Shantiram

dahal
[EDUCATION IN NEPAL]
Janta Multiple campus
 Prepared by:

Shantiram Dahal
Unit Seven

Education in Nepal
1. Education development in Nepal with reference to pre democratic period
2. Education development in post democratic period
3. Development of education in development period ( 2027 to until now)

Pre democratic periods

Although formal schooling in Nepal has a history of only about hundred and fifty years, education has long history of development. It is
believed that Nepal has glorious history of education because it was believed as ‘Tapo bhoomi’ for ancient Hindu priests. Education system
was totally home-based. Traditionally, education system of Nepal was guided by Hindu culture. This period extend from beginning from
Nepalese history up to 2027.

The first modern school was established with the rise of Rana period when first Rana Prime minister Janga Bahadur Rana established first
school named as Darvar School in 1910 B.S. Education of pre democratic period is divided into four categories. In this period education
cannot developed significantly. There was high discrimination in educational opportunities. Only upper class children were given educational
access. Education of this period can be classified into the following three categories.

A. Period of indigenous education

B. Period of educational negligence
C. Opposition period

Period of indigenous education:

the education system before the unification of Nepal is known as indigenous. This system was basically based on life situation, religion and
vocational in nature. This educational system also classified into following five categories:

a. Ancient period education

b. Sanskrit education
c. Lichhavi education
d. Malla education
e. Buddhist education

Ancient Period Education System:

Education of formal education in Nepal is not so long. But educational history of Nepal is very long. Education of this period was guided by
religion. In ancient period Nepal was taken very appropriate place for getting education because it was very beautiful and cool place for
meditation. The ancient education system of Nepal was guided by Hindu culture. In its beginning, education system was bided on home
system. Slowly it was transferred into Gurukul .In these system learners had to go guru’s residence to get education. From Gurukul, student
learnt only religious knowledge and moral values within the age of 8-25.Similarly there existed dev kul, Rishikul, education system .They
offered different types of education.

1. Petri kul: this education was most ancient form of education. It was totally based on home and family. Individuals learnt basic life
skills from their father and mother. Father’s were responsible for to transmit traditional skills related to hunting and gathering.
Where mothers were responsible to transmit skills related to caring of child, preserving and storing food etc.
2. Devkul: this type of educational system was totally based religion and offered idealistic education. The goal of education was to get
salivation and provide method of making god happy. Religious places were taken as best place for providing education
3. Rishi kul education: this system also totally religious in nature, students had to go to Rishes resistance and religious education was
given to them. This was very much similar to guru kul system, moral and religious education was offered to students,
4. Guru kul: this was another form of education in which students had to go gurus resistance. This is totally based on Hindu religion
and culture. Guru afforded religious and vocational education for students according to cast and race.
5. Rajkul: this was another education system of ancient Nepal. Especially such type of education was given to the child of royal family.
Law, ethics, fighting wee major subject area of study.

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Sanskrit Education

This education was based on Beda. Knowledge related to Hindu culture, tradition, and believes were given to students. Hindu philosophy,
astrology literature, puran, grammar etc were major study area. Guru, puhorit and Pandit were responsible for teaching, the education
system was teacher dominated and based on drill and lecture method. In modern times Ranodip Singh established Ranipokhari Sanskrit
School in 1934 B.S.

Education in Lichhabi Period

The written history of modern Nepal has started from Lichhabi period. This period is considered and golden period of Nepalese history. King
Anshubarma and Narendra Dev were well-known during this time. Art, craft, culture and education was well developed in this time. Main
stream education was given in Sanskrit language. Religious places such as temples, monasteries, stupa, and trust were places for providing
education. Educational administration in lichhabi period was controlled by Agrahar. It was also taken as center of education.

Education in Malla period

Formal education was not publically opened and centered towards the royal palace. Culture and arts were well developed but institutional
efforts were not made in the field of education. Temples, monasteries, stupa and trusts offered religious education which was similar to
Lichhabi educational system. Education was compulsory for Brahimn and Buddhacharya of monastery.

Baise and Chaubise Period

Education system of baise and chaubise period was also based on religion and Hindu culture. Medium of education was Sanskrit. Bedha,
jotise, hindu philosophy grammar were major study subjects in this period. Doti Jumla, Gorkha, Thnahu, Parbat, Dingla were famous place for
education. Sanskrit education was given high emphasis in baise and chaubese period.

Buddhist Educational System:

Buddhaiest education system was totally based on Buddhist philosophy. Gumba, Buddha, bihar were place of education. Medium of
instruction was prakrit and pali language. Students from various countries from Asia had come to receive Buddhist education. Main features
of Buddhist education are as follows:

1. Totally based on Buddhist philosophy Tripitak.

2. Religious places were centre of education
3. Buddhist religious leaders (Bhikshu) were teacher to provide education.
4. Buddhist literature, philosophy, Tripitak, Jatak was of study.
5. Eight fold path Is right path
a. Right view
b. Right conduct
c. Right speech
d. Right action
e. Right livelihood
f. Right effort
g. Right memory
h. Right contemplation (;t\ ;dflw_

Period of Education Negligence

Shaha period: Prithvinarayan Shaha unified Nepal including baise and chaubise states. He attracted Kathmandu valley and get victory over it.
Even though there was high probability of becoming freedom through revolution. So the major concern of state was security of state. Total
state force was centered to the preservation and promotion of national unity. Scholarships were offered for military education and orphans
children of military. At this period the state couldn’t give more attention to the development of education.
Due to the conflict of royal family Kot massacre occurred in 1903. Planner and leader of that massacre was Janga Bahadur Rana. The Rana
rule started from the date of Kot massacre occurred date and ruled over one century.

