Nepal's education sector has witnessed remarkable growth since the democratic transition in the 1990s, with increasing student enrollment numbers. According to the National Examination Board (NEB), 464,785 students appeared in the Secondary Education Examinations (SEE) in the most recent academic year. The trend continues into higher education, with 385,236 students sitting for the grade 12 board exams. The University Grants Commission (UGC) reports that 422,915 students are currently pursuing various programmes across the country's 11 universities. Each year, a significant number of these students graduate with bachelor's and master's degrees, joining the ranks of their respective alma maters' alumni. This burgeoning population of graduates represents an immense, yet largely untapped, resource for Nepal's educational institutions. While these students may not be in a position to support their alma maters immediately after graduation, their potential for contribution grows significantly over time. However, our recent research shows that a critical piece of the puzzle is missing, that is, a systematic engagement and utilisation of alumni networks to enhance the quality and sustainability of Nepal's education system.

Despite the vast number of graduates produced annually, many institutions lack structured mechanisms to maintain connections with their alumni and harness their potential contributions. According to a survey we conducted through the Nexus Institute of Research and Innovation (NIRI), Nepal, which sampled 44 schools and colleges in the Kathmandu Valley, only 24 have established alumni associations. Of these 24 associations, only 14 are currently active, indicating a high rate of dormancy or ineffectiveness among existing alumni networks. Nine of the sampled institutions fail to recognize the importance of alumni associations altogether. This statistic underscores a profound lack of awareness about the potential impact of engaged alumni on institutional development and educational quality.

The research also revealed that two of the sampled associations have been supporting students' education though scholarship programmes. Furthermore, 12 other active associations are contributing in diverse, non-monetary ways that span from supporting orientation programmes, upgrading libraries to facilitating job placements. These positive examples, however, stand in stark contrast to the overall landscape of alumni engagement in Nepal's education sector despite the fact that the culture of giving is deeply ingrained in Nepali society, manifesting in various social and religious contexts.

The concept of alumni philanthropy has deep historical roots, tracing back to 1648 when Harvard College alumni donated land to their alma mater. This act of generosity sparked a global movement that has since transformed the landscape of higher education funding and engagement. In 2020, this tradition reached new heights, with elite American institutions collecting large endowments from various contributors, including their alumni. Harvard University led the pack with a remarkable $40.8 billion, followed closely by Yale ($30.3 billion), Stanford ($26.5 billion) and Princeton ($26.1 billion).

In neighbouring India, prestigious institutions like the Indian Institutes of Technology (IIT) in Bombay and Kanpur have successfully cultivated active and generous alumni networks, demonstrating the potential for such engagement in South Asian contexts. Nepal's journey with alumni associations is very recent. The pioneer in this field was St. Xavier's School in Lalitpur, establishing the country's first alumni association in 1964.

Budhanilkantha and St. Mary's School followed suit in 1982 and 1998, respectively. Their success stories offer valuable insights into the potential of well-organised alumni networks in Nepal.

Kamal Keshari Tuladhar, past president of ASMAN (Association of St. Mary's Alumnae Nepal), sheds light on the challenges hindering widespread alumni engagement in Nepal. She identifies key issues, such as the lack of proactive outreach from schools to their former students and the absence of initiatives to maintain connections. She says students harbour fond memories and have a soft spot for their alma maters, presenting a unique opportunity for schools to nurture these sentiments into lasting bonds. She suggests the schools should leverage modern communication tools, such as email, to maintain regular contact with their alumni. Additionally, she recommends inviting former students to school functions and events, creating opportunities for meaningful engagement and fostering a sense of continued belonging.

Tilak Bhusal, a Pulchowk Campus graduate, currently pursuing a Master's degree in the USA, aspires to enhance the research opportunities in Nepal after completing his studies. Bhusal's aspiration reflects a broader trend among Nepali students studying abroad. The key challenge lies in creating avenues for these accomplished individuals to meaningfully contribute to their alma maters and Nepal's education sector upon their return. Similarly, Santosh Bisht, President of the Society of Ex-Budhanilkantha Students (SEBS), suggested personalised outreach, simplification of the donation process, utilising influential alumni to reach out to their peers, and ensuring transparency on the use of donation and tax benefits on charity.

For Nepal to fully realise the potential of its growing alumni population, educational institutions must prioritise the establishment and activation of alumni associations. This requires not only raising awareness about the importance of alumni networks, but also implementing practical strategies to maintain connections with former students. By leveraging the deep-seated culture of giving in Nepali society and aligning it with educational needs, schools and universities can secure the long-term support necessary for sustained growth and improvement.

Likewise, the concerned authorities like the UGC and NEB should take decisive action to unleash the power of alumni associations. This means developing policies that encourage the formation and activation of these networks, providing training and resources to institutions on alumni engagement, and fostering a culture of giving back among graduates. By doing so, Nepal can unlock a wealth of resources that have the potential to transform its education sector, bridging the gap between the aspirations of its students and the quality of education they receive.

Thapa is a researcher at NIRI, Nepal