[EDUCATION IN NEPAL]

Unit Seven
Education in Nepal
1 Education development in Nepal with reference to pre democratic period
2Education development in post democratic period3.
3Development of education in development period (2027to 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 develop ment. It isbelieved that Nepal has glorious history of education
because it was believed as Tapo bhoomi for ancient Hindu priests. Education systemwas totally
home-based. Traditionally, education system of Nepal was guided by Hindu culture. This period extend from
beginning fromNepalese history up to 2027

The first modern school was established with the rise of Rana period when first Rana Prime
minister JangaBahadurRanaestablishedfirstschool named as Darvar School in 1910B.S. Education
of pre democratic period is divided into four categories. In this period educationcannot developed
significantly. There was high discrimination in educational opportunities. Only upper class
children were giveneducationalaccess. 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 andvocational 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 byreligion. In ancient period Nepal was taken very
appropriate place for getting education because it was very beautiful and cool place formeditation.
The ancient education system of Nepal was guided by Hindu culture. In its beginning, education
system was bided onhomesystem. Slo wly it was transferred into Gurukul .In these sy stem learners
had to go guru’s residence to get education. From Gurukul, studentlearnt only religious kno wledge
and moral values within the age of 8 -25.Similarly there existed devkul, Rishikul, education system
.Theyoffered 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 lifeskills 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 w
as to getsalivation and provide method of making god happy. Religious places were taken as
best place for providing education
3. Rishikul education
: this system also totally religious in nature, students had to go to Rishes resistance and religious
education wasgiven to them. This was very much similar to gurukul system, moral and religious education was
offered to students,
4. Gurukul:
this was another form of education in which students had to go gurus resistance. This is totally based on Hindu
religionand 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

3Sanskrit 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
educationsystem was teacher dominated and based on drill and lecture
method. In modern times Ranodip Singh established
RanipokhariSanskritSchool 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.
KingAnshubarma and NarendraDev were well-known during this time.
Art, craft, culture and education was well dev eloped in this time.
Mainstream education was given in Sanskrit language. Religious places
such as temples, monasteries, stupa, and trust were places for
providingeducation. Educational administration in lichhabi period was controlled
byAgrahar.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
institutionalefforts were not made in the field of education.
Temples, monasteries, stupa and trusts offered religious education which
was similar toLichhabi 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.
DotiJumla, Gorkha, Thnahu, Parbat, Dingla were famous place
foreducation. 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 featuresof 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

Period of Educational Negligence

Shaha period: PrithvinarayanShaha 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. Totalstate
force was centered to the preservation and promotion of national unity.
Scholarships were offered for military education and orphanschildren of
military. At this period the state couldn0t give more attention to the development
of education.Due to the conflict of royal family Kotmassacre occurred in
190
1. Planner and leader of that massacre was JangaBahadurRana. The
Ranarule started from the date of Kotmassacre occurred date and
ruled over one century.

4
Period of educational opposition
This is the period of Rana rule in Nepal. It begun with the rise of
JangaBahadurRana as prime minister and ended by the
democraticrevolution in2007B.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. AlthoughDarbar school the first school in the history on Nepal
was established at this period. The Tri-chandra collage the first collage
of Nepal was alsocame into existence at the Rana period.
However benefits of education were limited only to upper class and royal

family. Some educationalchange occurred in rana period are as follow

J.B Rana established
first English primary school in
Thapathali palace on27Ashwin 1910B.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 donot 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 1915Bs.The first education
director was Babar SamserRana.
DhirSamsher made flexible criteria to get entrance in durbar high school
from1932.
Bala Guru Sadananda established Sanskrit school in1932at
DinglaBhojpur.
In 1934 B.S. Ranodip Singh established Ranipokhari Sanskrit School.
In 1942durbar high school was publicly opened.
In 1947Bir library was estabilished by birsamasherjabara.
Liberal Rana Prime Minister DevSamasherestsblishedBhasaPathsala
to provide education for general public.
In 1958 Jay PrithiviBahadur Singh published a book named
Akshyarankashikshys.
In1962shrestaa pathsalawas established for the preparation of civil
worker by Chandra Smasher jabara.
Gorkhabhasaprakashinisamiti established in1969 B.S.