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Period of educational opposition

This is the period of Rana rule in Nepal. It begun with the rise of Janga Bahadur Rana as prime minister and ended by the democratic
revolution in 2007 B.S. this period is known as opposition period in education because common people had very limited access tin education.
They restricted educational facilities in many ways. They dint not allowed to establish educational institutions even the library. Although
Darbar school the first school in the history on Nepal was established at this period. The Tri-chandra collage the first collage of Nepal was also
came into existence at the Rana period. However benefits of education were limited only to upper class and royal family. Some educational
change occurred in rana period are as follows:

 J.B Rana established first English primary school in Thapathali palace on 27 Ashwin 1910 B.S.,
 J.B Rana was very impressed by development of British education and he started to provide English education only for Rana family.
Once upon a time he stated that don’t concern about others but teach our sons English education.
 There was no any manpower for teaching English and he brought supervisor and principal from Britain.
 Department of education was established in 1915.The first education director was Babar Samser Rana.
 Dhir Samsher made flexible criteria to get entrance in durbar high school from1932.
 Bala Guru Sadananda established Sanskrit school in1932 at Dingla Bhojpur.
 In 1934 B.S. Ranodip Singh established Ranipokhari Sanskrit School.
 In 1942 durbar high school was publicly opened.
 In 1947 Bir library was estabilished by bir samasher jabara.
 Liberal Rana Prime Minister Dev Samasher estsblished Bhasa Pathsala to provide education for general public.
 In 1958 Jay Prithivi Bahadur Singh published a book named Akshyaranka shikshys.
 In1962 shrestaa pathsala was established for the preparation of civil worker by Chandra Smasher jabara.
 Gorkha bhasa prakashini samiti established in1969 B.S.
 In1972 Chandra middle school was established in siraha district beyond the Kathmandu valley.
 Trichandra College was established in 1975B.S.as a 1st college in the history of nepalese education.
 Krishna Prasad koirala established Adarsha school Biratnagar in1986.
 Juddha Samsher Rana established 1st agricultural school in 1889B.S.
 SLC board was formed in 1990B.S.
 In 2004 B.S. Padma Samsher established Basic school for teacher training.
 In 1996 educational law was published to maintain uniformity in schools.
 Padma Kanya School was established in 2004B.S.

Period of expansion and development of education (from 2007 up to now)

After the end of Rana rule the modern era was begun in Nepal. Right after the established of democracy educational institutions begun to
spread all over the Nepal. But there was no any specific plan for educational development. For the purpose of developing education system
according to new democratic situation, national education board was established in the chairmanship of Sardar Rudra Raj Pandey in 2009B.S.
A forty member Nepal national education planning commission was formed on the chairmanship of sardar Rudra Raj Pandey in 2010 B.S. This
commission presented its report2011.

King Mahendra terminated the elected government and democracy in 2017 B.S. Right after the coo king Kahendra appointed another
education commission named all-round national educational commission in 2018 B.S. under the chairmain ship of Bhsho Bandhu Thapa
Education minister of that time. The ambitious plan in the history of Nepalese education, National education system plan lunched in 2028
B.S.

After the completion of successful public revolution in 2046 another educational commission NEC national education commission was
appointed by government. This commission submitted its report in 2049 B.S. It suggested to new organizational structure of school level
5+3+2+2+3+2. Another educational commission named HLNEP (higher level national educational plan) appointed and submitted its report in
2055 B.S. In this way Nepalese education jumped long distance short period.

The major developments in the field of education after 2007 B.S. has presented as follows:

 In 2007 B.S. There were 310 primary schools, 27 secondary schools and 2 collages (Chadra Sanskrit and one Sanskrit collage)
 In 2007 B.S. Literacy rate of Nepal was 2 percentages.
 In 2009 chaitra 9 education board was established under the chairmanship of Mr Rudra Raj Pandey.
 Nepal national educational planning commission was formed under the chairmanship of Mr Rudra Raj Pandey in 2010 B.S. with 46
mamber. It submitted its report in 2011. The name of report was “Education in Nepal”

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 Nepal became the member of UNESCO in 2010 B.S.
 Education act was published; country was divided into seven educational administrative division and division inspector of school
office established in 2010.
 National teacher training center was established in 2011 B.S.
 Collage of education was established in 2013 B.S.
 Mobile teacher training programmes were conducted in Nepal at 2013 B.S.
 The total no of collage were 18 until 2014 B.S.
 Collage of education was established in kirtipur at 2013 B.S.
 Educational administration was divided into 28 districts in 2015.
 National vocational training centre was opened at sanothimi in 2016 B.S.
 Tribhuvan University was established in 2016 B.S.
 All round national education commission was formed under the chairmanship of minister ofeducation biswo bandhu thapa in
2018 Baishak 25. The chairman of the commission was Bishwo Bandhu Thapa. It summated its report in the sane year.
 14 zone education office and 75 district educational offices were established in 2018 B.S.
 The structure of school was preferred as 5+6+….
 The draft of educational act was published in 2019 B.S.
 Secondary teacher organization was established in 2019 B.S.
 UNESCO commission under the chairmanship of Pro Huge B. wood formed in 2019 B.S.
 King Mahendra opened compulsory primary education in 2020 from Jhapa.
 Negotiation between Nepal government and USAID to establish Science teaching enrichment program (STEP) in 2023 B.S.
 Deaf school was established in 2023 B.S. at Bal Mandir Nakshal.
 CTEVT established in 2024 Jestha 29 at Sano thimi Bhaktapur.
 Education development center was established in 2024 B.S.
 Blind and Handicap organization (Andha Apanga organization) was established in 2026 B.S.
 Equal access of woman to education progamme was started from Pokhara in 2027 B.S.
 Provision of teacher license was begun in 2023 and ended in 2028 B.S.
 Nepal’s most ambitious educational plan NEP was launched in 2028 B.S.
 Educational law was launched in 2028 B.S.
 Primary education was made free in 2031 falgun 11.
 Started to celebrate education day from 2031 B.S.
 Radio education project was started from 2035.
 Teacher training program was started delivery from radio Nepal from 2037 B.S.
 Private sector was given permission to open collages at private sector in 2037 B.S.
 Set education was launched in 2038 B.S.
 Royal Higher education commission was submitted its report IN 2040 B.S.
 Pasic education project was launched in 2042 and changed into basic primary education project in 2049B.S.
 In 2043 B.S. Mahendra Sanskrit University was established as second university in Nepal
 Higher secondary board was established on 12 falghun 2046 B.S.
 In 2047 B.S. Science education project was lunched and changed into secondary education project in 2050 B.S.
 In 2049 B.S. National education commission submitted its report.
 National center for educational development was established on 1st srawan, 2050 B.S.
 University grand commission was established on 7th mangshir 2050B.S.
 Higher level national education commission submitted 2055 B.S.
 Department of education was established on 9th jestha 2056 B.S.
 Teacher service commission was established on 25th magh 2058 B.S.
 Education For All program was launched in 2061 B.S.
 National curriculum framework was issued on magh 25th 2063 B.S.
 Concept paper of school sector program accepted on 2063.

