Q. How do you see the present direction of higher education in Nepal?

I see Nepal’s higher education future as very bright. Technologically, we are now quite advanced. Because of the internet, artificial intelligence, computers, and modern digital tools, we are moving with global standards. In terms of educational quality, faculty members, human resources, teaching pedagogy, curriculum, and delivery approaches, Nepal is not behind the international level.

Nepali universities and colleges are now capable of providing high-quality education not only to Nepali students but also to international students. At this moment, our immediate responsibility is to retain students who were leaving the country for foreign education. That challenge existed strongly after COVID, but the situation has gradually improved.

Universities and colleges in Nepal have introduced new teaching methods, new curriculum structures, and programs focused on producing human resources required by the market. Because of this, the trend of students going abroad has decreased significantly. Since last year, trust in Nepali universities and colleges has increased. Enrollment has also been very encouraging. In our BBA and MBA programs, especially MBA, we filled 100 percent of the quota and even had to follow a selection process. This happened for the first time after COVID. Therefore, I am encouraged by both intake and educational quality.

Q. What has helped Nepali colleges regain students’ confidence?

Today, the world is completely integrated. If an institution makes even a small weakness, people everywhere come to know immediately. Because of technology, students already know what quality they need, what they should study, and what kind of future they want even before colleges explain it to them.

The technological and institutional developments taking place in Nepal are not inferior to those in many other countries. That is why we have been able to retain students. This is not only the case of Uniglobe College; many colleges are now seeing positive growth in intake.

This improvement is not happening only because students are not getting visas abroad. It is also happening because the quality of Nepal’s educational institutions has genuinely improved. Competition has forced institutions to develop infrastructure, teaching systems, laboratories, student services, and academic support. This competition is now international because Nepali universities and colleges compete directly with foreign institutions. As a result, colleges have upgraded themselves, and students have developed a positive mindset toward studying in Nepal.

Q. Students often go abroad more for earning than learning. How should Nepal respond?

The response must come through job-oriented and skill-development-based education. Earlier, education was more theoretical, with less practical exposure. Students often completed degrees but remained confused about what to do next. The current curriculum is different. It allows students to shape their careers while studying.

Nepal’s higher education has reached an international standard through technology, market-oriented curricula, and improved infrastructure.

For example, students studying BBA, BBA Finance, or BCS IT can decide during their course whether they want to enter entrepreneurship, employment, software development, or business incubation. Colleges now facilitate career counseling, career development, internships, training, and exposure. Because of this, after completing undergraduate or graduate studies, very few students remain unemployed under the new curriculum.

The market has also changed. Many human resources have migrated abroad, creating a shortage of skilled manpower in Nepal. At the same time, education delivery has become more market-oriented. We are therefore emphasizing employment-oriented education. Under the semester system, especially in Pokhara University programs, curricula are skill-development oriented and market-demand driven. Whether in technical fields, health sciences, or management, students are prepared according to market needs. Therefore, graduates from such programs do not have to remain unemployed for long.

The earning-and-learning environment has also started developing in Nepal. The concept of part-time jobs is growing. Many organizations are offering part-time work. Students can attend college during academic hours and work for four, six, or even eight hours outside college time. In this way, they can manage their own expenses while studying in Nepal.

Q. How has Uniglobe College performed in graduate output and placement?

More than 3,200 students have already graduated from Uniglobe College. They have completed BBA and MBA programs and entered the professional market. Most of them are working in banking and financial sectors because our BBA, MBA, and MBA Finance programs are strongly focused on banking and finance.

Our graduates are also working in corporate houses, business organizations, and other professional sectors. Some have started their own businesses and have become successful entrepreneurs. A few have become not only successful but also recognized and respected entrepreneurs.

In terms of remuneration, our students are receiving salaries according to their qualifications. If the remuneration does not match their competence, our students usually do not accept such jobs. They are confident about their skills and market value. We do not see a situation of unemployment among our graduates. BBA graduates are getting jobs, and Master’s level graduates are also getting jobs according to their expectations.

Q. What does Uniglobe College do to make students more skilled, smart, and entrepreneurial?

We focus on skill development throughout the course duration. BBA and BCS IT are four-year programs, and during these four years we conduct different training and skill-exposure programs. These include software skill development, personality development, communication skills, networking, marketing, digital systems, artificial intelligence, and interpersonal communication. Altogether, we provide around two dozen training programs to students.

These activities strengthen students’ inner capacity. They do not only receive academic certificates; they also develop confidence, professional behavior, communication ability, technological awareness, and market readiness.

In our BCS IT program, we have signed MoUs with many software development and IT companies. These companies directly provide part-time work opportunities to students while they are still studying. Through this system, students work, learn, study, and earn at the same time. Their skills improve, they receive academic certification, and they also gain income. This has helped create an advanced academic environment in Nepal.

Students can now learn, earn, build skills, and develop careers in Nepal through job-oriented programs and industry collaboration.

Q. What message do you want to give to Plus Two graduates?

To students who have recently completed Plus Two, I want to say clearly that Nepal’s education has become high-quality and technology-based. Employment opportunities are also expanding. The government has spoken about raising annual economic growth above seven percent, and if that direction continues, many opportunities can be created within the country.

Nepal is a small but beautiful country. To develop it, we need capable, skilled, and committed young people. Students should study well, develop skills, and think about doing something meaningful here. They should not feel that there is nothing to do in Nepal. Opportunities are now increasing in entrepreneurship, management, finance, IT, digital services, and other sectors.

Nepal’s education is suitable for Nepal’s soil and context. I request students to trust Nepal’s education, trust Nepali educational institutions, and stay in Nepal. If young people build their capacity here, they can contribute to the nation while also building dignified and successful careers for themselves.

Q. What larger responsibility do colleges have in this changing period?

Colleges must prove quality through outcomes, not slogans. We must provide updated curricula, competent teachers, digital learning systems, internships, mentoring, placement support, entrepreneurship exposure, and ethical academic culture. Students today compare institutions globally. Therefore, every Nepali college must think globally while serving national needs. If we can connect education with employability, innovation, and social responsibility, students will not see Nepal as a second option. They will see it as a place where they can study, grow, work, and contribute meaningfully.