More than 2.5 million Nepalis left the country just in the last three years to study and work abroad. In the past year alone, <a href="https://nepalitimes.com/news/push-factors-driving-nepalis-out">nearly 900,000 students and migrant workers flew out of Kathmandu airport</a>. These figures do not include those who crossed over to India.&nbsp;
There were, of course, returnees in that period, but it is estimated that up to 16% of Nepal’s population at any given time is outside the country. Most of them are 20-35 years old, which means an estimated q<a href="https://nepalitimes.com/news/nepals-demographic-window-is-closing">uarter of all Nepalis in that age group are abroad</a>.&nbsp;
It is mandatory for students going overseas to get a certificate from the Ministry of Education, and last year alone 112,593 were issued -- nearly double the pre-Covid figure (graph, below).
Before leaving, Nepali students officially exchanged Rs117 billion last year into hard currency to pay for their education costs. The actual figure through unregulated channels is probably higher.
<div class="embed-block"><iframe title="MORE NO OBJECTIONS" aria-label="Column Chart" id="datawrapper-chart-OBL1y" src="https://datawrapper.dwcdn.net/OBL1y/2/" scrolling="no" frameborder="0" style="width: 0; min-width: 100% !important; border: none;" height="600" data-external="1"></iframe><script type="text/javascript">!function(){"use strict";window.addEventListener("message",(function(a){if(void 0!==a.data["datawrapper-height"]){var e=document.querySelectorAll("iframe");for(var t in a.data["datawrapper-height"])for(var r=0;r<e.length;r++)if(e[r].contentWindow===a.source){var i=a.data["datawrapper-height"][t]+"px";e[r].style.height=i}}}))}(); </script>All graphs: RAMESH KUMAR</div>
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Meanwhile, the 4 million <a href="https://nepalitimes.com/opinion/guest-editorial/the-migration-myth">Nepali migrant workers</a> in Malaysia, Qatar, Saudi Arabia, UAE, Kuwait, Korea, Europe and elsewhere sent back through banking channels Rs1.47 trillion in remittances ($11 billion) last year. Actual figures are higher.
“The great irony is that while poorer Nepalis toil in the Gulf and Malaysia to increase our foreign exchange reserves, middle and upper class families are exchanging a part of that money to pay for college fees, travel and medical care abroad,” points out migration researcher Ganesh Gurung.
The numbers going to Australia and Canada dropped last year because of visa restrictions. But that has been more than made up by a 30% uptick in <a href="https://nepalitimes.com/here-now/nepal-s-hard-working-students-overseas">Nepali students</a> going to the US (11,261) and UK (13,339) compared to last year.
But by far the largest number of students are going to <a href="https://nepalitimes.com/banner/why-nepalis-are-flocking-to-okinawa">Japan</a> (34,731) which is also an increase of 30% over the previous year (map, below). Numbers going to <a href="https://nepalitimes.com/news/yo-man-ta-mero-nepali-ho">South Korea</a> doubled in one year to 6,889.&nbsp;
Nepalis go to 66 countries for higher studies, with <a href="https://nepalitimes.com/here-now/looking-for-the-nepali-dream">Denmark</a>, Finland and France becoming more popular, although the numbers are still much lower than the top six.
Till recently, Nepalis were the third largest number of foreign students in Australia. They were number three also in Canada. Nepalis were among the top ten in the US.
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It is no secret that many young Nepalis leaving on student visas <a href="https://nepalitimes.com/banner/migration-certificate">intend to emigrate permanently</a>.&nbsp;
Countries in the Global North experiencing declining populations know this, but find it a convenient way to allow controlled entry for much-needed workers in the service or tech sectors.
“Many young Nepalis plan to settle in first-world countries eventually, or to return only after 10-20 years,” affirms migration expert Ganesh Gurung.&nbsp;
“Destination countries benefit too, they are getting a new generation of cheap labour without having spent anything on raising or educating them. What’s more, they also earn university fees. It’s a way for them to allow calibrated migration,” he adds.
