5.4 Democratic reform period (2046 BS Onward)

          The people's movement of 2046/47 BS toppled Panchayat System, and re-established multi-party democracy. It brought a change in every sector. Obviously education could not be an escape from it. Consequently a commission was formed on 14 Falgun 2047 BS to maintain decent environment in education by resolving the problems and inconsistencies seen in the educational sectors. The National Education Commission was formed on 14 Falgun 2047 BS under the chairmanship of Keshar Jung Rayamajhi. However, this commission could not complete its assigned tasks on time. So, the commission was reformed under the leadership of then education minister Govinda Raj Joshi.

          The commission submitted its proposal in 2049 BS which mentioned the national objectives of education framework and policy of primary education, secondary and higher secondary education, higher education, normal and technical education, Sanskrit education technical as well as vocational education, teacher education, special education, informal education, financial management of educational sector, educational management and observation etc. This commission also mentioned pre-primary education in different subjects, about the private schools, textbooks and evaluation, library, extracurricular activities etc. The followings are the main features recommended in National Education Commission, 2049 BS:

1.     The determination of education system is based on the fundamental rights and directive principles of the constitution of Nepal, 2047 B.S

2.      It has focused on formal and informal education to extend education and to make it easily accessible for all.

3.     By making formal and informal education complementary to each other, it was emphasized to include vocational and technical education into the educational main stream.

4.     It reconstructed the educatioonal structure of Nepal by taking into consideration the educational structures of neighbur countries.

5.     It has brought the concept of regional un universities to decentralize the opportunity of higher education.

6.     It has encouraged the private sectictors to involve in educational field.

7.     It has emphasized tje qiamtotatove as we;; as qialitative development of education.

Likewisem Basic and Primary Education Project (BPEP) was lunched in 1991 consisting of primary education for Rural Development (Seti Project) of 1981 and Primary Education Project (PEP) of 1984, The report of National Education Commission 1992 had reconstructed the basic and primary education. And BPEP - I was lunched t have extensive development in primary education. BPEP-I has been launched in all 75 districts.

           BPEP-I aimed at providing necessary trainings for the teachers, carrying out effective supervision, developing physical and educational facilities and enhancing people participation and awareness for educational development. Similarly, Basic and Primary Education Project-II 1996 (BPEP II) was the continuity of BPEP- 1. The successful completion of BPEP facilitated the implementation of it in the second phase. Actually BPEP was launched from 1991 to 2001 AD. It was implemented to change primary education into basic education, enhance the access of all primary education and develop its quality. In fact, Educational Project for Rural Development and Primary Education Project were implemented before the implementation of BPEP-I. BPEP-I was launched in 1991 AD since those education projects had been implemented successfully in educational field.

          Likewise, this period witnessed a number of international efforts to ensure access of all to education. 'Education for all' is a concept that is formally introduced in a world conference on education held in 1990 in Jomtein city of Thailand in a bid to enhance access of all to education. Later, in 2000 AD, a conference of World Education Forum was held in Dakar city of Senegal. Dakar conference reviewed the goal of Jometein conference and committed to bring the concept into implementation. Dakar conference floated a six-point goal to be accomplished from 2001 to 2015 AD. The conference prioritized to make all nations able to provide primary education for all citizens. Government of Nepal has also prepared National Action Plan of Nepal 2001-2015 to accomplish the goal of Dakar conference.

 EDUCATION AFTER 2063 B.S

          However National Education Commission, 2049 BS and the report of High Level National Education Commission, 2055 tried to make education useful, scientific and relevant to the national needs and aspirations, it is crystal clear that the present education has been unable to meet its target. Consequently a huge gap remains prevalent regarding education between the poor and rich people. Nepal has also faced political regression which ultimately has given reverse result in education, too. Now the people movement of 2062-63 BS has again restored democracy, and Nepal has institutionalized republican democracy as political system. And, the educational sector of Nepal is seeking for such education that can really address the need of Nepali people in real sense.

