The Failure of Education in Nepal
THE FAILURE OF EDUCATION SYSTEM IN NEPAL
Tara Prasad Bhusal
Lecturer of Economics
Patan Multiple Campus, Tribhuvan University ,Nepal
Although, we have experienced more than three decades of New Education System, education in Nepal has failed. We are not adequately preparing our students for professional and technical positions and are thus losing the technology race. We are not inspiring our students to think critically: to read, to study. Thus we are losing the intellectual fight as well. Ultimately, the problem is that education is viewed in Nepal as a degraded activity, completely alienated from more rewarding, productive activities and from more enjoyable, leisure pursuits. Thus education is neither rewarding nor stimulating, for the student or the teacher. It is, in fact, a necessary evil—drudgery, like housework.
The problem is not simply a matter of systems integration or role conflict. The problem is inherent in the nature of modern capitalism, which demands and rewards productive labor while relegating reproductive and leisure activities to the individual's "free" time. As industry becomes increasingly alienated from family, family members experience the alienation of productive and reproductive labor, on the one hand, and labor and leisure, on the other. As education becomes increasingly alienated from family; the child experiences school as alienation from leisure, in childhood, and from labor, in adulthood. In the process, education becomes degraded. Once the individual has completed school, education (in fact, learning and thinking) have become totally divorced from productive labor and degraded as unrewarding and un-stimulating. Thus educated adults do not want to become teachers and adults, more generally, do not want to read, write, or think. Thus intellectual activity is abandoned and degraded. Thus we can not or will not read or think.
The failure ofNepalese education is rooted in the development of open and free economy and
Tara Prasad Bhusal
Lecturer of Economics
Patan Multiple Campus, Tribhuvan University ,Nepal
Although, we have experienced more than three decades of New Education System, education in Nepal has failed. We are not adequately preparing our students for professional and technical positions and are thus losing the technology race. We are not inspiring our students to think critically: to read, to study. Thus we are losing the intellectual fight as well. Ultimately, the problem is that education is viewed in Nepal as a degraded activity, completely alienated from more rewarding, productive activities and from more enjoyable, leisure pursuits. Thus education is neither rewarding nor stimulating, for the student or the teacher. It is, in fact, a necessary evil—drudgery, like housework.
The problem is not simply a matter of systems integration or role conflict. The problem is inherent in the nature of modern capitalism, which demands and rewards productive labor while relegating reproductive and leisure activities to the individual's "free" time. As industry becomes increasingly alienated from family, family members experience the alienation of productive and reproductive labor, on the one hand, and labor and leisure, on the other. As education becomes increasingly alienated from family; the child experiences school as alienation from leisure, in childhood, and from labor, in adulthood. In the process, education becomes degraded. Once the individual has completed school, education (in fact, learning and thinking) have become totally divorced from productive labor and degraded as unrewarding and un-stimulating. Thus educated adults do not want to become teachers and adults, more generally, do not want to read, write, or think. Thus intellectual activity is abandoned and degraded. Thus we can not or will not read or think.
The failure ofNepalese education is rooted in the development of open and free economy and