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VOL. 03, NO. 05, Aug 01, 2009 (Shrawan 17 2066) |
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HIGHER SECONDARY EDUCATION
The First Choice
In terms of monthly bills, 10+2 education costs far more than its counterpart Proficiency Certificate Level (PCL) of Tribhuwan University (TU). Yet the choice of an overwhelming number of high school graduates is 10+2. Since the opening of education to private investment and the introduction of 10+2 as higher secondary level in 1991, these institutions have grown in number by leaps and bounds. The competition has gotten so stiff that they need a sustained promotional campaign to lure students. This year, however, their prospects are better because the biggest pie is up for grab. Out of the 256,489 graduates, the highest number of students getting past School Leaving Certificate (SLC) exams in a year, more than 200,000 are expected to join class-11, rather than the old PCL. In the midst of reigning anarchy, disorder and frustration in the country, the +2’s have at least something to cheer for.
By KESHAB POUDEL
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| 10+2 School: Quality over Quantity |
If advertisements in daily newspapers, FM radio stations and television channels indicate anything, it is this: 10+2 schools are major providers of higher education in Nepal. They promise quality teaching and stimulating learning environment for students eager to pursue studies beyond high school.
The higher secondary schools started their promotional campaign to attract students a month ago, as soon as the results of the School Leaving Certificate (SLC) exams were out.
The colourful ads stand as a testimony that Nepal has not lost all hopes, despite reigning uncertainties in economy, politics and law and order.
According to the Higher Secondary Education Board (HSEB), more than 72 per cent of this year’s SLC graduates have joined grade 11 classes. The board expects the figure, that is, the share of student intake for +2 schools, will reach as high as 80 per cent.
Although the Tribhuwan University (TU) still runs the old Proficiency Certificate Level (PCL), providing a massive subsidy for students, the programme is gradually losing its relevance in both local and international contexts.
“The higher secondary system has transformed the whole education scenario in Nepal, offering the most competitive and quality education to students,” says Dr. Tirtha Khaniya, a member of the National Planning Commission and the former vice chairman of HSEB (1996-2000). “Over 90 per cent of MBBS, engineering, business and management graduates today are the products of the higher secondary system. The 10+2 has been a catalyst in all this transformation.”
The present state of education is not a result of a sudden decision. It took more than a decade for things to really change.
Many people may have forgotten the particular individual who pushed for these changes in higher education system. Govinda Raj Joshi, the education minister between 1991 and 1995, introduced drastic changes in the education sector, including the 10+2 schools. He proposed a number of amendments in the existing acts, which ultimately took the 10+2 to the present shape.
Dr. Khaniya, as the vice chairman of the higher secondary board, implemented the plans in making the higher education sector competitive and attractive for high school graduates. “One of the important aspects of the 10+2 education is that it solely relies on private investments. Even in the rural areas, local communities have been supporting the 10+2,” says Dr. Khaniya.
Nepali Congress leader Joshi has a reason to be happy despite the many ups and downs he saw in his political life. The decisions he took fourteen years ago as the education minister, convincing politicians and bureaucrats on the merits of the system, have not been futile.
“My colleagues tried to prevent me from opening up education to the private sector,” Joshi recalls. “Some even accused me of selling education and weakening our party’s hold among the youth at the university.”
In the beginning, there were only two dozens of higher secondary schools in the country and they were mostly unknown.
The number of 10+2 schools now stands at 2000, according to HSEB.
“It will increase this year,” says Minister for Education Ramchandra Kusbaha.
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| Uttam Sanjel, Bhawana Tamang and Kamala Dhungel: Common cause for Samata school |
The higher secondary level of education assumes great significance because it is here that students, after ten years of general education, diversify towards their chosen areas of future specialisation. At this level, students are supposed to be developing independent thinking.
“They are better placed to exercise a choice in terms of the course they want to pursue, keeping in view their needs, interests, capabilities and aptitudes, which would enable them to cope with the challenges of the future. They may, therefore, choose either specialized academic courses or job-oriented vocational courses. For a majority of students, the higher secondary stage may be the end of their formal education leading to the world of work,” say experts.