Educational policy mentioned in constitution

          It is encouraging that the right of education is for the first time indludeded as a fundamental right of the people in Interim Constitution 2063BS. In part 3, subpart 17", the right of education and culture has heen mentioned as a fundamental right.The costitution also has  mentioned about the educational right of people of Nepl in the constitution 2074 in Article 31 the right of people of nepal has guranted for the free and compoulsary education for basic level and free education for school level and as follows:

1.     Each and every community has a right to get education in their mother language as managed in the law.

2.     Each and every citizen has a right to get free education and compulsary education up to basic level and free education up to secondary level by the state as managed in law.

3.     Each and every citizen, inhabitant of Nepal, has a right to preserve and improve their language, script, culture, cultural civilization and heritage

          As such Constitution of Nepal has included the right of education as a fundamental right of people which can be taken as a positive aspect of the constitution.

5.3. Reform Period (2027 to 2046 BS)

          However educational plan came into existence since 2004 BS in Nepal, it got formal significance from Nepal National Education Plan Commission 2011 BS. After this All Round Education Committee 2013 BS, Wood and Bruno commission 2019 BS. National Education Advisory Council 2024 BS etc. paved the way for National Educational System Plan 2028 BS (1971 AD).

          In fact, King Mahendra, in Poush 1, 2017 VS, restricted multiparty democracy system, and declared partyless Panchayat political system through a military coup. By seizing the political rights of the people enshrined by the democracy established in 2007 RS. King Mahendra advocated Panchayati democracy relevant to Nepali socio-economic phenomena (Mato Suhaudo Bebastha). Emphasizing heavily on single language one nation, King Mahendra tried to make relevant education with the Panchayati political notion. Consequently he organized All-Round National Education Committee on 25 Baisakh, 2018 BS (1962 AD) under the presidency of Bishwa Bandhu Thapa. This committee submitted 121 pages report on 15 Asar. 2018 BS This report emphasized to implement the suggestions of NNEPC 2011 by reforming and adding some aspects King Mahendra announced National Education System Plan (NESP) or New Education Plan on 5 Baisakh 2028 BS in a bid to bring change in educational sectors. In fact, All Round National Education Committee (ARNEC) 2018 could not fulfill the need and aspirations of educational phenomena. So, NESP was organized to make the education system relevant to make it the backbone of the national development and to address public need or aspirations and national necessity. It was implemented across the country by 2032 BS At the first phase, it was implemented in two districts- Chitwan and Kaski in 2028 B.S. Likewise, it was implemented in 13 districts in 2029 BS, 15 districts in 2030, 20 districts in 2031, and 25 districts in 2032. In fact, the plan was implemented throughout the country phase-wise from 2028 BS to 2032 BS

          National Educational System Plan 2028 brought a revolutionary wave in educational system of Nepal. It was a great change from the traditional educational system because it was the first landmark educational plan implemented in Nepal. It included all of the aspects that a curriculum should contain like national objectives of education. Clear grade or level-wise objectives, clear definition of the curriculum contents, goals of the subjects, subject matters and scope etc. The previous curriculum did not have systematic organization like this. They used to possess only content or list of the teaching subjects.

5.2. Education in Transition Period (From 2007 to 2027 BS)

          Transition period of education extends from the establishment of democracy in Nepal on 7 Falgun 2007 to 2027. this period is regarded as Developmental Stage of education because this is the period from when noble research and experiments have been taken place, and education starts addressing national as well as social needs and aspiration by including new knowledge and scientific innovation. Education starts taking new shape from this period after one century and half decade of Dark Age (Opposition Period). The following attempts will be made to improve education during this period:

a. Nepal National Education Planning Commission (NNEPC, 2011 BS)

b. All Round National Education Committee. 2018

C. HB Wood Team Report, 2019

d. National Education Advisory Council, 2024

          All those attempts made Nepal's education system more systematic and leading towards the uniformity. This period some collages and so many schools were established all over the nation. The form of education was tried to make in uniform way all region of the nation. Even these all attempts were not being able to establishing the strong education system. So this situation lead to the establishment of National Education System Plan 2028 for the developing the foundation of education system of Nepal. 

