Er. Mithlesh Kumar Jha
General Manager
CG Holding/ Head of Education
An M.Sc. graduate of Engineering Management and Ph.D. Scholar, Er. Mithlesh Kumar Jha has worked in several educational organizations as a faculty member, administrator and principal for tertiary educational institutions. Currently, he is administering four colleges run by CG Holdings under CG Learning. He is the Chairman of Management Committee at Kathmandu World School and General Manager, Heading the Education Unit and Business Development Department at CG Holdings.
Er. Jha adds that the CG Group has taken initiatives to invest in education considering the demand and need of the quality human resources with the provision of applied courses. He shares his view on growing renown of CG Group due to a wide range of course choices it offers in Nepal. Excerpts:
How do you analyze the latest trend of management education in Nepal?
Management education has gained global acclaim in the recent times. Most of the countries of the world have realized the need of management education for prosperous communities. The industries, corporate houses, trading centers and all institutions and companies require a proper management system. Management education produces qualified human resources required for such fields. In the context of Nepal, management education has been increasing dramatically as people have understood the value of management skills to run a business or office efficiently. This could be true the management stream is incorporating diversified courses to satisfy the need and demand of the global market. In this sense, the demand and charm of management education is increasing in the recent years. More importantly, BBA and MBA programs are pulling attention of future business leaders.
CG has taken initiatives to invest a huge budget in the education sector in Nepal. Could you possibly tell us more about this strategy?
In my opinion, a huge investment is required for smooth running of an educational institution. It requires cutting-edge physical infrastructures as well as qualified and sustainable human resources. Similarly, sustainable income sources are equally important aspects since quality education cannot be provided in the absence of these factors. Considering this, CG has taken the initiative to invest a budget in the education sector in Nepal. Currently, CG is running four educational institutions. The CG associated academic institutions are Kathmandu World School and Premier College which are being run in partnership. Similarly, Excel Business School and CG Institute of Management are the sole institutions of CG. These institutions have been established with the objective of producing qualified human resources required for the nation. In addition, CG has realized its social responsibility and duty to build a resilient nation.
It is rumored that CG has not invested as much capital in education sector as it should. How do you exonerate yourself of this allegation?
The increase in the number of institutions is not a measuring factor of contributions of an institution. It should be measured on its sustainability and delivery of service. We have a limited number of institutions, and all of them are trustworthy and convincing for delivering quality education. The educational institutions, associated with CG, have been running with proper management and delivering excellent services to their customers. So, self-sustainability of the institution should be taken into consideration. However, CG is intending to promote internationally acclaimed coursers and increase the number of institutions.
Most Nepalese colleges have failed to prepare competent graduates who can compete in the global scenario. What is your view regarding this matter?
It has made great impacts on various factors, such as the education policy of the Government, programs offered by the Nepalese Universities, service delivery system of colleges, Universities’ evaluation system, coordination between education and market or industry and interest and capacity of individuals determining the level of quality education. If all these factors have proper coordination, we can produce market-demanded graduates. Such graduates can deliver their service competently in the market. But, in the context of Nepal, still there is a lack of proper coordination between educational institutions and the market. We should extend our coordination to these sectors in order to prepare competent human resources that are globally employed.
What suggestions would you like to give to the University so that it plays a catalytic role in producing globally acclaimed human resources?
All the Nepalese Universities have prepared high standard curricula. The syllabi have incorporated the entire area of knowledge. But we’ve failed to transfer non-credit courses to students to seize growing demands of practical skills. We therefore should provide supplementary classes and organize training, seminar, workshop events and more importantly ensure internship privileges for producing both job and business oriented graduates. Similarly, the students themselves should selflessly participate in a range of non-credited activities to gain supplementary skills required for growing businesses and competition job market globally.
What are the distinct features of the educational institutions associated with the CG Group?
The CG Group has been operating Kathmandu World Model School and Premier College under partnership, and Excel Business School and CG Institute of Management under full authority and direct management. These four institutions have their own distinct features. The CG Institute of Management is affiliated to a foreign university and has been running a range of programs offered by the University. The University is a globally acclaimed institution and offers courses with a deep analysis of the global market. The curriculums are updated and timely revised. Similarly, Premier College has been showing the outstanding performance by preparing prodigious, inquisitive and qualified human resources. Likewise, Excel Business School is affiliated to Pokhara University that has been offering BBA, BBA- BI and MBA programs. And Kathmandu World School, which has gained much popularity, has been running a range of curricular, co-curricular and extra-curricular activities that support each learner for learning life-enhancing skills. All these four institutions are ISO certified.
How have you managed to hire the faculty of teachers who can impart quality education? Are Nepalese professionals sufficient enough for this or do you have to bring recruits from foreign lands?
In the context of Nepal, it is not easy to hire human resources from a foreign land due to difficult procedures. So, we have managed to recruit human resources who are Nepali nationals. However, we empower them through training, seminar and student-exchange programs with various universities in the country and beyond. We send our human resources to foreign swathes to attend seminars and training events as and when required.
Do you think Kathmandu World School is pursuing its set vision, mission and objective thoroughly?
It is the matter of pride and privilege to be successful in enrolling around 650 students within two years of the school establishment. Such success can be achieved due to strong management team, strong governing body, sufficient physical infrastructure and qualified faculty of teachers. The satisfaction of students, trust of parents and cooperation of the public are the guiding factors for such outstanding successes. So, if we are to evaluate our two years’ journey, I can infer that the institution has successfully achieved its vision, mission and objective.
There is a trend growing amid ten-plus-two graduates that they should pursue their bachelor education in a foreign swathe. Moreover, there was an education fair organized by Nepalese private educational institutions to promote bachelor education in Nepal which is impeccable and life-changing. In your opinion, why Nepalese students should pursue bachelor level education in Nepal?
Bachelor level education is a career-based education. If students study in Nepal, they become familiar with Nepal’s cultural practices and understand how diverse groups of people are united and they promote uniformity. In addition, they will be able to learn how to adjust in Nepal socially, politically and in terms of employment. Students, who have earned an academic degree from a foreign land, cannot adjust themselves in Nepal and their performance may not be effective. Moreover, Nepalese colleges are capable enough to deliver high academic standards that can prepare skilled workforce that can compete in the global spheres. In this regards, ten-plus-two graduates who have attained a qualification from a Nepalese institution can easily embrace scholarship privileges for their higher studies, which is the strong evidence that Nepalese Universities/ colleges are successfully imparting world-class syllabuses.
How the CG associated educational institutions go ahead in the future? How do you envisage the future of private educational institutions in Nepal?
We are working exhaustively to strengthen our current academic institutions. In addition, we are also planning to introduce new programs to Nepalese students. Similarly, we are thinking of running paramedical and engineering colleges very soon.
Private educational institutions in Nepal have made invaluable contributions to the education spectrum. They have contributed immensely to strengthening and escalating the status of Nepalese education system. But the academic standard of Nepal cannot be developed by isolating private educational institutions from the policy-making level. Therefore, the Government should adopt a public-private policy in order to witness major breakthroughs in the education system.