Nearly half the students coming out of 10+2 schools opt to go <a href="https://archive.nepalitimes.com/regular-columns/Between-the-lines/More-Nepali-students-settle-overseas,528">abroad for higher education</a>, leading to a significant drop in college enrolment across Nepal.&nbsp;
Just like migrant workers are a safety valve that lets the government off the hook from providing jobs at home, students going abroad allows the state to dodge its responsibility to improve higher education quality here.&nbsp;
Indeed, some argue that better universities and colleges in Nepal would not lessen the exodus of young Nepalis, because many of them intend to emigrate for good.&nbsp;
“Yes, student visas have become a means to an end, <a href="https://nepalitimes.com/editorial/hardworking-students">the goal is to work and settle</a>,” says Narottam Aryal of King’s College in Kathmandu. “But more alarming than the figures of students leaving is that we are taking it so casually, calling it normal."&nbsp;
He adds: “Let us not worry about people who will leave anyway, but focus on the students who will stay if Nepal’s higher education is system is redesigned, repurposed and reformed to foster an entrepreneurial mindset so they benefit the country.”&nbsp;
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The method of education in state-run colleges and universities are still stuck in the era of rote learning taught by under-motivated teachers using outdated curricula, regurgitating memorised answers at exam time. The university environment is politicised and there are frequent disruptions with delayed exam results.
One way to change this is twinning with international universities, but for this there has to be a less xenophobic and transparent government machinery that is open to new methods.
“Accreditations, partnerships and exchanges with institutions around the world will open up opportunities for students,” says Aryal. “The government should welcome foreign universities, they will force us to raise the standard of our education.”
Information technology and <a href="https://nepalitimes.com/here-now/grass-is-greener-overseas-for-nepals-doctors">medicine</a> are among the most lucrative options for Nepali students abroad. Institutions of higher learning in Nepal itself could specialise in inter-disciplinary liberal arts, social studies, agriculture and the environment, public health, hospitality, or heritage studies.&nbsp;
Youth are also leaving because there is no guarantee of jobs even when they get a higher degree here. <a href="https://nepalitimes.com/editorial/brain-drain-into-brain-gain">The informal sector</a> is still the biggest employer, and job options in private companies and civil service are limited.&nbsp;
Ganesh Gurung says the education sector must adapt to the changing labour market such that Nepal produces skilled human resources in the areas with high demand like <a href="https://nepalitimes.com/here-now/nursing-grievances-against-the-state">nursing</a>.
He adds, “The focus must be on our strengths. The economy can be revived by making the best use of Nepal’s natural beauty to generate jobs in the hospitality industry, and turn it into a <a href="https://nepalitimes.com/news/go-away">destination for international retirees</a>.”&nbsp;

Sonia Awale

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Brain gain into brain drain

After graduation Danber Maden was working as an accountant and in his spare time practising his passion for sketching. Wanting to adapt his talent to digital design, he joined a new course at Bhanu Jana Secondary School here. Today, Maden is a mentor for new students at what has become the IT Academy, Taplejung. The 24-year-old is now juggling various online design gigs with companies worldwide, and earning much more than he did as an accountant. “I’m learning 3D design and motion graphics, animation from YouTube,” says Maden, sitting in the spacious Academy on the grounds of the secondary school. Light-coloured walls, extra high ceilings and a wide wooden staircase give the building a bright touch. Nearby is a group working area fronting the wood-panelled Pernille’s Coffee Bar. It is named after Pernille Madsen, founder of Human Practice Foundation (HPF), a Danish NGO that has been supporting schools and their communities in Taplejung since 2017.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240728130728_9c530879e791f54e0ea3de2c78efe7cf68add4935b663f7f7b2dc1e52ce0dd71.jpg" data-media-id="editor_0" data-image-id="20240728130728_9c530879e791f54e0ea3de2c78efe7cf68add4935b663f7f7b2dc1e52ce0dd71" data-rendition-name="original" width="4032" height="3024" loading="lazy" alt="IT Academy Taplejung NT 3"> <figcaption>Photo: MARTY LOGAN</figcaption> </figure>  Launched in 2014, HPF also runs programmes in Denmark and Kenya.&nbsp; Donor Waldemar Schmidt says he and his Academy co-founders wanted to give students at HPF-supported schools in the district another option after graduating.