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 Unit Eight

Major Recommendation and Plans

NATIONAL EDUCATIONAL PLANNING COMMISSION (2011 B.S.)

Before 2007 B.S., educational development in Nepal was very backward position. Two percent of total population only literate. Very little
number of educational institutions was established and common people had no access in education. Educational opportunities were very
much restricted to them. Right after the establishment of democracy educational access was highly increased to the general public. All
restrictions get free. Number of educational institutions opened all over the country. Institutional development also started in education.
Organizational efforts also started form state. At the same time Nepal national educational planning commission 2011 formed. The forty six
member commission was appointed by government under the chairmanship of Sarder Rudra Raj Pandey on 9 chaitra 2010 B.S. to suggest
for the policy of education in Nepal. Professor Huge B. wood was the advisor of this commission and Trailokya Nath Upreti was the
secretary of this commission. Commission submitted its report on 16 th falghun, 2011. This report was entitled as ‘education in Nepal’

The major recommendations are as follows:

1. A research department should be established in ministry of education to carry out research activities.
2. Education should be available for all people in the country.
3. Education must be of national character, national schooling system and national curriculum should be developed.
4. Educational administration should be reorganized and supervision and administration decentralized.
5. National educational material center should be established, it should be responsible for preparing books and educational materials.
6. Teacher training collage should be established up to 2013 B.S.
7. The national university should be established immediately.
8. The commission recommended for the development and adaptation of a five year curriculum for primary level including social
study, science and health, language, mathematics, fine arts and skill education.
9. A multipurpose school should be established in every district of the country within five year.
10. Suggested to set program and plan for adult literacy.
11. This commission recommended for provision of a taxation system for managing the expenses on education by government.
12. Structures of education must be as follows:
a. Primary, compulsory and free: grade 1 to 5
b. Secondary level, divided in to general and multipurpose education: grade 6 to 10
c. Higher education of 2 to 7 years.
13. Community library should be opened. Emphasis must give to improve the relationship between school and community.

All Round National Education Commission (ARNEC) 2018

King Mangendra appointed Biahow Bandhu Thapa as chairman of All Round National Educational Commission after the successful coo of
democracy in 1 paush 2017 B.S. This commission recommended for Sanskrit education, teacher training and educational administration. The
major recommendations of this commission were as follows:

1. THERE SHOULD BE SINGLE EDUCATION SYSTEM through the country.

2. There should be single medium of instruction.
3. Education should be made useful for country, society and individual
4. Primary education should be free and compulsory.
5. Special attention should be given to vocational and technical education.
6. Special encouragement should be given to Sanskrit education. It should be free
7. Every faction of society should be literate. People should be provided educational needed for life and society education.
8. All the educational institutions and educational degree should be according to the culture of nation
9. The higher education must strengthened
10. Teacher training system must be wider and organized.
11. Higher education must be strengthened.
12. It recommended for the use of modern teaching techniques in the classroom.
13. It recommended for teacher student ratio as 1: 25 to 40.
14. This commission recommended for 6 years secondary level.

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National Education System Plan 2028 (NESP)

It is one of the largest and most ambitious plans in the field of education in Nepal. It brought total change in the field of educational system
of Nepal. It had begun a new education system. This plan was declared on 5 baishak 2028 B.S. and its act was published on 3 rd karitk of that
year. in its first year it was implemented in two districts, i.e. Kaski and Chitwan. This plan was launched all over the Nepal in the year 2032
B.S.

Major recommendations are as follows:

1. National aims of education:

a. To prepare citizens who are aware to their rights and duties according to Panchyat system and active being faithful
towards nation and nationality, able to protect sovereignty, crown and freedom.
b. To prepare capable worker who can develop, preserve and propagate need knowledge, science, technical ability and skill
for economic development of the country needed in very field of activities.
c. To develop the following skills in each person
i. Moral character
ii. Habit of hard labor
iii. Self reliance (:jfanDjL)
iv. Creative attitude
v. Scientific reasoning ability
vi. Habit of respecting others feelings and ideas
vii. Aesthetic attitude
viii. Global brotherhood
ix. Ability to develop, preserve and spread national language, culture and arts.
2. Structure of education: 3+4+3+2+2+2 (primary, lower secondary, secondary level, PCL, Bachelor level, Master level)
3. Secondary education was classified in to three types: general, Vocational and Sanskrit
4. Adult education classified in to two types: literacy and functional literacy
5. It formed institutes in university level, adopted semester system, entrance examination for admission and back paper examination.
6. It recommended establishing “National education committee” to prepare national policy.
7. It established curriculum development center.
8. It improved the terms and conditions of teachers job and also provided them job security.
9. It improved the school supervision system.
10. It established regional education directorate in all regions.
11. It also made provision of scholarships and educational loan for poor and intelligent students.

