Oxford College of Engineering and Management (OCEM) stands as one of Nepal’s pioneering institutions in technical education. As the first Pokhara University–affiliated college to introduce an IT program in the country, Oxford has consistently positioned itself at the forefront of innovation and academic growth. Today, Oxford operates within a wide educational network, encompassing four academic enterprises, five schools, and a vibrant management college. Guiding this institution is Prof. Er. Hari Bhandari, its Founder and Principal, who also chairs several organizations across Nepal.

In this exclusive conversation with College Readers, Prof. Bhandari reflects on Nepal’s shifting higher education landscape, the growing trend of student migration, the value of engineering education, and the ethos that distinguishes Oxford College of Engineering and Management. The discussion sheds light on the challenges Nepal faces—and the pathways through which institutions like Oxford seek to make a difference.

What are your thoughts on the deteriorating state of higher education in Nepal?

There has been a long-standing perception that higher education in Nepal is on a downward trajectory. However, I would describe it more as a system undergoing fluctuations rather than complete decline. Each year, over 150,000 Nepali students leave the country in pursuit of academic degrees abroad. This trend has significant financial implications as well—almost 26% of Nepal’s 17-billion education budget is ultimately spent outside the country.

If a large portion of these young individuals secure permanent residency overseas, the long-term consequences will ripple across the entire education system. Not only will higher education weaken, but even primary and secondary education will feel the impact as institutions lose both their students and potential educators. Beyond the academic realm, industries dependent on skilled human resources will face shortages, contributing to broader economic challenges.

A nation’s strength lies in its human resources and financial stability. Unfortunately, both pillars are under strain. The mass outflow of students represents not just a preference for foreign education but a growing concern about opportunities and governance within the country.

Many graduates prefer consulting agencies or internationally affiliated colleges over national institutions. Is there a significant difference in curriculum quality?

I recently visited the universities of China, Australia and UK, where Nepali students are studying. I spoke with several of them about their experiences. Interestingly, most expressed that if Nepal had fewer political disruptions and more predictable academic processes, the quality of education here—especially at the bachelor’s level—would be excellent.

The primary issue eroding trust in Nepal’s institutions is political instability. Delayed examinations, inconsistent academic calendars, and postponed result publications disrupt the rhythm of learning. These issues, fueled by political interference, discourage students from relying on domestic universities.

Social perception also plays a role. Many young people believe life abroad guarantees financial prosperity. Social media magnifies this unrealistic expectation, as students often post vacation photos while hiding the hardships of labor-intensive jobs. Meanwhile, the lack of job security in Nepal further pushes students toward foreign options.

A significant concern is the number of students who go abroad immediately after high school. Many lack the maturity to manage academic responsibilities independently, which affects their long-term progress.

While pursuing international education is a personal right, students should thoroughly evaluate university rankings, scholarship availability, and academic integrity before making decisions. Even while issuing No Objection Certificates (NOCs), government authorities should consider these indicators to ensure students make informed choices.

Can Nepal integrate a ‘learning and earning’ model within its curriculum?

At the bachelor’s level, combining learning and earning is highly impractical. Students already spend nearly six hours in classes, followed by two to three hours of self-study. Introducing employment on top of that significantly reduces academic focus and performance.

Although the concept of learning while earning is attractive, the reality is that many students end up prioritizing work due to immediate financial incentives. This compromises academic depth and long-term career growth. Therefore, the government must evaluate whether NOC applicants genuinely intend to pursue education or are primarily seeking employment opportunities abroad.

A well-rounded undergraduate education requires commitment, time, and mental readiness. Dividing these energies too early can hinder the development of foundational skills.

Why do many Nepali students prefer internationally affiliated colleges rather than national ones?

The core reason is curriculum relevance. Academic programs must evolve with industry trends, but institutional curricula in Nepal are often outdated. Without timely revision, our universities struggle to match global standards.

Another factor is prestige. Wealthier families—often business owners or politically influential groups—tend to choose international colleges because of their status appeal. These institutions also emphasize continuous assessment, requiring numerous assignments and examinations lasting more than three hours. Some students, however, outsource assignments, indirectly reducing the value of the learning experience.

Students who excel in Nepali universities, on the other hand, do so through dedication and strong academic habits. They often outperform peers abroad because Nepali instructors challenge students with rigorous, concept-based questions. Yet, this rigor must be balanced. Ideally, exam papers should include 30% easy questions, 30% moderate ones, and the rest should test critical thinking—even this would ensure quality without overwhelming students.

Many students choose international pathways because they foresee opportunities for postgraduate study or migration. National policy must therefore consider global university rankings while regulating quotas and approvals responsibly.

What is the significance of engineering education in Nepal?

Engineering remains a cornerstone of national development. Many global innovators—including Bill Gates, who studied electronics and communication engineering—began their journeys with engineering foundations. Even in South Asia, leaders such as Nitesh Kumar Singh in India illustrate the transformative potential of engineering.

Engineers are planners, designers, problem-solvers, and creators. They build the infrastructure and technology that propel nations forward. Yet, interest in engineering has declined, not just in Nepal but even in technologically advanced countries like Japan. This global trend reflects shifting career preferences and demands a renewed focus on promoting engineering disciplines.

Meanwhile, Nepal faces shortages in other fields as well, particularly health education. The closure of several nursing campuses signals deeper structural issues that require urgent reform. Our educational ecosystem needs strong policymaking, modern curricula, and reliable governance.

What motivates students to choose Oxford College of Engineering and Management?

Students and parents look for quality, consistency, and reliability—values at the heart of Oxford’s mission. Our institution has received multiple international awards that validate our commitment to excellence. In the latest 8th-semester engineering results, 70 out of 80 students passed, and 10 secured a perfect 4.0 GPA—an accomplishment reflecting both student dedication and faculty guidance.

Oxford takes pride in its modern infrastructure, accessible leadership, and responsive faculty. Our academic and administrative teams remain available to students, reinforcing a culture of mentorship and support. Additionally, we maintain a healthy socio-cultural environment that encourages collaboration, respect, and personal growth.

Perhaps most importantly, Oxford is a strictly apolitical institution. By preventing political interference, we offer a calm, focused, and disruption-free academic atmosphere—something increasingly rare in Nepal’s education sector.

What would you like to convey to parents and students who have just completed their Grade 12 studies?

To parents, I offer a sincere reminder: only a small portion of students who go abroad after Grade 12 fully commit to their studies. Many face difficulties that families back home may not be aware of—safety concerns, loneliness, long working hours, and cultural adjustment challenges.

Parents must think deeply about the realities their children may encounter abroad. As time passes and parents grow older, the absence of their children becomes more significant—not just emotionally but practically.

To students, I strongly recommend completing a bachelor’s degree in Nepal before considering studies abroad. This allows them to gain maturity, establish a strong academic foundation, and better understand their identity and goals. After gaining international exposure, they can return to Nepal and contribute to national development with greater purpose.