&nbsp; “Some years ago I started thinking, ‘what happens to the children when they leave the school? Have we done the job of giving the children a better future’? The simple answer was ‘no, I don’t think we have—we need to do more’,” he says in a Zoom interview from Denmark. The Academy opened in November 2023. To date, 61 students have graduated and 14 are working online, says Bhanu Jana’s head teacher Kishor Kumar Rai. Some are working for companies in Singapore, Denmark and South Korea.&nbsp; “They are earning more money here than doing other work so they are happy to stay in Taplejung,” adds Rai. “The Academy will stop migration and also the brain drain of youth.” A new, six-month session on graphic design and digital marketing started in June. Besides the technical component, students also learn the skills needed to become successful online freelancers, such as writing offers and negotiating contracts.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240728140712_918f5db890b05fe967117391d621bce6eafc41652323ec4eb3f8782a4f300bcc.png" data-media-id="editor_1" data-image-id="20240728140712_918f5db890b05fe967117391d621bce6eafc41652323ec4eb3f8782a4f300bcc" data-rendition-name="original" width="1010" height="556" loading="lazy" alt="IT Academy Taplejung NT 2"> </figure>  By 2028, HPF aims to have graduated up to 800 digital workers in courses that include web development and cyber-security in Levels 2 and 3. Graduates of Level 1 will need to pay tuition for advanced courses and prove that they are already earning as freelancers, explains Schmidt. “We don’t want to be known as a place that does a bit of everything. We want to build a brand which is very strong in graphic design and cyber security,” he adds. A former CEO, Schmidt knew HPF founder Madsen from the corporate world. Today he is the driving force behind the IT Academy, as quick to recite the latest facts and figures as he is to share a vision for the next decade. Schmidt estimates that after graduating from Level 1 students will have the potential to earn $500 a month, compared to the $200 locals make working in banks and other offices. After taking Level 2 and 3 courses in graphic design and cyber security, earnings will rise to $1,000-2,000 monthly, he predicts. &nbsp; HPF now subsidises tuition, leaving students to pay 15%, or about Rs 5,000, of the cost of the courses. Schmidt says donors in his personal network have covered the remaining amount (about $500 per student) for the first 100 students this year. For the next session he hopes sponsors will chip in $1,500 per student, enough to also buy each one a laptop. An enthusiastic, well-connected former CEO, the 84-year-old Schmidt has also called on his network to take on graduates in their firms as interns, and convinced WorldLink to provide the Academy with fibre-optic Internet at no cost. Developing students’ skills so that they are competitive globally will also happen gradually, says Schmidt, in part because of English-language skills. In the beginning, the Academy will focus on work experience in Asia. Already it has arranged virtual internships in companies in Singapore, Vietnam and Indonesia. The Academy’s 10-point manifesto is also training women students who can continue working as freelancers while raising families. Women make up 60% of students, and head of the Academy Basanta Palungwa says female students design more creatively, in part because they are more patient.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2024072814074_ab971ae77232481761249c23b7e88584ac303fa39fb448ddbaf9b9fde0676f86.jpg" data-media-id="editor_2" data-image-id="2024072814074_ab971ae77232481761249c23b7e88584ac303fa39fb448ddbaf9b9fde0676f86" data-rendition-name="original" width="2290" height="1407" loading="lazy" alt="IT Academy Taplejung NT 1"> </figure>  The Academy also aims to digitise and engage the community in this remote corner of north-eastern Nepal. Plans include a course for the general public on using smartphones and tablets, and WorldLink will soon install wifi hotspots. Also in the planning stage is vocational training for those who are not inclined to IT. HPF-supported secondary schools in Taplejung are graduating about 1,000 students a year, but the IT Academy will be able to accommodate less than half of them. Says Schmidt: “They may be frustrated because they’ve been to a good school and they see no future after graduating, so we need to make sure that there’s a link to the labour market.” After graduating, Danber Maden’s freelance work now includes four hours daily for Bookmundi, a Denmark based travel agency. After interning there for one year he was recently promoted to Junior Graphic Designer.&nbsp; For the past year he has also been designing social media posts for GenX Pharmacy, an online business based in Kathmandu. And he has local clients, including candidates who ran in the last elections. The local boy seems to have found his niche online. Asked what he sees himself doing in 10 years, Maden responds confidently: “Senior designer or art director.”