Royal Higher Education Commission (RHEC) 2040 B.S.

Higher education is a very important for the development of human resources. Various planning commissions were formed in different time.
A lot of changes were brought in higher education after the implementation of NESP 2028. This plan was discounted because of midterm
assessment of 2037 B.S. There was an urgency of evaluating the impact of this plan on the higher education in Nepal. King Birendra formed a
fine member commission in 2040 B.S. under the chairmanship of Ranadhir Subba to recommend the policy for higher education in Nepal.

The major recommended of this commission are as follows

1. This commission recommended the aim of higher education. According to this commission the aim of higher education was to turn
students as searchers of knowledge having an ability of critical thinking development of them as responsibility of cultural citizen
and civilization. It was also aimed to turn them as an aware citizen of the modern world.
2. It recommended for the development of quality of higher education and development of academic excellence in leading campuses.
3. It recommended for improvement of quality if technical education at higher level.
4. It recommended for awarding leading department as the center of excellence.
5. It recommended for development of Kirtipur campus as the center for postgraduate studies and research.
6. It suggested for admission in technical institutes based on entrance in admission and based on meritocracy in campuses
recommended as center of excellence and model campus.
7. It advocated for special endeavors for the development of quality of teachers of higher education.
8. It recommended for maintaining teacher student ratio in higher education.
9. It recommended for establishment of an examination committee to look after the policy matters of examination at higher level.
10. It suggested Nepali as medium of instruction.
11. It recommended establishing a faculty board in institutes and faculties.
12. It also recommended establishing Sanskrit university.
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 13. It suggested for provision of teacher exchange and appointment of teacher as advisors in different area.
14. It suggested for provisions of free education for two offspring’s of teacher and allowance for purchasing of book.
15. It suggested 20% internal and 80% external evaluation system in higher level.
16. It suggested establishing “campus development committee” in each campus to encourage people participation in campuses.

National Education Commission (NEC) 2049

There was need of re-evaluating national education policy after the successful revolution of 2046 B.S. and restoration of democracy in Nepal.
Realizing this fact the government of Nepal appointed kesher Jung Raimajhi as chair person of national education commission on 14 th falgun
2047 B.S. But this commission could not complete its wrok in time, therefore, this commission reformed in the chairmanship of education
minister Govinda Raj Joshi. This commission submitted its report on 5 th jestha 2049.

Major recommendation of national education commission:

National aims of education

1. This commission had given following recommendations related objective of education its structure and policy. The
recommendations were:
a. National aims of education
i. Education should assist to bring out inherent potentialities and possibilities in the personality development of an individual.
ii. Education should assist development of healthy social life by enhancing universal human values along with strengthening
national and social beliefs.
iii. Education should strengthen social unity by assisting the social development of people.
iv. Education should assist people for well adjusted life in the modern age keeping own identification in national and international
context.
v. Education should develop human resource for nation building by assisting the modernization of society.
vi. Education should assist in conservation and proper utilization of natural environment and national heritage.
vii. Education should assist the inclusion of underprivileged people of society in the mainstream of society.
b. Structure of education
i. Primary education: one year before primary education
ii. Primary level: grade one to five
iii. Lower secondary education: grade 6 to 8.
iv. Secondary education: grade 9 to 10.
v. Higher secondary level: grade 11 and 12.
vi. Higher education: 3 years bachelor level, 2 year master degree level, M. Phil and Ph.D.

c. National policy of education: This commission has recommended for the following nation policy of education:
i. Primary education should be universalized.
ii. Curriculum must be reorganized from lower to higher lever
iii. Primary education should be given in mother tongue. Nepal should be the official language of the county and language of
higher education.
iv. Priority should be given to English in national and international context.
v. Technical schools should be established in all regions of the county.
vi. Environment education should be included in curriculum. Agriculture education should be included from lower level of
curriculum and technical and vocational education should be expanded
vii. Arrangements should be made for providing education to women, disable disadvantaged to bring them in nation mainstream.
viii. Education structure should be re-organized. Definition of literacy should be determined.
ix. Provision should be made for entrance examination for improving the quality of education. Teacher’s right should be
protected. University Grant Commission should be established and national investment in education should be increased.
2. This commission recommended Grande 1 to 3 as basic level, recommended for primary education in mother tongue and one
female teacher in each primary school.
3. It recommended for abolishment of certificate level from T.U.
4. It recommended for three-year bachelor degree, need of M Phil. As a prerequisite for Ph.D. and establishment of an open
university.
5. It recommended for the transfer of technical certificate level education from T.U. and establishment of a Technical University.
6. It recommended for preservation of Sanskrit education and its expansion up to international level.
7. It classified teacher education of two types: teacher education from pcl to higher level and teacher training.
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 8. It also recommended for special education based on development of self reliance among handicaps.
9. It recommended for three level of non-formal education: Basic (literacy), middle (post literacy) and high (self-study). It
recommended that non-formal education should provide a chance of re-enrollment in formal education.
10. It recommended for allocation of 15% nation budget in education and encouraging public participation in education.
11. It has also recommended for one year preprimary level, diving schools in profit making and no making, autonomy of curriculum
development center etc.

