Nepal's 1971 education plan hastened its development in the country. In 1951 Nepal had 10,000 students in 300 schools and an adult literacy rate of five percent. There were 49,000 schools in 2010, and by 2015 the overall adult literacy rate was 63.9 percent (males 76.4 percent and females 53.1 percent). Poverty, the social exclusion of women, lower-caste discrimination, and indigenous bias are now the primary barriers to equitable access to education.
The education within Nepal has just recently been rising and continues to develop. With the help of several international organizations, education system is being assisted. It is essential for the educational progress and development to decrease the scarcity rate as well as to promote community improvement. Because of the damages that the previous administration management imposed in their education system, Nepal’s government tries to undo and make a superior proposition for education to be better. Before the modern education started in the country, schooling had been restricted and only elite classes are privileged, while the rest of the people stayed mainly illiterate and untaught. Then, when the new era was introduced, education was offered only to sons of the upper classes. Girls infrequently received proper education.
At present, regardless of the establishment of an education structure in Nepal way back, government offered a community school in which students receive regular government grants. There is also the presence of a school managed by local people who are enthusiastic of having school on their vicinities. Though they do not receive any grants from the government regularly, people are helping one another to support and manage so that their schools will be identified as a real community schools.
Nepal’s education scheme is based on the outline of United States. The country served as a guide in forming Nepal’s education curriculum. Grades 1-5 are considered primary education. Their main objective of teaching is for children to read, write and do arithmetic. The secondary education, 6-8, stresses personality development and trains the students for higher learning. For 9-10, upper secondary, serves as the stepping stone for the higher secondary level. The classes 11 and 12 are both regarded as higher secondary. Education, science, humanities, and commerce are the main courses for higher secondary. The Ministry of Education is in charge for the management and the direction of school-rank education in the country. They recently formed the Department of Education, which begun its operations in 2000, with its significant function of giving fair access to education, creating excellencies, internal and external effectiveness improvement and making a growth-pleasant venture education.
The commitment for education broadens throughout the country. More improvement in all aspects of education as well as for the encouragement of a knowledgeable and well-performance nation is what people are hoping and looking forward to
The education within Nepal has just recently been rising and continues to develop. With the help of several international organizations, education system is being assisted. It is essential for the educational progress and development to decrease the scarcity rate as well as to promote community improvement. Because of the damages that the previous administration management imposed in their education system, Nepal’s government tries to undo and make a superior proposition for education to be better. Before the modern education started in the country, schooling had been restricted and only elite classes are privileged, while the rest of the people stayed mainly illiterate and untaught. Then, when the new era was introduced, education was offered only to sons of the upper classes. Girls infrequently received proper education.
At present, regardless of the establishment of an education structure in Nepal way back, government offered a community school in which students receive regular government grants. There is also the presence of a school managed by local people who are enthusiastic of having school on their vicinities. Though they do not receive any grants from the government regularly, people are helping one another to support and manage so that their schools will be identified as a real community schools.
Nepal’s education scheme is based on the outline of United States. The country served as a guide in forming Nepal’s education curriculum. Grades 1-5 are considered primary education. Their main objective of teaching is for children to read, write and do arithmetic. The secondary education, 6-8, stresses personality development and trains the students for higher learning. For 9-10, upper secondary, serves as the stepping stone for the higher secondary level. The classes 11 and 12 are both regarded as higher secondary. Education, science, humanities, and commerce are the main courses for higher secondary. The Ministry of Education is in charge for the management and the direction of school-rank education in the country. They recently formed the Department of Education, which begun its operations in 2000, with its significant function of giving fair access to education, creating excellencies, internal and external effectiveness improvement and making a growth-pleasant venture education.
The commitment for education broadens throughout the country. More improvement in all aspects of education as well as for the encouragement of a knowledgeable and well-performance nation is what people are hoping and looking forward to
ADMINISTRATION
The Ministry of Education is responsible for managing educational activities in Nepal. The Minister of Education (assisted by the state or assistant minister) is the political leader of the ministry. The ministry, as a part of the government, is headed by the Secretary of Education and consists of the central office and other offices at the regional and district levels. Its central office is primarily responsible for policy development, planning, monitoring, and evaluation.
The ministry has established directorates in each of the five development regions and education offices in each of Nepal's 75 districts to bring educational administration to the people. These decentralized offices are responsible for overseeing local informal and school-level educational activities. Regional directorates are primarily responsible for coordinating, monitoring and evaluating educational activities, and the district education offices provide services.
The National Center for Educational Development (NCED) [3] is Nepal's teacher-training body. It has 34 educational training centers (ETCs) to provide pedagogical support for teachers.
Nepal has two primary types of schools: community and institutional. Community (public) schools receive government grants, and institutional (private) schools are self-funded. Institutional schools are non-profit trusts or companies.
With one exception, all universities and academies are publicly managed and supported by public funding. Public universities also provide affiliation to private colleges. Academies of higher education are typically single-college institutes, and universities have constituent and affiliated colleges across Nepal.
STRUCTURE
Primary education in Nepal consists of grades one through five. Lower secondary levels are grades six through eight, and secondary levels cover grades nine and ten. Pre-primary education is available in some areas, and students usually begin grade one at age six. A national School Leaving Certificate (SLC) examination was conducted at the end of grade 10; according to the new Education Act, the national grade-12 examination will result in an SLC; the grade-10 examination will be known as the Secondary Education Examination (SEE).
Grades 11 and 12 are considered the higher secondary level. The Higher Secondary Education Board (HSEB) supervises higher secondary schools, most of which are private. These grades had been controlled by the university system, and awarded proficiency certificates. Although some universities still offer these programs, most of these grades are now part of the school system.
Higher education consists of bachelor's, master's, and Ph.D. levels. Depending upon the educational stream and subject, a bachelor's degree may require three to five years of study; two years is the typical course. Some universities offer M.Phil. and post-graduate diplomas.
Vocational education begins after lower secondary education, and students can follow a two-year curriculum leading to a Technical School Leaving Certificate.[4] Universities also offer professional and technical degrees. In addition to the formal track, one-year programs focusing on skills development are also available.[4] The District Level Examination is given in grade eight. The new educational system has two levels: basic (grades one through eight) and secondary (grades nine through twelve)
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