Going global to retain local talent

As the well-known adage goes: you can choose your friends but not your neighbours. There is no alternative to learning to live together. Relations between neighbours in a housing estate or nation states is (or should be) dependent on long term bilateral interest, not instantaneous calculations. Nowhere is relations between nations become more of an everyday issue than in the borderlands. And how multidimensional relations between countries are managed and nurtured should be the <a href="https://nepalitimes.com/here-now/learning-rubbish-memorising-gibberish">message in school textbooks</a>. Afterall, the foundations of knowledge and values are laid in school and in the books used to teach them. In most countries the content of textbooks is determined by the state, in fact it is an official document reflecting a country’s position on various facets of citizenship. Textbooks determine a person’s views on a cross border state.&nbsp; I have recently been leafing through the<a href="https://nepalitimes.com/multimedia/delay-dilute-deny"> Social Studies textbooks</a> for Grades 9 (pictured, below) and 10 published by the Ministry of Education, Science and Technology’s Curriculum Development Board at Sano Thimi. Imagine my astonishment when in the Grade 9 chapter on ‘Nation and Nationalism’ was this sentence in the section titled Border Security (translated from Nepali): ‘An open border opens up the possibility of increased human trafficking and drug smuggling. In fact, an open border can poison relations between people and even lead to war.’  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240717080732_a0492a1be8aaa76b0a90985f0c8ebf85874f53fd9e328d09aef9b614aa29cb84.jpg" data-media-id="editor_2" data-image-id="20240717080732_a0492a1be8aaa76b0a90985f0c8ebf85874f53fd9e328d09aef9b614aa29cb84" data-rendition-name="original" width="1074" height="1600" loading="lazy" alt="Nepali textbook social studies NT"> <figcaption>Social Studies textbook for grade 9.</figcaption> </figure>  Similarly, a section titled ‘Nepal’s Friends and Agencies’ talks about Nepal being a landlocked country situated between India and China, &nbsp;without indicating that these two neighbours of Nepal are global economic heavyweights. Whatever the text book may say about the dangers of an open border, all <a href="https://nepalitimes.com/opinion/borderlines/barbwire-borders">national frontiers should be as open as the one between India and Nepal</a>. Nepal has had a similar open border with Tibet for centuries.&nbsp; Officially, a country’s relation with its neighbour is marked by when diplomatic relations were established. But there is no such date with which we can pinpoint how long Nepal’s relations with India and Tibet (now an autonomous region of China) has existed. Nepal’s school textbooks fail to impart on students the importance of the country’s relations with these two vast and powerful neighbours. Instead of establishing a narrative that an open border is the ultimate symbol of strong and close ties between countries, Nepali textbooks give it an unhelpful negative connotation. By contract, Nepal’s trans-Himalayan border with China is limited and controlled. Citizens of both countries need passports and visas to enter the other. From time to time, some Tibetans do enter Nepal bypassing official checkpoints.&nbsp; The Nepal-India border on the other hand is open because of mutual agreement, friendship, good neighbourliness, religious and cultural diversity, social cohesion, family relations, and common geographical features on both sides.&nbsp; These economic, cultural, political and historical aspects of the open border should have been incorporated into Nepal’s text books. On the other hand, the books should also have explained the reason why the Nepal-China border has not been open since the annexation of Tibet 65 years ago. The content of the Social Studies text book reflects state neglect. A border is not the result of the wishes of a country on one side, it is the common meeting point of nations. Because the <a href="https://nepalitimes.com/editorial/lessons-not-learnt-homework-not-done">examination system </a>requires students to memorise and regurgitate content of textbooks, a teacher cannot deviate from what it says even if it is incorrect. A secondary school teacher regards the textbook as the curriculum. A text book’s content therefore does not just impact the point of view of students, but also teachers. More than disinformation on social media, it is the half-truths and false notions in text books that are more dangerous. In fact, textbooks read like the declaration of the political party in power. This is a result of the curriculum drafters not being inclusive and representative of Nepal’s diversity.