In the era of globalisation and as a member of the WTO, Nepal has to consider a new paradigm in its education system. Since the time of Gurukul and through the time of Janbadi Shiksha (people’s education), Nepali education system has been through a series of crises. It could never be people-centric and need-based. In the 1990’s the role of state in higher education was downsized and the private sector flourished. Since then, the country has had to rely on private sector to produce qualified manpower.

The need is being felt for right-based and need-based reforms. We should pay due attention to both the basic and higher education and involvement of both public and private sectors. The government should rethink and restructure the traditional education sector. But the state alone cannot impart quality and/or need-based education. Says Dr Suresh Raj Sharma, VC of Kathmandu University, truly professional courses should be increased at the 10+2 level; advanced degrees should be made available through electronic means, and more distance learning and off-campus part-time courses should be introduced. According to him, the educational development process at the centre should take into account the interests of the students as much as the interests of the country.

An increasing number of students going abroad for higher education and urban-centred growth of educational institutions over the last few decades indicate that the education sector is not totally under the government’s control. Likewise, diploma or certificate degrees awarded by private institutions are devaluing university degrees. The professional degrees that impart the skills that can be sold in the global market are valued these days. That is why a Master’s degree holds less significance than two- or three-month professional training.

The emergence of management institutes like IIMs, IT-related ones like NIIT and APTECH mirror the needs of the market. In this context, public schools and colleges are almost defunct. The prosperity of private boarding schools and colleges also indicate that the government’s focus should be urgently reviewed.

Discarding the paternalistic role of teachers, upgrading traditional educational institutions vis-à-vis access, quality, equality and relevancy and marketisation of the products of public educational institutions won’t be easy. It requires a paradigm shift in our education system. Lack of vision among those in charge of education sector, indifferent attitude of past governments and stakeholders and unimaginative policies have been detrimental to education system. A revolutionary approach has to be adopted to cope with global challenges.

Nepal has attracted attract foreign students over the years. If we can provide better expertise in emerging subjects like rural development, tourism, mountaineering and Buddhism, it will help pull more of them and share their tech- nical and vocational know-how. The government must draw up fresh plans, policies and programmes to meet the new challenges.