Although most schools are concentrated in urban areas and district headquarters, the 10+2 institutions are reaching to the remote parts of Nepal too. HSEB has been making efforts to take the 10+2 education to the doorsteps of the rural people.
“Although we introduced 10+2 with an aim to provide rural populations with access to higher secondary education, this is yet to happen in several parts of the country,” Dr. Khaniya says. “It is time to give a fresh push to take 10+2 schools to the remote parts.”
The government initiated the process towards launching of the higher secondary system far back in 1989 by introducing the Higher Secondary Education Act.
“Preparations took almost 3 years and in 1992, some 38 higher secondary schools came into existence. The Eighth Five-Year Plan had envisaged 125 higher secondary schools by 1997. Today the number of higher secondary schools is 1018 (mathi 2000 chha). After the introduction of higher secondary education, several exercises were carried out to make this sub-sector more quality-oriented and more unified say experts.
One of the interesting trends of the 10+2 education is that an overwhelming numbers of students prefer science and management. This is contributing to the increase in the number of engineering, medical and management colleges in the private sector.
“Our 10+2 produces the best management students. We are the first choice among all the students in management,” says Narabahadur Bista, principal of Global College of Management. “Half of our higher secondary graduates study BBA and CA in Nepal and the rest go for higher education in America, Australia and Europe.”
Two processes, phasing-in and phasing-out, are running in parallel as regards providing the intermediate level education in the country. In a way, the Plus Two education can be obtained from University campuses and from higher secondary schools, with two separate curricula, despite the similarity in their goal.
“Tired by petty politics in TU’s colleges, students and parents prefer private 10+2 colleges since there is no room for politics in these institutions. Classes run here with fewer interruptions than in TU colleges,” says Krishna Kanta Parajuli, principal of Canvas International College. “Our college offers science, management and humanities at grades 11 and 12.”
The quantitative growth of higher secondary schools has been impressive. But the quality gap between the private and public schools is growing and time has come to introduce mitigation measures to end the discrepancy.
“HSEB is now making efforts to end this discrepancy,” says the vice chairman of HSEB.
After its success in providing quality education and producing competent students, 10+2 has enthused the Nepali society in at least this one front. While anarchy and disorder are continuing to find a foothold in all spheres of life, a major question before HSEB is how to sustain the success.
‘All parents want quality and competitive education’
Dr. BABU RAM POKHAREL
Dr. BABU RAM POKHAREL, founder principal of V.S Niketan College is well known for his contribution to the field of education. He has opened schools and colleges where students can study for a reasonable fee. Pokharel spoke to New Spotlight on various issues regarding the status of education:
How do you look at the growth of 10+2 education?
All parents want to give quality and competitive education to their children. The 10+2 system has already proved that it can deliver quality in education. Parents, therefore, prefer higher secondary education for their sons and daughters.
Is not it expensive?
Of course, it is. But private sector is where all parents find quality education for their children. Parents want to spend their hard earned money for quality. They see the 10+2 schools promise quality education.
How do you look at the HSEB?
Unlike Tribhuwan University’s traditional method of education, 10+2 has very competitive curriculum matched with international standards. From curriculum to physical environment, higher secondary education is very competitive. This new form of school education is popular all over South Asia and other parts of the world.
How do you describe the present state of higher secondary education?
More than 400,000 students appeared in SLC. Out of this 250,000 students passed out and there are still 80,000 students waiting for supplementary exams. After all results come out, the number will increase further. About 300,000 students will be entering the higher education. This is pretty good.
Why do we need private sector?
I don’t think any major thing happens without the participation of the private sector. At a time when the government is unable to build community schools, private schools are filling the gap. Because of lack of schools in remote areas, students are rushing to urban centers for quality education.
I think private schools are offering quality education as demanded by the parents.
Even this is very viable for the students of remote parts of the country.
‘This is middle path between two extremes’
Uttam Sanjel
If a man is committed to do something, he or she can do it. This is what UTTAM SANJEL, principle of Samata Shiksha Niketan Secondary School, has shown in the last one decade. Sanjel’s Samata School started with 12 children of carpet laborers, taxi drivers and other such workers. It is now offering education to over 17,000 children. Sanjel spoke to New Spotlight on his vision of education:
What is your vision of education?