Answers of Obj Questions

Objective Questions

Unit VI: Critical Review of Participatory Planning Process

6.1     School Improvement Plan (SIP)

            A plan that aims at improving the pros and cons of a school is regarded as School Improvement Plan (SIP). In the context of Nepal, a plan that is carried out from improving primary schools is known as SIP. It has been launched by Basic or Primary Education Board under Education Department.

            Basic and Primary Education Project has launched its program to improve physical and educational phenomena from the very beginning. SIP attempts to improve the managerial side of schools. The plan aims to enhancing the local capacity of a school. Managerial sector of the school is a focal point of this plan. Education Department has launched SIP to make the local people contribute in their concerned schools. This plan aims at transferring the responsibility of the school to local people from the government. So, Basic and Primary Education Board provides at least six-day training for developing managerial as well as planning skills to school management committee. SIP wants to school equip with the following characteristics:

a.       Clear view

b.      Clear aim

c.       Strategy

d.      Participation of the concerned

e.       Active learning

f.       Stratification

g.      Source mobilization

6.1.1        Steps of SIP

            SIP aims at improving all aspects of school in real sense. One aspect of the school may affect other aspects. That is why SIP must be carried out as follows:

1.      Analysis of the present condition of school or finding out the problem

2.      Finding to the cause of problems and identifying the solutions

3.      Prioritizing the problems

4.      Finding out the resources for solving the problems

5.      Determining the long term and short term targets of the school

6.      Determining the program and its utility

7.      Formatting the educational Index and determining phase-wise target

8.      Determining the factual investment and managing the resources

9.      Evaluating of the planning

10.  Implementing the program

11.  Monitoring

12.  Feedback

6.2     Village Education Plan (VEP)

Village Education Plan (VEP) aims at improving the schools in according with the need of concerned village. It is village education committee (VEC) that prepares village education plan (VEP) as per the SIP prepared by the school inside a village development committee. Seventh amendment to education law 2059 BS has managed a provision of a Village Education Committee under the presidency of chairperson of concerned village development committee. It is village development committee that plays a vital role on preparing and implementing VEP in effective way.

Formation of Village Education Plan (VEP)

The committee of a Village Education Plan will be formulated as follows:

Ø  Chairpersons of School Management Committee                                   - member

Ø  Three social workers and educational leader including one woman as members

Ø  School supervisor from that area

Ø  Member of district development committee of that area

Ø  The senior head teacher of the VDC is nominated as general secretary

Responsibilities of Village Educational Plan

1.      To ake responsibility of developing schools of the Village Development Committee (VDC).

2.      To encourage children to enroll in primary level.

3.      To hold household survey in the VDC for collecting the date regarding literacy rate, population of primary school age children, number of children inside and outside school, total households and population of the VDC.

4.      To coordinate among schools of the VDC in a bid to find out necessary resources and identify alternative educational programmes.

5.      To prepare the details of the VDC.

6.      To prepare Village Education Plan with clear aims, goals and financial resources.

7.      To support the school management committee for identifying resources materials and implementing them.

8.      To conduct different awareness program, training, seminar and workshop for ensuring quality education.

To update the record of educated manpower in the VDC.

Unit V. Shaping and Reshaping Educational Development in Nepal

The history of all higher to existing human civilization is the history of education and learning. The history of education can necessarily be traced out with the history of human civilization. Human civilization does not go ahead without education. It is obviously learning that makes human being take a long and glorious journey from the Stone Age to the present computerized-digital world.

 The development of science and technology and explosion of knowledge that has begun from 18th century lead the history of education to new dimension. Now, education goes on developing by sweeping away the obstacles and hindrances on the way to its never ending destination.

