OUR SET PRIORITIES ARE BOUND TO HERALD A NEW PARADIGM IN EDUCATIONAL SPHERE

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You have gained more than a three-decade long experience in education sector. Based on your experience, how should be the forthcoming school education in Nepal that befits the 21st century skills?

In my opinion, education of the 21st century should be innovative, proactive, scientific, techno-friendly and ethical. Ethical education contributes to building high moral character in children which makes them be responsible towards the family, community and the nation. Similarly, science and techno friendly education makes children proactive and globally competitive.

At present, the slogan “education with skills, culture and ethic” has produced a crescendo in Nepal, but its implementation part is ignoring the real objective. In your analysis, whose mediocrity has loomed over its effective implementation?

In fact, the government’s education policies and curriculum are deficient. Our education impartation is not suitable for Nepalese soil. We, therefore, have urgent need of education that develops feeling of respecting labor and devotion to work

You are in favor of progressive education. To what extent do you think that your education impartation has consolidated skills, culture and technology?

In my view, progressive education is life-changing education which enables each individual learner to be self-confident and adaptive to the changing local, national and global settings. In addition, such education makes the learners responsible towards the family, community and the nation. Students will learn about living a practical life and understand ongoing global issues and prepare themselves to sustain in the long run. So, we have focused on communicative and activity-based education.

Regarding instilling cultural and moral values into the minds of learners, we have set priorities for students’ personal, social and cultural well-being, which enables them to build high moral character. Students are motivated to apply moral values, such as respecting parents and seniors, loving juniors, establishing interpersonal relationship, maintaining good relation and interaction with neighbors and community people etc. which reflect in their personal character and social etiquettes. Life-changing education and development of good etiquette are our set priorities. So, our education orientation is towards hands-on student-centric education which explores all sorts of talents and enthuses them to achieve their greater goal of life.

You have just shared with us the need of private-friendly government policy. In your opinion, what should the government do to enhance the quality education in Nepal?

The government has prepared the education policy involving only top-ranking officials, ignoring the stakeholders. The curriculum does not address the current requisites of the learners and the country. In other words, theoretical pedagogies outweigh the practical education, which is really disheartening. This could be true the strength of education is emasculating with the pace of time since education has become just a process of receiving a certificate rather than changing the lifestyle and behavior of learners.

In this regard, I urge the Government to formulate the policy, acts, procedures and curriculum with wider participation of the stakeholders, such as teachers’ representatives, PABSON, N-PABSAN, HISSAN etc. There is a prior need of interaction among the stakeholders before preparing the curriculum, drafting policy and formulating law, act and procedures for the successful implementation.

How is your experience regarding the monitoring and evaluation part of the local government?

What other things should be done to improve the quality of education in Nepal? The local level government has not been given the right to education policy and curriculum formulation. So, they should be given the right to prepare education policy that would be implemented at local level institutions. Similarly, the local level government should develop long-term vision in support of private institutions.

Quality education cannot be ensured with the efforts of only an individual school. Parents are the key point for its successful accomplishment. In your view, how is the role of parents for the enhancement of quality education?

Parents have a key role in ensuring holistic development of a child; so, such role is tough in the sense of parenthood responsibility. They are well-experienced in nurturing the child, but we have felt that most parents are not able to give adolescent education to their child(ren) in a proper way which shows that there should be proper coordination between the school and parents. Parents should often visit the school, provide feedback and take information about the school and their children. The proper support and care of the parents is needed for the development of their children and the academic institution. The combined efforts of the school and the parents can be helpful to develop interpersonal relationship.

Finally, what message would you like to convey to the parents and the students as Principal of Tops Secondary School?

Children are the greatest asset to their parents. So, parents should invest for the right return of their children. Tops Secondary School was established in 2050 BS to impart quality education. The curricular, cocurricular and extra-curricular activities are given equal importance with the mission to incorporate skills, culture and technology in education. We are not perfect from our birth. So, I request all the parents and wellwishers to extend cooperation for the holistic development of the children.

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