Higher Level National Education Commission 2055 BS

Higher level national education commission is another commission after the re-storation of democracy in Nepal. The first communist
prime minister of Nepal Manamohan Adhikari appointed Devi Prasad Ojha as the chairperson of the commission on 12 Baisak 2054 B.S.
there were all together 19 member in this commission. This commission was formed to analyze educational policy, program and
organizations of that time to strengthen the education system with the purpose of production of elf-reliant, skills of human resource
needed for national development. It was re-formed under the chairmanship of education minister Kul Bahadur Gurung on 16 Baishak
2055.

This commission recommended for the following objectives and policies:-

a. Objectives of education
1. Education must develop skilled human resource in the fields of knowledge, science and technology for the all-round
development the country.
2. Education should promote national integration.
3. Education should promote moral character for multi-dimensional development of individual and it should protect
human values.
4. Education should develop inherent capacities and personality among every individual.
5. It should preserve and promote national language, languages of nation, culture, literature, beauty and international
feelings.
6. Education should preserve and promote natural resources and environment.
7. Education should prepare capable citizens according to international standards in the field of knowledge, science
and technology.
8. It should promote the faith towards labor, sense of service and socialization among students.
9. It should promote democratic values, beliefs and human rights as a culture
b. Policies
I. Preprimary education should be of one year duration. Primary education should be compulsory, secondary education
should be available to all free.
II. Technical and vocational education should be qualitative, higher education should be decentralized, multi-universities
and Open University should be established.
III. Emphasis should be given on female education. At least one female teacher should be appointed at all schooling;
priorities should be given for female teachers.
IV. Special education should be promoted.
V. Libraries should be strengthened and facilities for extracurricular activities should be increased.
VI. Education should be relevant to the society.
VII. This commission suggested for formation of “National Education council”.
VIII. Teacher service commission should be formed.
IX. The budget for education should be 17% of national budget.
X. Nepali has been accepted as state language and emphasize on the promotion of other national languages.
XI. The capability of educational leadership should be enhanced.
c. This commission suggested level wise objectives in each level.
d. It recommended that schools should be motivated for social service,
e. It recommended for the improvement in the status of higher secondary level school.
f. This commission recommended for different levels of technical and vocational training such as basic, lower, middle and higher levels.
g. It classified higher education as general and technical.
h. It recommended for research in the field of Sanskrit education.
i. It had classified the affiliated campuses into two categories of public and private.
j. It has recommended for quality improvement of special education and suggested for an inclusive program for this purpose.
k. It recommended for increasing access of disadvantaged group.
l. This commission has recommended for decentralization of examination system, implementation of semester system and preparation of
operational calendar.

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 Unit –Ix
LOCAL AND DISTRICT LEVEL PLAN

 SIP ( SCHOOL IMPROVEMENT PLAN)

 VEP(VILLAGE EDUCATIONAL PLAN)
 DEP(DISRICT EDUCATIONAL PLAN)
 SECONDARY EDUCATIONSUPPORT PROGRAMME

What is planning?

Plan is a roadmap to conduct a program in systematic way. It consists of what when, how the program is conducted what may be the outcome
of programs and challenges of it. Every plan includes systematic utilization of human resources and physical resources.

Some definitions of planning

Planning as an organized, conscious and continual attempt to select the best available alternatives to achieve specific goals.
Albert Wateron

“Planning is the conscious process of selecting and developing best course of action to accomplish an objective”.

Marry C. Niles

Planning in its simplest form can be defined as organized rational thought that is useful in determination of national objectives.

What is educational plan?

Plan is very important for individual, social and national development. Education is the backbone for all-round development of any country.
Education is only the fundamental factor and indicator of development. Educational plan determines the present status and identifies the future
needs on the basis of analysis and interpretation of data.

According to coomB.S. “education panning, in its broadcast senses, is the application of a rational, systematic analysis to the process of
educational development with the aim of making education more effective and efficient in responding to the needs and goals of its students and
society.”

Y. Door. “Educational plan is a set of decision for action in future in the field of education development.”

Planning in its simplest form can be defined as organized rational thought that is helpful in the determination of the national objectives.

Objectives of educational plans

1. To make socially able citizen by developing their physical, mental and economical aspects.
2. Development of social prosperity and progress through increasing productivity of individual.
3. To improve the existing tradition and culture of nation.
4. To improve economic status of individual and nation.

School improvement plan (SIP)

School improvement plan is relatively new planning system. It is an institutional plan developed by the school management
committee. In other word, the plan developed by school on the active participation of all stakeholders, teacher, students, parents,
social institutions and other concerned people. For this all stakeholders come together and make extensive plan for all- round
development of school.

SIP is a strategy to address need and demand of changing society, this plan is useful to the all-round development of
school and attainment of high level learning outcome. It helps to develop internal efficiency of school and reduce the educational
destruction. It is also useful to identify internal weakness and improve them.

Objectives of School Improvement Plan

1. To develop efficiency for planning. Implementation and monitoring school at local level.
2. To make active and developing sense of belongingness to school for local stakeholders

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 3. Search for means and resource and proper utilization of them
4. Conducting school programs on the basis of systemic and planned way.
5. To develop the sense of community people school is belongs to their.
6. Achieving maximum benefit from school.
7. To make responsible and transparent school administration.

Characteristics of School Improvement Plan

1. Clear vision:- clear vision about destination of school

2. Clear and behavioural objectives
3. Sound plan and strategies
4. School management and resource mobilization
5. Managing active learning
6. Active participation of stakeholders in every aspect of school.

