Technical education has long been recognised as a crucial driver of economic growth and social progress. Despite significant growth and investment in technical education over the past decades in Nepal, its quality, however, remains a significant challenge.

A report from the Nepal Academy of Science and Technology indicates that the country produces about 90,000 technical human resources in fields such as science and technology, engineering, health sciences, agriculture and forestry. However, there are only 10,810 professors in the country, and just about 20.3 per cent of the students are enrolled in technical higher education in Nepal.

As the number of universities in Nepal grows, there is a need for careful consideration before establishing new institutions. We now have 13 central level universities, an additional 10 provincial level and deemed universities, and 87 affiliated colleges for higher education from foreign universities/boards. Rationale and a thorough analysis should precede such decisions, rather than merely adding new universities without improving the existing ones. Quality technical education in science, technology, engineering and mathematics (STEM) opens the doors to infinite opportunities for graduates in Nepal and globally.

The need for reform in Nepal's technical education is driven by several factors. One key driver is the lack of motivated, skilled and qualified faculties in the universities. Technical subjects demand specialised knowledge and expertise, leading to difficulties in attracting and retaining qualified faculty, particularly in universities outside the Kathmandu Valley. The lack of motivation and inadequate recognition from the federal and provincial governments further exacerbate this problem, resulting in a shortage of professors and associate professors, impacting the quality of education imparted.

Another challenge is the limited access to teaching and learning resources and technologies in many institutions. Insufficient equipment and infrastructure hinder hands-on learning experiences, particularly in technical fields like engineering. Moreover, majority of the students lack awareness of the true value of education, focusing more on obtaining certificates rather than genuine learning.

In addition, the university curriculum is often outdated and does not reflect the needs of the modern workforce. The dynamic nature of technical fields necessitates updating the curricula to keep pace with rapid global changes. Without relevant and up-to-date curricula, students are ill-prepared for the demands of real-life work environments.

To address these challenges, the government should develop policies and programmes focusing on faculty development, infrastructure and technology upgrades, and partnerships with international institutions to improve the quality and relevance of technical education.

Developed countries are actively investing in the STEM sector to foster innovation, drive economic growth and address various societal challenges. The common strategies and initiatives taken by them are increased government funding, education and training for professional development, priority on research and development, increased public-private partnership, promotion of entrepreneurship through innovation and incubators, investment in infrastructure, support for STEM industries, investment in attracting and retaining talents, and support for scientific institutions.

To develop a skilled workforce capable of addressing the country's challenges, the federal and provincial governments should invest in human capital to provide access to quality education. Prioritising STEM education will create opportunities for the youth, fostering economic growth through innovation and entrepreneurship. Motivating teaching faculty in the technical field can be achieved by increasing the pay scale and benefits. Establishing mechanisms to avoid political interference and granting full autonomy to universities are crucial for improving the education system.

Nepal faces challenges in developing a strong ecosystem for innovation and entrepreneurship, and private sector investment remains limited. Coordination between government agencies, private sector organisations and academic institutions is essential. Nepal needs to invest in infrastructure, such as incubators, accelerators and science parks, which can help promote innovation and entrepreneurship.

Despite drafting the Federal Education Act, the government's lack of policies on higher education, No-Objection Certificate provision, new university establishment, affiliation to foreign academic institutions, investment plans, job creation and addressing political interference hinder technical education's quality and student engagement.

A recent research report of the Policy Research Institute (PRI) concluded that the quality, number of students, professors, curriculum, educational programmes, operating methods and investment conditions are poor in all the universities currently operating in Nepal. The PRI emphasises that the establishment of more universities and regional universities should be based on a comprehensive needs and rationale analysis.

We should focus on enhancing quality rather than increasing the number of universities. Complete avoidance of politicisation in any educational institution may be difficult.But by respecting the autonomy of the academic institutions, their governance structure, non-recognition of the students and teachers' political wings, and instead allowing the formation of independent student and teachers' councils, theycan insulatethemselves against political interference.

Dr Thakuri is Dean of Graduate School of Science & Technology, and Engineering at Mid-West University of Nepal

The need for reform in Nepal's technical education is driven by several factors. One key driver is the lack of motivated, skilled, knowledgeable and qualified faculties in the universities

A version of this article appears in the print on August 10, 2023, of The Himalayan Times.