Higher secondary education in Nepal

Higher secondary education in Nepal, a backdrop

It is said that education is a life long process, but the basic education that one gets during the formative year definitely contributes to the shaping of one's future and outlook. This is where; the school and high school education assumes importance.

Today's school is not merely a school it is much more.
Its teachers and staff together with the guardians and students give it a wholesome environment. As student not only finds a guru here but guides and friends for life. It is a place to inculcate the fundamentals of honored values. The education of the weak brains between the ages of 17 - 18 is counted within the school education in the international arena.

Further the students of this age group require a disciplined environment of the schools rather than that of the universities because of their sensitive age factor. It was precisely for these kinds of reasons than the educational planner, administrator, pedagogues and experts took the initiative to bring about a change in the existing educational structure by incorporating two more years of schooling in it, grade XI and grade XII, known as higher secondary level.

For this purpose, two important seminars were organized in which educational professionals and responsible authorities participated and eventually concluded with a consensus that the 10 + 2 system be established and operated with optimum efficiency and effectiveness.

Following this outcome, Government of Nepal decided to introduce the Higher Secondary Education Act, which came into effect in 1989 A.D. Later, as stipulated in the Act, the Higher Secondary Education assembly was constituted under the chairmanship of the Minister of Education.

Subsequently Higher Secondary Education Board (HSEB) was established in 1989 under the Higher Secondary Education Act.
The board is involved in running the 10 + 2 system in the country.

Nepal National Commission of Education 1992 recommended the importance of the 10 + 2 structure in the education system and viewed it as the first step towards specialization.

Incorporating extra two years in school education was a change in the existing educational structure aiming at meeting the middle level manpower and imparting necessary knowledge and skills to the students pursuing further education.

The higher secondary education in Nepal, is nothing more than the result of globalization, a need to come in terms with the global markets when the world is turning into a global village, and the countries, borderless.
Today is the time of multiculturalism, where every voice from every country is striving to have their say. Today the situation may be viewed as an indeterminate set of attitudes that has been shaped by various diversities of cultural and intellectual currents.

Here, education cannot be separated from this politics of existence because it is only through education that one can prove them.

Today's world with its constant and extensive interaction between people of different countries demands a system and standard of education that can earn international recognition.

On the other hand no education system will be viable if it has no relevance to the community and its environs. So, the Higher Secondary Education is a critical stage in development of the human resources essential for economic development and social progress of the country.

Passing various difficult phases with the passage of time, education is gradually getting due priority in the regions of our country.
The 856 higher secondary schools at present and the possibility of its proliferation show that the establishment of the Higher Secondary Education Board will be justifiable in the future to come.

 
Specified Objectives

The structure of school education in Nepal:
  Primary Level (grade 1 - 5)
  Lower Secondary (grade 6 - 8)
  Secondary (grade 9 - 10)
  Higher Secondary (grade 11 - 12)

The ninth plan as well as the tenth plan (current five year plan) of the government is determined to implement special programs for reducing caste-based, gender based and other inequalities in both secondary and higher secondary levels. The plan also says the proficiency certificate level programs of the universities will be phased out to higher secondary schools.

The report of the Nepal National Commission of Education (1992) reiterated the earlier recommendation to include the 10 + 2 program in the education system, and also viewed it as the first step towards specialization. However, it was felt that the program should essentially focus on the need for meeting the requirements of middle level manpower, and for imparting necessary knowledge and skills to the students pursuing further education.

 
Specifically, the objective of Higher Secondary Education then are to:
Prepare students for the world of work especially in meeting middle level manpower requirements in different fields.

Prepare students for general higher education and for professional disciplines.

Prepare the youth with competitive strength required for a patriotic, disciplined and productive human resources while contributing to the shaping of one's future and outlook.

Adopt a system of greater equality in opportunities by reducing by reducing regional and ethnical disparity and promoting female participation.

Aim to produce the ambassadors of culture, who irrespective of caste, class, gender and ethnicity respect the cultures that exist in human society and the politics of plurality.

 
Function of Higher Secondary Education Board
The main functions are as follows:
Granting approval for + 2 schools.