Steps of constructing SIP

1. Need identification through survey.

2. Analysis the cause of problem and identification of solution to a problem
3. Prioritization of needs
4. Identification of resources and analyzing them
5. Determining long-term and short-term objectives
6. Determination of program and identification of rational
7. Determination of periodic goals/ manual goals and formation of educational index
8. Budgeting and searching resources for implementation
9. Evaluation of plan
10. Weakness correction of the program

The framework of SIP

Description of school and community

1. School location: where? When established? Village? District? ……………..etc

2. Identification of catchment area
3. Community related school catchment area: following points should be taken in consideration while determining this/
a. Household survey
b. Community structure
c. Cast, religion structure of society
d. Profession
e. Socioeconomic status
f. Lifestyle
g. Social mapping
h. Resources
i. Role and contribution of school in different organization
4. Exchange and co-ordination of school
a. Brief history of school
b. Description of students
c. Enrollment, dropout and passed out students
d. Average achievement and subject wise achievement
e. Description of teacher
f. Physical status and educational materials
g. Revenue and expenditure
5. Problems and issues related to school
a. Regularities of students and teacher
b. Attendance of students and teachers
c. Determination of priority

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 d. Identification and analyze the resources
e. Clear vision

Desired result \ intended outcome of school Improvement plan

 Regularity of student and teacher in school

 Proper utilization of time schedule
 Provision of separate toilet for boys and girls
 Provision of fresh drinking water
 Playground
 Efficient management
 Transference in income and expenditure
 Supervision and expenditure
 Supervision and maintaining time to time
 Educational tour
 Good result

Village Educational Plan (VEP)

Education is major indicator of development. It helps to development of appropriate human resources. Village educational
committee is responsible for preparation of village educational plan. This committee makes plans on the basis of SIP. According
to the 7th revision of educational law 2059 village committee is formed on the chairmanship of chairman of VDC which is
responsible to make plan on the basis of educational status, social needs, available resources and priorities. The VEP plan is
legal while it is approved by village development council. Likewise municipality also has to make educational plans and that
should be approved through municipality council.

Formation of (VEP)

 One member from the chairperson of SMC .

 Three social workers and educational leader including one woman.
 School supervisor from that area
 Member of district development committee of that area.
 The senior head teacher of VDC is general secretary.

Duties and Responsibilities of Village Educational Plan

 To encourage children to enroll in primary level.

 To update data of primary school age children on the basis of age, cast , or religion.
 To get updated the records of educational planning and providing suggestions for concerned on the basis of supervision.
 Supporting the school management committee for identifying resources, materials and implementing them.
 Managing appropriate provision for the children of poverty line people.
 To support school management committee and manage appropriate environment for supervision.
 Conducting awareness program, Training, seminar and workshop for quality improvement.
 To prepare appropriate environment for teaching.
 Updating the record educated manpower.
 Providing rewards for teacher for competent performance.
 Collection and utilization of resources materials etc.
 To make school management committee update educational planning and supervise them.

District education Plan (DEP)

The central level plans are unable to meet the local need and interest. Each district may possess unique geographical,
socioeconomic, cultural and educational characteristics. Priorities and demand of societies may be different. So that DEP a is
very useful local level plan for educational development at district level. It is formed on the chairmanship of district
development committee chairperson. It makes short term and long terms for educational development of the district. And utilizes
and distributes resources and means according to the priority.

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Importance of District Educational Plan

The main purpose of district educational plan is the quality improvement of district education on the basis of its objectives
importance of district educational plan can be defined as follows

1. To identify local needs and define priorities.

2. It develops the feeling of ownership to local community about educational program
3. Develops the efficiency in local level
4. it ensures the participation of concern people in planning and implementation of education
5. Mobilization of local community in education
6. Proper utilization and mobilization of local resources and means according to need priorities and rationales
7. Avoiding external interference and ensures the quality of education
8. It promotes bottom up planning: it supports to achieve national goals.

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 Unit X

Efforts of educational movements

Lahachok educational project: -

The pace (speed) of Non Formal Education expansion in Nepal started in the mid-seventies when CERID launched an
innovative project ‘education for rural transformation’ in Lahachok VDC of Kaski District. It was the first community based
program carried out by CERID. This program was conducted as an integrated programme including health service, social
service, women and adult literacy program, construction of low cost materials for teaching, infrastructure development, and
quality improvement in education. Successful implementation of Lahachok project many community based programme ware
conducted by NGO’s and INGO’s level.
Main characteristics of Lahachok project’s are as follows:
1. School was taken as changing agent.
2. Encourage the participation of community people in development by providing education.
3. Different types of development based programs were conducted to develop awareness to the community people

SETI Educational Project: - Education is one of the major indicators of development. Lot of efforts has been made to
improve the quality of education in Nepal. SETI educational project is one of the initial efforts of international funding in the
field of education.

Since joining UNESCO in 1953, Nepal has co-operated with UNESCO in over 200 educational activities including the very
successful ‘SETI' project on Education for Rural Development. The Seti project was supported by UNESCO, UNDP and UNICEF.
Quite a number of other programmes such as the out-of-school programme, flexible schooling programme, women's literacy
programme, community learning centre, had been successfully piloted under the SETI project.

The villages of the SETI zone can only be reached on foot and are rarely visited. Inhabitants face a number of problems: food is
limited, clean water rare, hygiene minimal, health care practically unavailable and education inadequate, especially for girls.

One of the major objectives of the SETI project was to introduce a campaign approach to tackle the problem of illiteracy
through functional literacy and the provision of reading materials to make the adults aware of new ideas, skills, and knowledge
that enable them to take direct action to improve the quality of their life. 

MAJOR Objectives of SETI Educational Project are as follows

1. To extend primary education.
2. Textbook and curriculum renewal.
3. To develop educational system for quality and effective educational development.
4. Bridge the gap between community and school.
5. To manage relevant textbook for children of primary school.
6. To conduct functional adult education around the SETI zone.
7. To manage proper learning environment in primary school and improving physical facilities by toilet construction,
managing safe drinking water etc.