In1972Chandra middle schoolwas established in siraha district beyond the

Kathmandu valley.
Trichandra Collegewas established in 1975B.S.as a 1 stcollege in the history of
nepalese education.
Krishna Prasad koirala
establishedAdarsha school Biratnagar in1986.
JuddhaSamsherRana established 1 stagricultural schoolin 1889B.S.
SLC board was formed in 1990B.S.
In2004 B.S. Padma Samsher establishedBasic schoolfor teacher training.
In 1996 educational lawwas published to maintain uniformity in schools.
PadmaKanya Schoolwas established in2004B.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 institutio ns begun
tospread all over the Nepal. But there was no any specific plan for
educational development. For the purpose of developing
education systemaccording to new democratic situation, national
education board was established in the chairmanship of SardarRudra Raj
Pande y in2009B.S.A forty member Nepal national education planning
commission was formed on the chairmanship of sardarRudra Raj Pandey
in
2010B.S. Thiscommission presented its report2011.King Mahendra terminated
the elected government and democracy in
2017B.S. Right after the cooking Kahendra appointed anothereducation
commission named all-round national educational commission in2018
B.S. under the chairmain ship of BhshoBandhuThapaEducation minister
of that time. The ambitious plan in the history of Nepalese education,
National education system plan lunched in2028B.S.After the completion
of successful public revolution in2046 another educational commission
NEC national education commission wasappointed by government. This
commission submitted its report in
2049 B.S. It suggested to new organizational structure of school
level5+3+2+2+3+2. Another educational commission named HLNEP
(higher level national educational plan) appointedand submitted its report
in2055B.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:
In2007B.S.There were 310 primary schools, 27 secondary schools
and 2 collages (Chadra Sanskrit and one Sanskrit collage)
In2007B.S.Literacy rateof Nepal was2 percentages.
In2009 chaitra 9education boardwas established under the chairmanship
of MrRudraRaj Pandey.
Nepal national educational planning commission
was formed under the chairmanship of MrRudra Raj Pandey in
2010 B.S. with 46mamber. It submitted its report in20
11. The name of report was Education in Nepal.
Nepal became the member of UNESCO in2010B.S.
Education act was published;
country was divided into seven educational administrative division and
division inspector of schooloffice established in
2010.
National teacher training centerwas established in2011 B.S.
Collage of educationwas established in2013 B.S.
Mobile teacher training
programmes were conducted in Nepal at2013 B.S.
The total no of collage were 18 until2014 B.S.
Collage of educationwas established in kirtipur at2013 B.S.
Educational administration was divided into28 districts in2015.
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
ofeducationbiswobandhuthapa in2018 Baishak 25. The chairman of the
commission was BishwoBandhuThapa. It summated its report in the same year.14
zone education office and75district educational offices were established in2018
B.S.
The structure of school was preferred as5+6+ .
The draft of educational act was published in2019 B.S.
Secondary teacher organization was established in2019 B.S.
UNESCO commissionunder the chairmanship of Pro Huge
B.wood formed in2019 B.SKing Mahendraopened compulsory primary
education in 2020 from Jhapa.
Negotiation between Nepal government and USAID to establish Science
teaching enrichment program (STEP) in2023 B.S.
Deaf schoolwas established in2023 B.S. at BalMandirNakshal.
CTEVT established in2024 Jestha29 at Sano thimiBhaktapur.
Education development center was established in 2024 B.S.
Blind and Handicap organization (AndhaApanga organization) was
established in2026 B.S.
Equal access of woman to education progamme was started from
Pokhara in2027B.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 celebrateeducation day from 2031 B.S.
Radio education projectwas started from2035.
Teacher training program was started delivery from radio Nepal from
2037B.S.
Private sector was given permission to open collages at private sector
in2037B.S
Set education was launched in 2038 B.S.
Royal Higher education commissionwas submitted its
report IN2040B.S.
Basic education projectwas launched in2042and changed into basic
primary education project in2049B.S.
 In 2043 B.S. Mahendra Sanskrit Universitywas established as second
university in Nepal
Higher secondary boardwas established on 12falghun2046 B.S.
In2047B.S. Science education project was lunched and changed into
secondary education project in2050B.S.
In2049 B.S.National education commission submitted its report
National center for educational development
was established on 1stsrawan,2050B.S.
University grand commissionwas established on7thmangshir2050B.S.
Higher level national education commissionsubmitted2055B.S.
Department of educationwas established on 9thjestha2056 B.S.
Teacher service commissionwas established on25thmagh2058 B.S.
Education For All program was launched in 2061 B.S.
National curriculum frameworkwas issued on magh25th2063B.S.
Concept paper of school sector program accepted on2063.

