Dismal SEE results: Systemic Challenges in Nepal's Education

Analyzing the SEE Results

The release of the 2080 Secondary Education Examination (SEE) results by Nepal's National Examinations Board (NEB) has unveiled a complexity of challenges and shortcomings within the country's education system. With over half of the 504,414 students failing to meet the minimum Grade Point Average (GPA) requirement of 1.60 necessary for advancing to grade 11, the implications are profound. A staggering 242,313 students find themselves in the non-graded category, requiring supplementary exams to qualify for further studies, highlighting pervasive issues in educational attainment and evaluation.

The distribution of GPAs paints a stark picture of academic disparities among examinees. While 31,209 students excelled with GPAs between 3.60 and 4.0, showcasing commendable performance, a larger cohort of 68,256 students fell within the 3.20 to 3.60 GPA range. However, the majority struggled to reach higher benchmarks, with 78,874 students achieving GPAs between 2.80 and 3.20, and 41,477 securing GPAs between 2.40 and 2.80. Alarmingly, only 2,950 students managed GPAs between 2.0 and 2.40, underscoring widespread academic underperformance. Merely six students attained GPAs between 1.60 and 2.0, signaling substantial academic challenges at the lower end of the spectrum.

Key subjects like Mathematics, Science, English, and Social Studies witnessed notable failure rates, with Mathematics alone accounting for nearly 40% of students failing to meet the pass criteria. This reflects systemic deficiencies in curriculum delivery, teacher preparedness, and student support mechanisms across the education landscape. Particularly concerning is the chronic shortage of qualified teachers, especially in remote rural areas, exacerbating educational inequalities between urban and rural students. The disparity is further compounded by disparities in resources and infrastructure, contributing to unequal learning opportunities.

The introduction of non-graded tests marks a significant shift in assessment methodology, aiming to enhance rigor and align evaluations with educational standards. However, this policy adjustment raises concerns about its impact on student stress levels and overall academic outcomes. The move towards separate theoretical and practical exams under the revised curriculum seeks to foster a more comprehensive evaluation framework. Yet, it also introduces challenges in exam preparation and performance evaluation, necessitating robust support systems for both students and educators.

The evolution of grading criteria and curriculum standards over recent years has added layers of complexity to the educational landscape, posing challenges in adaptation and implementation. The need for streamlined examination processes, coupled with targeted teacher training and equitable resource allocation, emerges as critical imperatives for systemic improvement. Advocates for educational reform emphasize the urgency of addressing these structural deficiencies to ensure equitable access to quality education for all students in Nepal.

Calls for reassessment or even abolition of the SEE examination reflect growing discontent with its perceived role in fostering a stress-laden academic environment. Critics argue for a more holistic approach to education that prioritizes critical thinking, creativity, and practical skills development over rote memorization and exam-centric learning. Comprehensive reform efforts must prioritize enhancing teacher competencies, improving learning outcomes, and mitigating educational disparities across socio-economic and geographical divides. Until fundamental issues such as teacher shortages, curriculum coherence, and assessment effectiveness are systematically addressed, the cycle of underperformance and educational inequities will persist, jeopardizing the future prospects of students and the nation's long-term socio-economic development goals.

Policy Analysis Exercise and way forward

School Education Sector Plan (SESP) 2022/23 – 2031/32

Nepal, aligned with global commitments under the Sustainable Development Goals (SDGs), has always aimed to transform its education system amidst transitioning to a federal governance structure post-2015. The constitution emphasizes inclusive, equitable, and high-quality education from early childhood through tertiary levels. In line with these principles, the School Education Sector Plan (SESP) for 2022/23 to 2031/32 succeeds the previous School Sector Development Plan (SSDP) which aims to enhance equity, quality, and efficiency. Nepal's SESP 2022/23 – 2031/32 represents a strategic framework designed to elevate the quality and accessibility of education throughout the country. Aligned with Nepal's national education policy and anchored in the SDGs and Education 2030 Agenda, SESP aims to tackle existing challenges while building upon the achievements of previous education sector plans.

SESP prioritizes increasing enrollment rates and ensuring completion of primary and secondary education for all children. Special emphasis is placed on reducing barriers for children with disabilities and those in remote areas by expanding school infrastructure, minimizing travel distances, and providing transportation facilities. Central to SESP is the enhancement of teaching quality, curriculum development, and assessment methodologies. The plan advocates for the integration of technology in education, fostering digital literacy and innovation within classrooms to enrich learning experiences. Addressing disparities based on gender, ethnicity, and socio-economic status is a critical goal of SESP. It aims to improve educational opportunities for disadvantaged groups, promote gender equality, and provide targeted support for children with disabilities to ensure inclusive educational outcomes. Recognizing the pivotal role of governance in educational effectiveness, SESP focuses on enhancing school management practices, bolstering the capacity of education officials, and fostering greater accountability within the education sector. Improved monitoring and evaluation mechanisms are also prioritized to track progress and ensure alignment with SESP objectives.

While the SESP for Nepal outlines ambitious strategies to enhance the education system, there are significant challenges in its effective implementation that need critical examination. Firstly, despite the plan's emphasis on teacher quality improvement through training and professional development, the actual execution on the ground often faces hurdles. There are issues with the consistency and adequacy of training programs across different regions and schools. In many cases, teachers do not receive ongoing support or follow-up after initial training sessions, which limits the sustainability and impact of these initiatives. Subject specific teachers and relevant training are also prerequisites especially in the rural setting. Furthermore, the quality of training and its relevance to local contexts and needs can vary widely, affecting its effectiveness in improving instructional standards uniformly across schools.

