Your coverage of Nepal's failed education ("Mass inferioity complex" and "Missing children", #99) it shows that failing more than 70 percent of the SLC students is a failure of our educational policy. What it means is that that many of our teachers have failed to do their job properly and they all deserve to be fired. Or is it the continuation of the "pedagogy of the oppressed"? More than 70 percent of our teachers, educationists, and indeed the whole population are oppressed, poorly-paid, inept. And we take it out against the weak: the students, the lower castes, the poor. My masters kick me. So I kick my servants, too. This is a poor man's violence on a poorer man. Why not scrap this SLC thing altogether? The money Nepal spends every year to run this meaningless Kafkaesque examination nightmare could be better used to set up open universities where every high school student can go to after their school finals without the fear of being rejected.

Ramesh Shrestha,
Thailand
It is a shame that only 30 percent of the SLC students passed this year. It shows that the government needs to monitor government schools closely. Teachers should be held accountable for the performance of the students in the subjects they teach. What is the attendance of teachers in schools? On the other hand, recent introduction of regularisation of fees in the private schools is a most appropriate step taken by the government. We all know the reason why rich private schools of Kathmandu Valley did not have their students among top ten in SLC for last couple of years. I am happy that bribing by the private schools has been curbed to some extent. In the name of education the private schools are all out to mint money. This is one of the reasons for the Maoists uprising.
Mandhoj Tamang,
by email
Thank you for bringing out the relevant and thought-provoking interview with Master Saheb, Asbjorn Voreland ("It is a crime to not provide good education in public schools", #99) His immense contribution to the educational development of Nepal is appreciated. His aim of teaching core values of fellowship, love, compassion, equality and life-skills should be the essence of education. Unfortunately, these same qualities are severely lacking in Nepal's present education system. Ordinary Nepali folk have not yet lost the spirit of community. As you rightly said, the present turmoil in Nepal is the result of rampant disparity and discrimination in society. More importantly, Voreland Sir's observation that "democracy means sharing the burdens of the county and the communities", "social dissatisfaction is a volcano without an outlet", "peace will not prevail unless it comes from the inside of individuals" are directly relevant. Nepal might become a cruel and hard nation if it loses its traditional simplicity and compassion, should be taken as a very important insight by every conscious Nepali. More so by our present leaders. I hope Nepali Times will bring us more interviews like these, rather than waste space on what the thulo manchhes have to say.
Tilak Lama,
Lainchaur