Unit Eight

Major Recommendation and Plans

NATIONAL EDUCATIONAL PLANNING COMMISSION (2011 B.S.)
Before2007B.S., educational development in Nepal was very backward
position. Two percent of total population only literate. Very littlenumber
of educational institutions was established and common people had no
access in education. Educational opportunities were verymuch restricted
to them. Right after the establishment of democracy educational access
was highly increased to the general public. Allrestrictions 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
sixmember commission was appointed by government under the
chairmanship of Sarder Rudra Raj Pandeyon 9 chaitra
2010B.S. to suggest forthe policy of education in Nepal. Professor Huge
B. wood was the advisor of this commission and
TrailokyaNathUpreti was the secretaryof this commission. Commission
submitted its report on 16 thfalghun,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
re sponsible 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 socialstudy, 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 to5
b.Secondary level, divided in to general and multip urpose education:
grade 6 to 10
c.Higher education of 2 to7years.
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 BishowBandhuThapa as chairman of All
Round National Educational Commission after the successful coo
of democracy in 1 paush2017B.S. This commission recommended for Sanskrit
education, teacher training and educational administration. Themajor
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
1:25to 40.
14.This commission recommended for 6 years secondary level.

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 systemof Nepal. It had begun
a new education system. This plan was declared on 5 baishak2028 B.S.
and its act was published on 3 rd karitk of thatyear. 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 faithfultowards 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 skillfor economic
development of the country needed in very field of activities.
c.To develop the following skills in each person

.Moral characterii.

.Habit of hard laboriii.

.Self reliance
. Creative attitude
.Scientific reasoning ability.
.Habit of respecting others feelings and ideas
.Aesthetic attitude
.Global brotherhood.
.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 examinat ion.
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 educationa l 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 2037B.S. There was an urgency of evaluating the
impact of this plan on the higher educationin Nepal. King Birendra
formed afine member commission in 2040B.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

.This commission recommended the aim of higher education.

1. 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
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 2047B.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
5th jestha
2049.
Major recommendation of national education commission:National
aims of education

1.
1.

2.

3.

4.

5.

6.

7.

2.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
3. National policy of education:
This commission has recommended for the following nation policy of education:
1. Primary education should be universalized.
2. Curriculum must be reorganized from lower to higher lever

3. Primary education should be given in mother tongue. Nepal should

be the official language of the county and language of higher education.
4. Priority should be given to English in national and international context.
5. Technical schools should be established in all regions of the county.
6. 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.
 7. Arrangements should be made for providing education to
women, disable disadvantaged to bring them in nation mainstream.
8. Education structure should be re-organized. Definition of literacy
should be determined.
9. Provision should be made for entrance examination for improving
the quality of education. Teachers right should be protected.
University Grant Commission should be established and national
investment in education should be increased

4.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.

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 restoration 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 ser vice 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

Unit Ix
LOCAL AND DISTRICT LEVEL PLAN
SIP ( SCHOOL IMPROVEMENT PLAN)
VEP(VILLAGE EDUCATIONAL PLAN)
DEP(DISRICT EDUCATIONAL PLAN)
SECONDARY EDUCATIONSUPPORT PROGRAMME(SESP)

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 outcomeof 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 Wateron³Planning 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 object ives.