Developing and revising curricula and textbook materials.

Conducting examinations and publishing results.

Awarding certificates to Higher Secondary graduates.

Supervising and monitoring Higher Secondary School programs. I

Implementing plans and programs for improving Higher Secondary Education.

Recruiting technical, professional and administrative staff.

Designing and implementing training programs for +2 school teachers and other staff.

Conducting seminars and workshops.

Undertaking research activities, which focus on various issues in this field.

Keeping liaison with various national and international institutions.

Higher secondary education in Nepal

Schools in Nepal

List of schools in Nepal

A

Adarsh English Boarding School

Adarsha Vidya Mandir

B

Banepa Valley School

Basu Higher Secondary School
Bhanubhakta Memorial Higher Secondary School
Birendra Sainik Awasiya Mahavidyalaya
Blooming Lotus English School
The British School, Kathmandu
Budhanilkantha School

C

Chitwan English Boarding School

D

Delhi Public School, Biratnagar
Durbar High School

E

Eden National Boarding School
Emerald Academy

G

Galaxy Public School
Gandaki Boarding School
Gorkha United Public Higher Secondary School
 G cont.Gundu English Secondary School, Suryavinayak, Bhaktapur
Gyankunj School
Gyanodaya Bal Batika School

H

Himalaya Secondary School
Holy Land International School

K

Kantipur City College
Kantipur English High School
Kathmandu University High School
Khairahani Secondary School, Khairahani Chitwan

L

Lincoln School, Kathmandu
Little Angels' School

M

Mahendra Higher Secondary School
Manokamana academy biratnagar
Miniland English High School
Modern Nepal Academy
Mount Everest Boarding School

N

Navjyoti English School
Nepal College of Accountancy
 N cont.Nepal Police School
Notre Dame School Bandipur Nepal

P

Paropakar Adarsha Uccha Madhyamik Vidhalaya
Parvat Secondary Boarding School
Pragati Pravat higher secondary school

S

Sainik Awasiya Mahavidhyalaya, Pokhara
SOS Hermann Gmeiner Higher Secondary School
St. Xavier's School, Godavari
St. Xavier's School, Jawalakhel
Siddhartha Vanasthali School
Siddhi Vinayak Boarding School
Sun Rise English School

T

Tri-Ratna Secondary School

U

Udayapur Secondary English School
Ullens School

Y

Yashodhara Secondary School

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School Leaving Certificate (S.L.C.)

SCHOOL LEAVING CERTIFICATE (SLC)

The School Leaving Certificate (SLC) is the final examination in the secondary school system of Nepal. Every student must take this examination after completing the 10th grade of their study before they join higher secondary or intermediate level education. The SLC examination is normally scheduled in April to June of every year. It is known as the "iron barrier" in Nepal as the students who fail it cannot proceed further in their study.

Examination centers

Nepal is divided into five regions and each region is further divided into many examination centers. The examination paper differs from region to region but is the same within one single region. Every examination takes place at the same time throughout the whole country.

Results

About three months after the completion of the SLC, the results are published by the Examination Control Board. Students are categorized into five divisions according to their score:

    * Distinction - above 80%
    * First Division - 60% to 79%
    * Second Division - 45% to 59%
    * Third Division - 33% to 44%
    * Failed - below 33%

Despite such a low percentage requirement to pass the examination, many students (more than 50%), mostly students of governmental schools in rural areas of Nepal, still fail it every year because of the difficulty level that the exam has. Since government schools are known for being less rigorous to students as compared to the private schools, government school students are reportedly more likely to be in the pool of students who do not pass the exam.

The result of the SLC is very important to an individual student, since students with high percentage are able to obtain various scholarships for their higher studies.

Education in Nepal

EDUCATION IN NEPAL

Education in Nepal has only recently been developing, putting plans into action that will result in ongoing improvements. Several international organizations are involved in assisting Nepal with its education system and in educating children in rural areas of the country. Educational development in Nepal is seen as vital to cut-down the poverty rate as well as to promote community development. With this in mind Nepal's government continues to undo the damage the previous governmental regime inflicted on Nepal's education system.