Project activities
1. Different activities were conducted to achieve the project objectives. Each activities had specific purposes. Various
programs conducted under the project are listed below.
2. Investment and improvement in physical facilities.
a. Building construction: on the first phase sixty school buildings in DOTI and twenty four school buildings in
Bajhang district were constructed.
b. Compound wall and play ground: 22 compound wall and 14 play ground in Doti district and 18 compound
walls and 5 play grounds were constructed in Bajhang district on the first phase.
c. Toilet and safe drinking water plant were provided for school and communities
3. School cluster system: a single school cluster sis formed combining neighboring school. Among the secondary school
one had been chosen as a resource as a resource center. Administrative and other educational activities are
conducted through the resource centre. Each school cluster system consist 6-14 schools. Such schools are called
satellite schools. The head teacher of resource center works as a resource person. The resource center performs the
following activities.
a. Supervision of satellite schools, functional adult classes and village reading center monthly.
b. Conduction of monthly meeting of satellite school teacher.
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 c. Provision of extracurricular activities for all satellite schools
d. Distribution of various materials received from the project
e. Managing loading and fooding and for participants in training and seminar
f. Working as administrative centre of project activities
4. Functional adult education; under this heading 18 development based programs were conducted, such as toilet
construction, sanitation o rural roads, farming, horticulture. Such activities were included in curriculum
5. Chelibeti (girl schools): this program had been developed only for woman. 5- 45 heterogeneous group of woman were
taught 2 hours each day. The curriculum was similar to the functional adult education.
6. Supplementary books program: different types of books were provided for children to develop reading habits and
reading skills.
7. Village reading centers: one reading center had been formed in the center of the village. different reading materials
and supplementary materials were provided by SETI project.
8. Short term training programs: the length of short term training had been extended from 2 to 35 days. The resource
center is responsible for managing lodging and fooding for each participants
9. Long term training: 10 month teacher training program was conducted for un trained teacher to develop the efficiency
and competency of teacher

Primary education project

One of the experiences of seti project, a new project, primary education project was implemented in six districts in 1984/85.
The districts were Jhapa, Dhanusha, Tanahu, Kaski, Dang and Surkhet. This project was launched in the financial support of
IDA and World Bank and technical support of UNICEP for the purpose of qualitative development and improvement in primary
education. A nine member board was established in the chairmanship of secretary of ministry of education to monitor this
project.
Major goals
1. To bring qualitative improvement in education in a limited cast.
2. To improve administrative and technical capability of education system.

Project objectives:
1. To establish resource center by clustering school.
2. To conduct long term and short term teacher training for primary level.
3. To bring improvement in school supervision system.
4. To develop teacher guide, instructional materials and supplementary reading materials.
5. To conduct seminars and orientation programs for teachers improvement.
6. To reconstruct school building.
7. To develop administrative and technical efficiency of educational administration and management.
8. To improve the people’s awareness and participation in the process of school and educational development

Programme
 Establishment of resource centers in project areas as a centre for satellite schools
 Appointment of resource persons in resources centers and specifying their duties and rights.
 Training for teacher, field staffs, personal of district education office, member of school management committee
 Improvement in physical facilities such as school building, building of resource centers reconstruction of old
buildings.
 Resource center extensive programs
o Health education program
o Agriculture program
o Community reading centers
o Women education.
o Development of educational materials.

Basic and Primary Education Project

The Ministry of Education and Sports (MOES) and the Department of Education (DOE) developed a concept paper for the
Nepal Education for All (EFA) Programme 2004-2009 in 2002. A draft of this paper was presented in the Basic and Primary
Education Programme (BPEP) II Joint Government-Donor Technical Review Meeting held in December 2002. Comments and
suggestions obtained from donors were incorporated and a revised concept paper was disseminated widely to central line
agencies, Regional Education Directorates (REDs), District Education Offices (DEOs), Resource Centers (RCs), District
Development Committees (DDCs), and Village Development Committees (VDCs) in January and February 2003. Consultations
with civil society and stakeholders at central, regional, district and RC levels were held on the concept paper in order to collect
suggestions and feedback from all levels. This highly participatory process in the preparation and finalization of this document

15
resulted in a consolidated concept paper that envisioned the next basic and primary education programme in line with EFA
visions and objectives.

BPEP was a project which followed PEP and was conducted between 2049 to 2056. It is also known as BPEP I. In the beginning
of 1990’s enrollment in primary level was very low. There was high dropout rate. Maximum teachers of primary level were
untrained. There was no any provision of effective supervision in order to uplift their teaching standard. Physical and
educational facilities were very limited. There was wide gap between community people and school. Parents were not
conscious about the study of their children due to illiteracy.

To make primary education accessible and to uplift its quality BPEP I project based on various experience of different
project was launched on 1992. This project was financially and technically supported by various international donor
agencies Such as UNICEF, UENDIA, JAICA and IDA. A project implementation committee was formed at central level to
look after this project. There were different units were established to carry out this project such as
 Resource center
 Primary curriculum and textbook development unit
 Primary teacher training unit
 Non-formal education unit
 Woman education unit
 Special educational unit
 Plan and program unit
 Physical planning and school mapping unit.
 Resource, supervision, follow up and assessment unit

In the first phase of this project it was lunched for five years. The project ad aimed to implement its various programs all
over the nation simultaneously.. programmes were lunched in nineteen districts within first five year. Similarly,
programmes were extended six and fifteen districts successively in the next two year. Major programme of the project
were improvement of curriculum and textbooks, conducting short term teacher training program through resource
center, effective school supervision, school construction and reestablishment etc.