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 ide
ntifies the futureneeds on the basis of analysis and interpretation of data.According to coomB.S.
³education 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 studentsandsociety.´Y. Door. ³Educational
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
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 SIPDescription 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

6. Problems and issues related to school

a. Regularities of students and teacher
b. Attendance of students and teachers
C. Determination of priority
d. Identification and analyze the resources
e. Clear vision
Desired result \ intended outcome of school Improvement plan

a. Regularity of student and teacher in school

b. Proper utilization of time schedule

c. Provision of separate toilet for boys and girls

d. Provision of fresh drinking water

e. Playground
f. Efficient management
 g. Transference in income and expenditure
h. Supervision and expenditure
i. Supervision and maintaining time to time
j. Educational tour
k. 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 chairman of vdc
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

1. To encourage children to enroll in primary level.
2. To update data of primary school age children on the basis of age, cast , or
religion.
3. To get updated the records of educational planning and providing suggestions
for concerned on the basis of supervision.
4. Supporting the school management committee for identifying resources,
materials and implementing them.
5. Managing appropriate provision for the children of poverty line people.
6. To support school management committee and manage appropriate environment
for supervision.
7. Conducting awareness program, Training, seminar and workshop for quality
improvement.
8. To prepare appropriate environment for teaching.
9.Updating the record educated manpower.
10. Providing rewards for teacher for competent performance.
11. Collection and utilization of resources materials etc.
12. 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.

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.
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 were 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
200educational 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 inBajhang district were
constructed.
b. Compound wall and play ground:22compound wall and 14 play
ground in Doti district and 18 compoundwalls 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.
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 35days. The resource center is responsible for managing
lodging and fooding for each participants

8. 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 (PEP)

One of the experiences of seti project, a new project, primary education
project was implemented insix 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 .
Health education program
Agriculture programme.
Community reading centers.

Women education.
Development of educational materials

Basic and Primary Education Project (BPEP 1)

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 in2 0 0 2 . A draft of this paper was presented in the
Basic and Primary Education Programme (BPEP) II Joint Government-
Donor Technical Review Meeting held in December2002. 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 February200
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 resulted in a
consolidated concept paper that envisioned the next basic and primary
education programme in line with EFA visions and objectives.
2. BPEP was a project which followed PEP and was conducted
between 2049 to2056. It is also known as BPEP I. In the
beginningof 1990 . 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
BPEP1 project based on various experience of different project was
launched on1992. This project was financially and technically supported by
various international donor agencies Such as UNICEF, WORLD BANK,
UNESCO, 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 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.
- Construction of school building.
-Toilet construction, compound wall building, updating classroom.
-Adding and upgrading class room.
-Teacher training: basic teacher training for primary level (150 hours)
-Material construction and distribution.
-Non formal education
-School out door programmes : 8 to14 year children
-Women education for six month
-Adult education: basic adult education for six month and advanced adult
education for three month
-New literacy program for three month
-New literacy based on adult education
.

Basic and primary education project II

This programme was pursued to consolidate the achievement of BPEPI.
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 for primary
education board having 11members.
This committee was responsible to evaluate BPEPI, 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 BPEPII project.
IDA27.6 millions, DANIDA 25.4 millions,NORAD23.5 millions,
FINIDA 5million,EU 20 million,Nepal government 5 Millions
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
-Physical facilities improvement
-Alternative schooling
-Education for girls
-Education for focus group
-Special education
-early childhood education
-community mobilization
-literacy program
-To improve learning out come
-curriculum and text book renewal
-continuous assessment
-certification training
-Institutional capacity building in national, district and community level
-Straightening DOE
-Strengthening DEP
-Local capacity building
-Technical support advisory group

secondary education support program (SESP)

THE secondary education support program was developed by 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 takesplace 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% by2007
2. To raise the participation of girls from 40% to 50% in both lower secondary
and secondary education and toincrease 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 locallevels in Nepal to
take forward these improvements in the future
- To achieve intended goals high emphasis was given tocommunity
involvement in every aspect of school activities.

1. Active involvement of school management committees in planning and

management of the school andmonitoring of student achievement .
2. Strong and sustainable mobilization of community funds particularly for
development and non salary expenditures

School sector reform (SSR/SSRP)

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 theeducation competitive with global context.

The emerging context of SSR

Need of structural adjustment of school
Education for all national plan of action (2001- 2015)

1o th 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 1to 8 is proposed as basic education and9-12 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 structure1- 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 forvocational education

- Non formal Education 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 beformed 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