For many years, during the rule of Nepal by the Rana family, education was suppressed. The Rana regime feared a public that was educated. Prior to World War Two however English middle and high schools were established in several villages along with an all-girl's high school in Kathmandu. As Gurkha soldiers returned to the villages with their new-found skills of reading and writing, education became more important to local people. Soon high-caste families would send their children to university who in turn began the anti-Rana sentiment ending the oppressive regime in 1951. Despite the establishment of an education system in Nepal, poorer families could not afford to send their children to school and also needed their children to work on the farms. Primary education was offered for free by the government as of 1975. Sadly, however, caste separation has denied many access to an education. Another factor holding some back from an education is that facilities are only in urban areas and it is expensive to send children to live in the towns. Illiteracy in Nepal sits at about 58%, 72% of which are women. Nonetheless, these statistics reflect a great advancement for Nepal.

Nepal's education system has been largely based on that of the United States and has received much assistance in forming a curriculum from various NGO's. Primary education runs from grade 1 through 5. Secondary education consists of lower secondary (grade 6 to 8), upper secondary (grade 9 to 10) and higher secondary (grade 11 to 12). Students will receive a School Leaving Certificate after completing grade 10. The streams for higher secondary education are education, science, commerce and humanities after which they receive a Higher Secondary Certificate. Students have the option of attending Basic Technical Schools after grade 5 to be awarded a Training Level Certificate.

Nepal's education system can look forward to continued improvements in the future under the guidance of the Government of Nepal's Ministry of Education - all aimed at promoting an educated and productive nation.

Education

EDUCATION

Education in the largest sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge, skills and values from one generation to another.

Etymologically, the word education is derived from educare (Latin) "bring up", which is related to educere "bring out", "bring forth what is within", "bring out potential" and ducere, "to lead".[1]

Teachers in educational institutions direct the education of students and might draw on many subjects, including reading, writing, mathematics, science and history. This process is sometimes called schooling when referring to the education of teaching only a certain subject, usually as professors at institutions of higher learning. There is also education in fields for those who want specific vocational skills, such as those required to be a pilot. In addition there is an array of education possible at the informal level, such as in museums and libraries, with the Internet and in life experience. Many non-traditional education options are now available and continue to evolve.

Systems of formal education
Education is the process by which people learn:
    * Instruction refers to the facilitating of learning, usually by a teacher.
    * Teaching refers to the actions of a real live instructor to impart learning to the student.
    * Learning refers to learning with a view toward preparing learners with specific knowledge, skills, or abilities that can be applied immediately upon completion.

Primary education
Primary educationPrimary school in open air. Teacher (priest) with class from the outskirts of Bucharest, around 1842.
Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising.[2] Under the Education for All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school.
Secondary education

In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, "post-secondary", or "higher" education (e.g., university, vocational school for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary education together are sometimes referred to as K-12 education, and in New Zealand Year 1-13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession.

The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created and the curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both the employer and the employee, because this improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment.
In Europe, the grammar school or academy existed from as early as the 16th century; public schools or fee-paying schools, or charitable educational foundations have an even longer history.
Higher education

The University of Cambridge is an institute of higher learning.
Higher education, also called tertiary, third stage, or post secondary education, is the non-compulsory educational level that follows the completion of a school providing a secondary education, such as a high school, secondary school. Tertiary education is normally taken to include undergraduate and postgraduate education, as well as vocational education and training. Colleges and universities are the main institutions that provide tertiary education. Collectively, these are sometimes known as tertiary institutions. Tertiary education generally results in the receipt of certificates, diplomas, or academic degrees.

Higher education includes teaching, research and social services activities of universities, and within the realm of teaching, it includes both the undergraduate level (sometimes referred to as tertiary education) and the graduate (or postgraduate) level (sometimes referred to as graduate school). Higher education generally involves work towards a degree-level or foundation degree qualification. In most developed countries a high proportion of the population (up to 50%) now enter higher education at some time in their lives. Higher education is therefore very important to national economies, both as a significant industry in its own right, and as a source of trained and educated personnel for the rest of the economy.