&nbsp; Read also: <a href="https://nepalitimes.com/opinion/the-exceptional-buhari">The Exceptional Buhari</a>, Sudeshna Thapa This can bring about a tectonic shift in the thought process of young Nepalis, evoke a sense of animosity towards neighbours and ‘others’. In a country where political polarisation, ideological divide is already wide, such assertiveness by the dominant community can be sensitive.&nbsp; Textbooks cannot be propaganda, they cannot be a vehicle to establish a political narrative. They should heal and unite. Students need to learn and understand <a href="https://nepalitimes.com/news/nepal-s-love-triangle-with-china-and-india-impacts-investment">Nepal’s fragile geopolitical circumstance</a>, and not be exhorted to rock the boat. There is a common socio-cultural milieu that is transboundary because of our shared history and politics. Nepal’s youth need to have a moderate and balanced view of the history, geography and cultural links of the borderlands so they can contribute to cooperation and coexistence.&nbsp; Chandra Kishore is a Birganj-based media commentator and writes this monthly column Borderlines for Nepali Times. @kishore_chandra

Chandra Kishore

Textbook case of bad textbooks

Humla is in the remote northwestern corner of Nepal. And in a remote corner within Humla district is Limi Valley. Culturally, linguistically and even geologically, this is the Tibetan Plateau, and Limi’s 2,000 inhabitants are facing the threat of cultural erosion and outmigration of its young people. Now, however, local schools are trying to change that by ensuring quality education not only so that local children do not have to go to faraway boarding schools, but also to attract students from other parts of Humla. The Aatmiya Shree Sunkhani Basic School in the village of Halji has Tibetan language classes and tries to instil pride in students about their local culture. It has also invested in better dormitories and other facilities so the school does not have to close in the winter months because of the extreme cold there at 3,700m elevation. Following the construction, the school hopes to revamp the quality of instruction, and change the focus of curriculum to address the challenges of heritage loss and outmigration. Limi Valley is the location of the 1,100-year-old Rinchenling Monastery and represents the cultural soul of Upper Humla. It has enormous potential for pilgrim tourism because of the proximity to the sacred Lake Mansarovar and Mt Kailash across the border in China. Limi has three villages: Til, Halji, and Zhang, and they each had a school till five years ago but they closed down because of lack of students. The valley is only accessible by crossing the 5,000m Nyalu Pass, and its extreme remoteness translates into isolation, lack of jobs and opportunities. Most young people have migrated to Kathmandu, or to Purang across the border in China. What is left in Limi are the elderly, and children separated from parents. “Only grandmothers are left in the community,” says Anjila Thapa of Aatmiya. Humla’s children are growing up in Kathmandu or abroad and losing touch with their culture. Aatmiya is a Nepal-based sister organisation of CITTA, a non-profit seeking to bring healthcare, education, and economic development to the most remote and underserved communities in Nepal and India. It was founded by American artist Michael Daube, whose love for anthropology and Buddhism led him to work in the region. CITTA runs a Women’s Economic Development Centre, hospitals, and schools in Jaisalmer and Odisha in India, and also manages a hospital in Sindhuli. Aatmiya (which means ‘intimate’ in Nepali) was started in 2011 as a public-private partnership under which there are government teachers as well as those supported by the project. Earlier, schooling was not much more than “kids teaching kids”, says Daube, and government teachers were unwilling to travel to such remote parts of Humla and were mostly absent.  <figure><img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240616020616_4b1ba2f6d9f351d4d4e1b50607e1df85a2221444b0bae2b0eb5d1fcd7e865d75.jpg" data-media-id="editor_0" data-image-id="20240616020616_4b1ba2f6d9f351d4d4e1b50607e1df85a2221444b0bae2b0eb5d1fcd7e865d75" data-rendition-name="original" width="1600" height="1200" loading="lazy" alt="Limi Humla school"></figure>  Their unfamiliarity with the local language and culture also meant that schools were actually the reason for cultural erosion. Now, with its Community Centre housing for teachers and a free hostel for students, parents can feel more confident in their children’s education and accommodation year-round while keeping them in Limi. “Earlier, people in surrounding areas used to say Limi was poor and backward,” says Ward Chair Paljor Tamang. “Now, people say that if the school provides teachers and opportunities, children will come from other parts of Humla to study up here.”  <figure><img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240616020616_23d9bf409f31a8d3ed559aa3ff2b11d0b8f7b315904242d1c9f20880503e3cb0.jpg" data-media-id="editor_1" data-image-id="20240616020616_23d9bf409f31a8d3ed559aa3ff2b11d0b8f7b315904242d1c9f20880503e3cb0" data-rendition-name="original" width="1600" height="1066" loading="lazy" alt="Limi Humla school"></figure>  The school, centrally located in Dalji, is set to be inaugurated in September, with the construction of the site's main building nearly complete (pictured above). Even so, the push factors driving young people away may be too strong to halt outmigration. “Construction and hardware won’t bring students back,” admits Anjila Thapa, who wants to start additional teacher training before classes begin. The school is adding Tibetan language teachers, and Aatmiya also plans to introduce fellowships focusing on extracurricular activities and a holistic education. CITTA Country Director Sanjeev KC says the school’s success will not just be measured in maintaining student numbers, but increasing them by attracting those from the community currently studying in faraway Kathmandu. “Within the next five years, we hope to have 70 or 80 students,” says KC. “We identified the gaps in education and worked with the community to understand their needs. That is why we pooled our resources for a centrally located school.” There is now a need for a high school till SEE level, and the goal is to make its present Grade 7 the first graduating class. Daube wants Aatmiya to be more than just a school, but an effort to preserve the culture and local economy. The organisation recently began working with local women to produce and internationally market shuktu, traditional woollen blankets. When the Limi Valley School opens in September, it aims to prove that modern education and cultural preservation can go hand-in-hand. “Of those who have left Limi, many still own land and farms here”, says Tamang. “With adequate facilities and opportunities, we may see them return”.

Saving Humla from heritage loss

Aliya Bashar finished up her Grade 6 class exams and swiftly walked over to a room next door at her Kanya Mandir Secondary School in Kathmandu. Other students join in and together they offer namaz. This is an important time of year for Bashar, not only because of her annual exams but also because of the holy month of Ramadan. "It is a relief not to have to rush home for prayers at 1 pm," Bashar tells us later. "The school provides a space for namaz, making it easier for us to focus on exams." With a week left for the end of Ramadan, Muslims eat before dawn and fast throughout the day with afternoon prayers at 1pm. They break fast with a collective iftar feast after sunset. Recognising the challenges of its Muslim minority students, Kanya Mandir School provides a dedicated space for them to offer prayers immediately after the exams.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240402120448_48e2571556490b496061569a30d8935a7d358b2647feb0935d09cfbe2fb53cc4.jpg" data-media-id="editor_0" data-image-id="20240402120448_48e2571556490b496061569a30d8935a7d358b2647feb0935d09cfbe2fb53cc4" data-rendition-name="original" width="1920" height="1280" loading="lazy" alt="Kanya Mandir Secondary School"> </figure>  "Having a prayer room makes everything easier,” says Salma Khatun, a Grade 8 student. "And the school also allows us to dress in clothes we are comfortable in.” The school’s inclusive environment has helped students like Bashar and Khatun thrive. They participate in sports wearing the hijab, something not possible at many other schools. Read Also: <a href="https://nepalitimes.com/opinion/guest-column/moving-to-the-mainstream">Moving to the mainstream</a>, Chandra Kishore Jasmin Shaikh in Grade 7 says she faces no hate and discrimination at school. “Students of all religions are treated equally here,” she says.