I have clear vision of education. My aim is to provide education on the basis of equity, not equality. That means education at a fee of Rs. 100 for all classes and to all students. My objective is to help orphans and hapless children by providing food, shelter and education.
Who are your target groups?
My target groups are those who are left out from boarding schools and who don’t want to go to government schools. You can say this is the middle path between two extremes.
How do you plan to sustain the middle path?
It will be sustained through the contributions made by various persons. I am receiving support from different personalities. Recently, Nirvan Chaudhari, son of renowned industrialist Binod Kumar Chaudhari, agreed to provide support to build a school in Nawalparasi.
What type of students do you have?
Most of the students are from backward and low income families. I am trying to support the wishes of those parents who want to see their children having quality education in their own expense.
Do you think your mission will remain unaffected when there is a state of anarchy and disorder?
I have the policy not to affiliate myself with any political party. Recently, Prime Minister Madhav Kumar Nepal invited me to his office but I sent a school girl to represent me. I don’t want to get involved with any political ideology. Instead, I would prefer to go to persons like Ganesh Raj Sharma, rather than politicians, for suggestions.
Why did you choose to work in the field of education?
Education is the birth right of every young citizen. Because of bad politics, many children have been deprived of education. I have already established eight schools including three in the valley and five outside of it. I have plans to construct schools in all 75 districts. I intend to provide education to at least 25,000 students.
How many students appeared in SLC this year?
Five students appeared and all of them passed with distinction.
How many children do you have?
(With laughs) I have over 17,000 children. My students are my children and this school is my house.
“Everybody wants Quality Education”
KRISHNA KANTA PARAJULI is the principal of Canvas International College. Established by professional teachers, CANVAS International College is offering quality education to students. Excerpts:
Why do students prefer 10+2?
Naturally, everybody wants quality education in peaceful environment and higher secondary schools are providing this to them.
Is not it expensive?
I don’t think it is expensive. The fees are reasonable and affordable to all. As all the 10+2 schools are under the private management, it is naturally a little bit expensive. Of course, TU’s Proficiency Certificate Level is much cheaper or virtually free but nobody likes to go there. One of the interesting things is that 10+2 is completely under the private or community ownership. There are virtually no investments from government sides.
What are other attractions?
Higher secondary schools provide education in peaceful environment. Private schools don’t compromise on quality. We hardly stop classes and there is no student politics at all.
As there is growing disparities, how do you mitigate it?
Yes of course, there is a certain level of disparity but schools are gradually moving from urban to rural areas. One of the problems in rural areas is that there is lack of opportunities for teachers. One has to depend upon only one school.
How about your college?
Our college has 500 plus students in three faculties of science, humanities and management. Our aim is to provide quality education.
St. Xavier Row
Operation Destruction
At a time when all private schools are looking up to good days ahead, Nepal’s premier educational institution, the St. Xavier College, is facing the most difficult situation in its five-decade-long history. It is having to deal with strikes by teachers, who are threatening to close down the school if its management refuses to reinstate teachers fired on charge of violating discipline.
Under the pressure of a Teachers’ Union, a Maoist affiliated teachers’ association, St. Xavier had to close several times in the past.
St. Xavier is a renowned academic institution which has played an important role in modernizing Nepal’s educational system.
Never in its five decades, St. Xavier school faced this kind of crisis as it always succeeded to put politics at bay.
Over the last few months, however, teachers are trying to disrupt the school almost every day. Providing quality education at a reasonably low cost, St. Xavier has made a great contribution to support Nepal’s education as the country embarked on the path of modernization.
This is a time when Nepal’s institutions, almost all of them, are facing threats of some kind or the other in the transitional period. Most of the threats come in the name of trade unions. Given this situation, one cannot rule out the possibility that some operation is going on to destroy St. Xavier.
As a symbol of modernizing Nepal’s education system, St. Xavier should be saved from any assault from any quarter. For this, all sides would do well to think twice before hurting an institution that has played an important role in the nation’s education.