 Based on the nature of educational development, the history of education in Nepal can be classified into the following three periods:

5.1  Pre-democratic period (before 2007 B.S.)

This period extends from the ancient age to 2007 BS when Nepal witnessed a political change. This is the period from ancient age to the establishment of Democracy in Nepal for the first time. This period extends from the ancient period where there was no formal type of education to the period when formal educational system has taken place. In fact, educational history of pre-democracy period can be divided into the following phases for convenience:

i.                    Period of Indigenous Education

                        Indigenous Period of Education extends from Ancient Age to 1825 BS. It is the period before establishment of modern Nepal i.e. before the period of Prithivi Naryan Shaha. Since there was not any form of foreign influence in education, it is called indigenous period of education. In fact, during that period education was based on local religion, rituals, customs, languages, culture and contemporary social needs and aspirations. Actually, indigenous period can also be divided into Ancient Vedic or Sanskrit Education, Buddist, Lichhivi Period, Malla Period.

Ancient Vedic or Sanskrit Education

                        In this period family and the society took the place of educatioal institutions in Nepali society. Mothers taught the necessary household tasks to daughters so did fathers to sons. After that different religious institutions started functioning in the field of education. Hindu religion promoted Hindu religious scriptures like Veda, Upanishad, Puran, Astrology, Geeta etc. Sanskrit language was the means for the education and education was a part of religion. That is why the curriculum was found to be based on the religion. Vedic Educational system had a variety of educational system Gurukul, Rishikul, Devkul, Rajkl, Pitrikul. Among them Gurukul was important.

Buddhist System of Education

                        Buddhist System of Education is based on the doctrin of Gautam Buddha.The foundation of Buddhist education is Buddhist scripture "Tripitak". and the medium of education was 'Pali' language. The religious teachers ''Upajya', 'Lama' or 'Monk' teach in Buddhist Monastry through lecturing, discussing and question-answer method.When a child reaches at the age of eight, his education will start by being monk, saving their head and wearing yellow dress which is a symbol of adopting Buddhist doctrine spiritually and physically. Buddhism emphasizes complete abstention from physical pleasure assuing the hedinism leads to greater pain . Buddhist system of education remains today also in practive in Buddhoist monastery. Buddhism prescribes to adopt eight fold paths to achieve Nirvana such as right view, right conduct, right speech, right actin, right livehood, right effort, right memory and right contemplation.

Education System of Lichhivi Period

                        It was fourth century when Lichhavi dynasty ruled in Kathmandu valley (Nepal). The written record of Nepali history begins from Lichhavi regin in Nepal. During the period, art, culture and education got high momentum. Actually during 4th crntury, Veda, Astrology, Literature, Phlosophy, Nyaya, Karmakanda, etc. got remarkable impetus.

Education System of Malla Period

                        After Lichhavi reigh, Malla was flurished in Nepal from 12th or 13th century. At thhat time, Samslrot ;amgiage was dp,omamt/ Edication was not for ordinary people but for Brahmans and Buddhist monks. Malla kings of Bhaktapur wrote different plays in mix languages. In Malla period handicrafts and other vocational subjects were found to be developed in education system. In fourteenth centuury King Jayasthiti Malla classified different castes in terms of work they do. At that time Kathmandu valley was named as Nepal. Out of Kathmandu valley education got developed in Karnali and Gandaki region, Gorkhaa, Palpa etc.

ii.                  Educational Negligence Period

Educational historians take Educational Negligence period from the rign of Prithivi Naryan Shaha to the rise of Jang Bahadur Rana. The kings who ruled Nepal after Prithivi Naryan Shaha remained aloof to education. Prithivi Naryan Shaha had concerned more with developing the boarder of the country he could not give enough impetus to the educational development and however he had managed education to the orphans of his security personnel. He had send scholar to foreign countries to get education related to the development of unifying process of Nepal. At this time westerns were witnessing industrial revolution and scientific development; Nepali rulers had spent their whole mind, money and matters to their own sake. Therefore this period is called Educational Negligence Period.

5.2  Transition period (2007 B.S. to 2027 B.S.)

5.3  Reform period (2028 to 2046 B.S.)

5.4  Democratic reform period (2046 B.S. onwards)