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240402120448_7d674a06c7ebaf6e5a35f8d19595b55a9f5710bee41fb2243abd9a54a24422d8.jpg" data-media-id="editor_2" data-image-id="20240402120448_7d674a06c7ebaf6e5a35f8d19595b55a9f5710bee41fb2243abd9a54a24422d8" data-rendition-name="original" width="1920" height="1280" loading="lazy" alt="Kanya Mandir Secondary School"> </figure>  Muskan Khatun says being allowed to wear the hijab in class makes her feel safe and supported. Khatun who is originally from India says she feels a sense of belonging at the school. “There are no restrictions here, even the school feels like home,” she says, smiling. The Kanya Mandir School’s commitment to inclusiveness extends beyond Ramadan, and extends to the cultural practices of students from all faiths, including Hindu, Buddhist and Christian.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240402120448_e2f7573555a66f363ec2927588488ac85b97bbf0d36fa5f95140eeb833c6ac73.jpg" data-media-id="editor_3" data-image-id="20240402120448_e2f7573555a66f363ec2927588488ac85b97bbf0d36fa5f95140eeb833c6ac73" data-rendition-name="original" width="1920" height="1280" loading="lazy" alt="Kanya Mandir Secondary School"> </figure>  "The hijab does not hinder the students in any way," says Assistant Principal Bhagwan Babu Adhikari. “In fact, our top performers are girls from the Muslim community." The welcoming environment has boosted the school’s appeal, and some 245 of the 1,170 students at the school are from Nepal’s Muslim minority.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240402120448_47c4d1d60e34acf8be892a28a643edb4eebb0f8b6d3c2887396072705dc2adcf.jpg" data-media-id="editor_4" data-image-id="20240402120448_47c4d1d60e34acf8be892a28a643edb4eebb0f8b6d3c2887396072705dc2adcf" data-rendition-name="original" width="1920" height="1280" loading="lazy" alt="Kanya Mandir Secondary School"> </figure>  "School is where children develop compassion, tolerance, good behaviour," says Principal Ghanashyam Neupane. "We are simply trying to create an environment that fosters these values."&nbsp; This approach promotes respect for different religions, cultures, and traditions, inculcating a sense of camaraderie among students when young, he adds.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240402120448_b14ec82030a573a5bf31ed7d4d2bdb8e46568c9fcd3020686261057632b1c014.jpg" data-media-id="editor_5" data-image-id="20240402120448_b14ec82030a573a5bf31ed7d4d2bdb8e46568c9fcd3020686261057632b1c014" data-rendition-name="original" width="1920" height="1280" loading="lazy" alt="Kanya Mandir Secondary School"> </figure>  Nepal’s Tarai plains bordering India where there are more Muslims have more traditional madrasa schools which focus mainly on religious studies. Students say they prefer mainstream schools so it helps them get into good colleges.&nbsp; Read Also: <a href="https://nepalitimes.com/multimedia/nepali-muslims-on-the-margins">Nepali Muslims on the margins</a>, Prakriti Kandel Not all madrasa have Nepal’s educational accreditation, and this limits career options for students. Many Muslim girls prefer public and private schools, but not all have a welcoming environment like Kanya Mandir.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240402120448_0cca122211c649b5c57cdad51fbbd2bc41d63abf55dbbd7f2007b21a93873d68.jpg" data-media-id="editor_7" data-image-id="20240402120448_0cca122211c649b5c57cdad51fbbd2bc41d63abf55dbbd7f2007b21a93873d68" data-rendition-name="original" width="2048" height="1366" loading="lazy" alt="Kanya Mandir Secondary School"> </figure>  "We must uphold the constitutional rights of every child and ensure schools become inclusive spaces," says Seema Khan of the Muslim Mahila Kalyan Samaj. “They should follow Kanya Mandir’s example and adopt an inclusive education policy that reflects Nepal's rich social tapestry."

Inclusiveness not just theory in this school

Thick-framed glasses, a wide nose, and a bushy salt-and-pepper mustache. A front curl peeked out of his cap if he missed his haircut. He wore a full-sleeved shirt and cotton trousers.
His appearance was unremarkable, lacking the fashion sense of the stylish Dharan people of the day. He seemed like a tired, middle-aged man by the end of class, covered in chalk dust. He was easily overlooked until he spoke English because his English was impossible to ignore.
