HISSAN President


Vision, Mission and Subject Choice are required for Quality Assurance


Ramesh Kumar Silwal

President, HISSAN

QN.1. Of late, the SEE results have been published. What four things would you like to suggest to those college hopefuls who are succumbed to perplexity, quandary and anxiety amidst their college choices?

I always insist on the veracious phenomenon that there might be a deluge of methods or indicators that showcase the specifications of a college. First, before embarking on college admission, one should acquire information about the college if the promoters of the college are professional, experienced and academic. Moreover, it’s wise to figure out the purpose, vision and mission of the opening of such a college. In such a case, vision is principally important. Once when I talked to a Harvard University professor, Mr. William James regarding the importance of vision to administer an institution, he said according to one of his research endeavors, 85% of the respondents advocated the importance of vision for an organization. And remaining 15% of the interviewees focused on the contribution to find out how the vision is materialized.

Second, it is also necessary to find out the real purpose behind the establishment of any particular organization, team of directors and tutors, and education ambience.
Infrastructure is also a vital issue to observe, which enables seeker to pinpoint the type of class room, cafeteria, restrooms, library, laboratories, sport facilities, ECA, CCA, and transport facilities.

The third most important thing to analyze before reaching the conclusion of enrolment is the past results of such a college. We often hear that some colleges give spurious results to manipulate the students. In addition, it’s advised one should decipher the fact whether or not the college is providing a culturally enriching education. Some more important aspects of multi-cultural education should be sought, and pinpoint the answers whether or not the college provides a value based education with the ability to think out of the box; whether or not the college disseminates a wide range of knowledge sprinkled with morality, ethics, social values and love towards humanity. If one gets the satisfying answers it’s wise to get an enrolment in such a college. I know every institution is delivering education as qualitative as they could, but good institutions engage students in multi-disciplinary approach of learning. Teaching with purpose, meaning and outcomes is far more rewarding than teaching to inform others or make others understand. Knowledge and wisdom are two distinctive things. Empowering the shared knowledge is vitally important.

Furthermore, if any pupil is wishing to just acquire a qualification instead of knowledge, s/he is advised they should join a college nearby their house. On the contrary, the one who wants to conquer award-winning qualifications and prevail on technologically dominant world of marvels s/he is advised that they should attend a zonal college or a college in the district headquarters. Moreover, headstrong students with gumption to compete with mavens are suggested they should join Kathmandu-based colleges. A fair competition begets quality education. Besides, I suggest parents not to send their children far away from their sight so that they can save time and money, and ensure security of their offspring.

My last piece of advice is vis-à-vis subject choice.  Every youthful has to decide on the subject and faculty they want to start with. They can choose either discipline: Science, Management, Humanities, Education, Law or CTEVT program or A Levels, followed by a college visit to figure out the strength of the college in that particular stream because all the colleges are not specifically good at all the faculties equally.

Q.N. 2. Could you possibly explain why subject choice plays a vital role in +2 level?

Subject choice is another challenging part of enrolment since it’s a catalyst of a person’s career. There are five different education providers in Nepal: Nepal Education Board (NEB) for 10+2, CTEVT, IB, A Level and CBSE. First of all, the students should be able to figure out their desire to learn. Choosing the subject on the basis of obtaining GPA in SEE is a wrong decision. So, it’s our responsibility to instill in students the importance of award-winning education and espouse them to solidify their dreams after choosing the right faculty and subjects. Secondly, students should germinate clear vision with regard to their career and be sure about pursuing a career. Unfortunately, students now are encompassing their career pursuits as per their parents’ advice, and this trend shows that those hopefuls are desperate enough to fulfill the needs of their parents rather than their own. This servility surely begets incongruous efficacy. Moreover, a majority of students are also found who follow the footsteps of their elder brothers or sisters, which seems fully dependable adherence that does not guarantee an exciting career. Therefore, we suggest students should be able to understand the qualifications and recognition of available courses.

QN.3. There are a range of national and international boards of examinations in Nepali swathes. How are they identical or anomalous to NEB +2 course?

IB is a little more expensive in comparison with A-Level, and +2. Most of the students can’t afford this course. Most parents are found encouraging their children to take up this course in order to escalate their social status. IB course in Nepal has not shown its progressive growth since last few years. A- Levels in Nepal is administered and assessed by Cambridge University in Nepal; however, the requirement for the study of A Levels is not satisfactory. Currently, there are 38 Cambridge associate schools            (often given misnomer of A Level College) in Nepal and 2500 students are enrolled in those schools. A general survey indicates that students wishing to go abroad for their graduate studies are lured by A Levels qualifications. Furthermore, acknowledging the status of CBSE course in Nepal is has a strict and disciplinary teaching system with rewarding syllabuses, but its drawback is related to not have board examinations in the 11th grade. So, some institutions are found teaching directly the course of grade 12, which directly exacerbates the foundation of a learner.

There is a wealth of opportunities in CTEVT courses, too. The one who wants to have a quick upshot of his/her studies and wants to earn early, they are advised they choose one of CTEVT courses. It is a three-year course, and the courses are equivalent to 10+2, but a little more expensive than +2 education. And talking about the beauty of +2 course, it contains both theoretical as well as practical course, and short answer questions as well as long answer questions to help student unearth valuable information. Similarly this course is updated every 2 to 3 years; however, due to the recent change in the HSEB system, it has created some complications. The multi door policy it was going to adopt might create or scatter the system of education in Nepal.

QN.4. Acknowledging recent Kantipur HISSAN Education Fair, what differences did you witness between this year’s fair and previous ones?

We principally tried to focus on two important things this year. In prior education fairs we witnessed only +2 education providers promoting their academic features, but this year’s fair witnessed many universities also participate in the fair. We invited vice-chancellors from various universities, and education secretary of Nepal government. This is an apotheosis of our endeavors of change according to time. We openly discussed all the gateways to promote Nepali Universities in Nepal. When most visitors were asked which courses of Nepalese Universities are conducive to pursue, they hesitated to give an answer. This is the mediocre administration of our Universities that have never approached public or spread message to them. Moreover, we also discussed the parameters of quality education; answers were distinctive and galvanizing. If we work painstakingly and honestly, we can create a greater impact of country’s University education on people.

QN.5. How do you acknowledge the SEE graduates who have succeeded in the beginning of their careers?

Indeed, I would like to congratulate them on exploring their gateways to higher education. Moreover, I advise they should be sanguine enough while making subject and faculty choices since it’s a key driver to change one’s future career. If the selection is wrong, their careers may dwell in the valley of despair. After the subject choice, they are required to ensure that the college where s/he is willing to get admission will fulfill all the responsibilities.



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