, are unlikely to bring the expected changes in classroom practice on their own. When there is no system to observe whether teachers implement what they have learned and provide further support where needed, many training programmes tend to become activities focused primarily on obtaining certificates. Teacher training must therefore be linked to continuous professional development. Every teacher should prepare an annual Individual Professional Development Plan (IPDP), based on which local governments and schools provide the necessary support, facilitation, and capacity development opportunities.
The role of education training centres should also be expanded. Rather than functioning solely as institutions that deliver teacher training, they should be transformed into centres for technical assistance and human resource development to strengthen the professional capacity of schools and local governments. Classroom observation, mentoring, coaching, peer learning, professional learning communities, action research, and on-site support should be integrated into the regular teacher development process.
Furthermore, local governments should establish mechanisms to regularly assess teachers’ classroom improvements, additional subject-related learning, participation in training, research, innovative practices, and contributions to improved student learning. Appropriate incentives should be provided based on these assessments.
6. Make Local-Level Educational Leadership More Professional and Experience-Based
The positions responsible for leading the education sector at the local government level should also become more professional and experience-based. Academic qualifications and competitive examinations in educational administration and management alone may not be sufficient to lead an entire local education system effectively. Direct experience working with schools, teachers, students, parents, and local education systems can make educational leadership more effective.
One option would be to open local-level educational leadership positions to candidates with at least five years of managerial and leadership experience as teachers or headteachers. This would also create a clearer professional career pathway for teachers and headteachers to progress from teaching into educational leadership.
7. Transform the School Curriculum and Increase Local Autonomy
Transformative changes are also needed in the school curriculum. The current curriculum covers a large volume of content, is relatively rigid, and is centrally directed, making its full and effective implementation challenging. The problem lies not only in the curriculum itself but also in how it is implemented. It is now necessary to gradually move away from the practice of centrally determining detailed syllabuses, subject content, and learning activities for every subject and then distributing them to schools.
The central government should primarily establish the National Curriculum Framework, minimum learning outcomes, and national standards. Local governments, schools, and teachers should be given sufficient autonomy to adapt and elaborate on these requirements according to local needs and students’ contexts. Teachers should also systematically develop the practice of preparing daily lesson content and learning activities, developing necessary teaching materials, and selecting instructional methods according to students’ learning needs. Otherwise, even the best curriculum developed at the central level risks being implemented through textbook-based teaching without adequate preparation. Therefore, the curriculum should establish a broad framework within which teachers have the freedom to plan, prepare, and implement learning activities appropriate to their classrooms.
8. Improve School Management Committees and Headteacher Selection
Changes are also needed in current school management and leadership practices to improve overall school quality. Although parental participation in School Management Committees (SMCs) is important, meaningful participation and leadership from individuals with knowledge and experience in school education, management, and leadership should also be ensured. Committees limited primarily to parental representation may not always be able to play the expected active and technical role in school improvement. Therefore, while maintaining parental representation, schools should establish capable management committees that also include individuals with experience in education, management, community development, and other relevant fields.
The process of selecting headteachers also needs improvement. Rather than assigning the position solely on the basis of seniority, headteachers should be selected from among teachers through an open, transparent, and competitive process. Selection criteria should include leadership capacity, educational vision, management skills, and a clear plan for school improvement.This would help make school leadership more professional, accountable, and results-oriented.
9. Separate Academic Leadership from Administrative Management
At present, headteachers are expected to manage academic leadership, administrative operations, financial responsibilities, and other managerial duties simultaneously. When all these responsibilities are concentrated in one person, it becomes difficult for headteachers to devote sufficient time and attention to student learning, teachers’ professional development, improvements in classroom teaching and learning, and academic leadership. Therefore, the school leadership structure should be reconsidered. Headteachers should primarily function as academic leaders, while competent administrative personnel should be appointed separately to handle administrative, financial, and routine management responsibilities.
A clear division of responsibilities between academic and administrative leadership would allow headteachers to focus more effectively on their primary responsibilities: improving student learning and the overall educational quality of schools. This could make school leadership more specialized, accountable, and effective.
10. Strengthen School Accountability and Public Reporting
To strengthen good governance and accountability for student learning, schools should be required to publish annual school progress reports through the existing Education Management Information System (EMIS). Similarly, local governments should ensure that Education Committee meetings are held at least once a month, with community participation, to discuss progress in the education sector. These practices would help improve transparency, community engagement, and accountability in school education.
Conclusion
The issues discussed above represent only some of the major areas requiring attention among the many reforms needed to improve school education in Nepal. If forward-looking policies and programmes capable of bringing fundamental transformation to school education are not developed and implemented this time either, Nepal may have to wait many more years to achieve the desired development of its education sector.
(Yogendra Chapagain has been continuously engaged in school education reform for the past thirteen years.)
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