Project objectives:
 To improve quality of primary education.
 To provide equal opportunity in education.
 To improve management of formal and non formal primary education.
Programmes
 Improvement in physical facilities.
o Construction of school building
o Toilet construction, compound wall building, updating classroom.
o Adding and upgrading class room
 Teacher training: basic teacher training for primary level (150 hours)
 Material construction and distribution.
 Non formal education
o School out door programmes : 8 to 14 year children
o Women education for six month.
o Adult education: basic adult education for six month and advanced adult education for three month.
o New literacy program for three month.
o New literacy based on adult education.
Basic and primary education project II
This programme was pursued to consolidate the achievement of BPEP I. To provide access to quality primary education
in a sustainable manner to all nepali children. To lunch this project the cabinet meeting held on 31 Ashad 2056 formed
primary education board having 11 members. This committee was responsible to evaluate BPEP I, coordinating donor
agencies as per the necessity, solving technical, financial and administrative problems. This project planned to establish
four technical organizations such as CDC, NCED, DEC, NFEC.

THE following donor agencies supported the BPEP II project.

IDA 27.6 millions

DANIA 25.4 millions
NORAD 23.5 millions
FINIDA 5 million
EU 20 million

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Nepal government 5 million

Main features
 Provide quality education
 Extend the programme of BPEP 2nd all over the nation.
 Working on professional development, building construction and management formation process in central and
district level for the educational development.
 Sustaining the education development program in coordination with the regular programs of education ministry.
Project goals
 To provide equal opportunity and reduce dropout rate
o Physical facilities improvement
o Alternative schooling
o Education for girls
o Education for focus group
o Special education
o early education
o community mobilization
o literacy program
 To improve learning out come
o curriculum and text book renewal
o continuous assessment
o certification training
 Institutional capacity building in national, district and community level.
o Straitening DOE.
o Strengthening DEP.
o Local capacity building
o Technical support advisory group.

Secondary education support program (SESP)

THE secondary education support program was developed b government of Nepal with the financial assistance of Asian
Development Bank and DANIDA in 2003, to provide that support and expand quality of public secondary education. The
duration of this project is 2003 to 2009. The development objective of secondary education is to expand quality of
secondary education for the needs of national development. The support of this SESP has three intermediate objectives:

 To improve quality and relevance of public secondary school.

 To improve access to public secondary schooling for girls, disables and poor and disadvantage group.
 To develop the institutional capacity and management of central and district education institutions and public
secondary schools based upon a decentralized system of planning and management.

Programmes
 Overhauling (piloting) the secondary education curriculum and ensuring that curriculum development takes
place in a national frame work covering primary and secondary level.
 Improving pre service training for secondary education teachers.
 Providing 10 month certification training to all currently unqualified teachers.
 Develop certificated management training to all secondary head teachers.

Intended outcome of this program are as follows:

1. To raise gross enrollment rates in lower secondary from 55% to 65%, and in secondary from 35% to 55% by
2007.
2. To raise the participation of girls from 40% to 50% in both lower secondary and secondary education and to
increase percentage of disadvantaged groups by 2007.
3. To raise and sustain measurable improvements in educational outcomes as evidenced by the grade 8 and SLC
examinations; and similar proportionate increases should be achieved for girls and students from traditionally
disadvantaged group.

STRATEGIES
The main purpose of SESP was to provide funding and technical assistance to achieve essential improvements in the
quality of teaching, the curriculum and learning environments. It also attempted to build capacity at the central and local
levels in Nepal to take forward these improvements in the future. To achieve intended goals high emphasis was given to
community involvement in every aspect of school activities.

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 1. Active involvement of school management committees in planning and management of the school and
monitoring of student achievement.
2. Strong and sustainable mobilization of community funds particularly for development and non salary
expenditures.

School sector reform (SSR)

On the basis of various experiences of different projects and programmers as well as al contemporary national needs
and international context the present structure of schooling system need to reform. For this a concept paper was
presented by educational structure. On the basis of this concept paper school sector reform plan was introduced for
(2009). School secter reform programme was the outcome of previous experiences, considerable social interest toward
education and international context.
This project was developed to improve the quality of education, restructuring the schooling system and make the
education competitive with global context.

The emerging context of SSR

 Need of structural adjustment of school.

 Education for all national plan of action (2001- 2015)
 1oth plan (2002- 2007) emphasized human resource development and poverty alleviation through school sector
reform.
 The NEC had recommended restructuring the current structure of education.
 EFA and secondary education support program have also encouraged Nepal government to proceed further.
 It is the continuity of EFA, and other programs.

SSR program is an effort to attain the EFA goals by 2015. The project is directed attain EFA goals by restructuring the
current educational system. In this regard class 1 to 8 is proposed as basic education and 9-12 as secondary education.
For this policy and strategy school structure, curriculum, assessment system, teacher empowerment and other
managerial aspects are included. General information of school sector reform program is presented in the table below.

Policy Features of SSR

 Early childhood development for 4 years children conducted in school and out of school.
 The entrance age in basic education is 5 years.
 Provision of basic education in mother tongue.
 Grade 12 is terminating level of secondary education.
 Secondary level should be general, vocational and technical.
 In proposed structure 1- 8 is basic education and 9- 12 is secondary education.
 Vocational education in secondary begins from grade 9 which should be three streams.
 Concept of vocational and technical school begins from grade six.
 National education board is responsible for school level examination and verification and technical board is responsible for
vocational education.
 Non formal will be provided for disadvantaged people and other illiterate people.
 Quality of education will be increased by trained teacher, relevant curriculum and textbook and managing physical facilities.
 Need and interest based delivery system will be developed and open schools, mobile schools, and non formal schools will be
formed in different places.
 Emphasis on public private partnership.
 Qualification of primary head teacher is B.Ed. and M.Ed. for secondary level.
 The policy of management transferring on community will be adopted.
 Teacher student ratio will be 1:40.

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