Secondly, while the integration of technology is highlighted as a strategic goal, the implementation often lags due to infrastructural limitations and inconsistent access to digital resources. Many schools, especially in rural and remote areas, lack reliable internet connectivity and basic ICT infrastructure. This hinders the adoption of digital tools and technology-enabled learning platforms envisioned by the SESP. Without adequate infrastructure investment and ongoing technical support, the potential benefits of technology in enhancing teaching practices and student engagement remain unrealized. Infrastructure development, another key pillar of the SESP, faces challenges related to funding constraints and bureaucratic delays. Upgrading school facilities to create conducive learning environments requires substantial investment and efficient project management. However, the allocation of resources and the timely execution of infrastructure projects often fall short of the ambitious targets set by the plan. This results in persistent disparities in school facilities between urban and rural areas, impacting educational access and quality.

Governance enhancement efforts under the SESP also encounter obstacles such as bureaucratic inefficiencies and limited local capacity. Strengthening administrative structures and improving decision-making processes are crucial for effective policy implementation. However, issues such as bureaucratic red tape, insufficient training of education officials, and weak coordination between different levels of governance hinder these efforts. As a result, there is often a gap between policy formulation and actual implementation on the ground, leading to suboptimal outcomes in resource utilization and service delivery. Equity initiatives aimed at addressing disparities in educational access and outcomes face challenges related to inclusivity and sustainability. While the SESP outlines programs to expand educational opportunities for marginalized groups, including scholarships and targeted interventions, their impact can be limited by systemic barriers such as social discrimination, lack of community engagement, and inadequate monitoring and evaluation frameworks. Without addressing these underlying issues, the goal of achieving equitable access to quality education remains elusive.

National Education Policy (NEP) 2076

Nepal's National Education Policy 2076 (NEP 2076) represents another significant effort to overhaul the country's education system, guided by principles of equity, inclusivity, and quality. Structured around four foundational pillars—Access, Quality, Relevance, and Governance - NEP 2076 aims to address educational disparities and elevate educational standards nationwide. The pillar of Access underscores NEP 2076's commitment to providing equal educational opportunities to all children, particularly those from marginalized backgrounds. It prioritizes expanding access to early childhood education and vocational training, aiming to create inclusive opportunities from an early age. However, challenges such as uneven implementation across regions and limited resources hinder the realization of these goals, especially in remote and disadvantaged areas.

Quality, another cornerstone of NEP 2076, focuses on enhancing educational standards through comprehensive teacher training, curriculum reform, and the integration of modern teaching methodologies and technology. While these initiatives are crucial for improving learning outcomes, their effectiveness is hampered by resource constraints, inadequate infrastructure, and varying levels of teacher capacity and support. Relevance emphasizes aligning education with societal needs and economic demands. NEP 2076 promotes a curriculum that emphasizes practical skills and competencies essential for the contemporary workplace, alongside the preservation of local languages and cultures. Despite these efforts, curriculum reforms and skill development initiatives need clearer implementation strategies and stronger ties to industry demands to ensure relevance and applicability.

Governance reforms under NEP 2076 aim to enhance transparency, accountability, and local stakeholder participation in educational decision-making processes. Decentralization efforts empower local governments to manage educational affairs more effectively, yet challenges such as bureaucratic inefficiencies and inadequate capacity at the local level persist, impacting the policy's implementation outcomes. NEP 2076 outlines specific focus areas—Early Childhood Development, Basic Education, Technical and Vocational Education and Training (TVET), Higher Education, and Research and Innovation—with targeted interventions tailored to each sector's needs. However, challenges such as insufficient funding allocations, ambiguous timelines for implementation, and concerns about corruption remain significant hurdles.

School Improvement Plans (SIPs) in Nepal integrate essential components like teacher training, disability-friendly infrastructure, and inclusive practices. However, their mere inclusion does not ensure effective implementation. To achieve sustainable improvements, SIPs must transform into comprehensive, participatory planning documents that genuinely guide school programs and foster measurable enhancements in educational quality and inclusivity. Despite government prioritization, education financing remains a persistent challenge in Nepal. Insufficient funding continues to impact infrastructure development, teacher recruitment, and overall educational quality. To sustain improvements in the education sector, there is an urgent need for increased and more effectively managed resources, alongside transparent governance practices. Continuous collaboration among government entities, stakeholders, and international partners is essential to advance education in Nepal and address persistent sectoral challenges effectively.

Local governments face substantial capacity constraints, despite their constitutional mandates, particularly in formulating and implementing education policies. The lack of technical expertise among officials hampers effective policy execution and service delivery in the education sector. Furthermore, inadequate budget allocation hinders the implementation of essential educational activities outlined in annual plans. Addressing these challenges requires innovative approaches like strengthening partnerships with civil society and private sectors, exploring local revenue generation options, and improving coordination between different levels of government to ensure effective policy implementation. Initiatives like scholarship schemes, awareness campaigns, and targeted training programs for teachers and students are pivotal in narrowing educational disparities and ensuring that all children have access to quality education. Challenges such as rapid but uneven educational expansion, insufficient quality control, sporadic efforts to combat illiteracy, disparities in resources between public and private institutions, inconsistent accreditation standards, and external influences on developmental concepts underscore the need for Nepal's education policies to establish clear priorities within local, national, and global contexts. There is a pressing need for informed discussions, research-driven policy development, and robust governance procedures rather than relying solely on experimental approaches.