This man was dealing with a significant issue. He wanted to teach English in English, while we students preferred learning English in Nepali. His pronunciation was different from other English teachers, causing students to struggle to understand him. They started calling him Thoo Sir because they heard ‘to’ (/tu:/) as ‘thoo’ (ठू), but no one knows who first started this nickname or when it began. No one knew where he acquired his accent from, either.
Read also: <a href="https://nepalitimes.com/editorial/class-differences">Class differences</a>, Rabin Giri
Every morning, the bus would drop him off at Ghopali Tol from Dharan around 9AM, and he would walk 12 minutes to school from there. Students would have to interact with him in English or listen to a kind of English they could not understand.
I had heard his infamous nickname long before I attended Thulo School, the only secondary school in the village, after passing out from the primary Sano School.
He never inflicted any physical punishment on us, however his frustration was harder to handle. He would say things that friends could use to mock and tease fellow classmates.
Students would dread his presence in the classroom because unlike other teachers who would read slowly and explain in Nepali, he insisted on speaking English correctly and would not let us off the hook until we did so as well.
I only had him as a teacher in my Grade 10 class, and I remember being late on the very first day. "Mai commin, Sir?" I asked from the door.
"Ask properly," he replied, without even looking at me.
I asked again, but he continued cleaning the blackboard without paying any attention to me.
"Sir, Mai commin?" I changed the word order.
"Repeat after me," he instructed. That day, I learnt for the first time that 'Mai commin' was actually 'May I come in?'
"You don't even know basic English? Silly girl!" he said, and of course, my friends teased me for a long time about that.
His dissatisfaction with a student’s pronunciation silenced the class. While I was usually vocal and asked questions in other subjects, I could not utter a word in his class for fear of being ridiculed again.&nbsp;
Read also: <a href="https://nepalitimes.com/editorial/lowest-common-denominator">Lowest common denominator</a>, Editorial
I would formulate questions in my mind but struggle to voice them. Sometimes, I would start in English and end up speaking in Nepali, which would upset him even more.
He would not engage in conversations in Nepali, preferring to explain things in English. His excessive use of English gave us all chronic headache.
One day, in the middle of class, I asked in Nepali, "Thoo Sir, my pad is leaking. I will go home, change, and come back in five minutes."
"What did you just say?" he asked in English, lowering his reading glasses, revealing a pair of tired eyes, and a bruise on the bridge of his nose caused by the weight of the frame.
<a href="https://nepalitimes.com/editorial/that-time-of-the-month">Sanitary napkins</a> were not yet available, so we sisters would have to run to my nearby home to use one of our mother's old cotton saris as pads. But these were not absorbent enough for heavy bleeding. There was no door or roof in the school toilet, making it impossible to change at school.
I never felt embarrassed about asking to be excused, and neither the teachers nor students used to make a big deal out of it. Since he had responded to my Nepali, I assumed his 'WHAT?' was in response to my request to go home to change my pad.
I repeated my request, this time to assure him that I would return in exactly five minutes. But his "What did you just call me?" was actually about my publicly addressing him as “Thoo Sir”.&nbsp;
My bench-mate Bishal tried to warn me to keep quiet. But I continued, "Thoo sir. Everyone calls you Thoo sir behind your back. Don't you know?"
"I know but no one said it to my face before."
Quickly correcting myself, I said, "BB Sir, please allow me to go home. I won't address you as Thoo Sir anymore."
"Thoo Sir again," he chuckled, lightly tapping my head with the book in his hand. "Go on, run!"
All these years later, I realised that it took a lot of effort for him to respond the way he did. Unlike other teachers who only focused on the top students, he would treat all students equally, change the seating arrangement, shifting students from the front to the back.&nbsp;
Read also: <a href="https://nepalitimes.com/here-now/learning-rubbish-memorising-gibberish">Learning rubbish, memorising gibberish</a>, Yugottam Koirala and yugeshwor Koirala
After leaving school and moving to Kathmandu, I began learning English and found the language fascinating. It took years to overcome my hesitation, but I eventually understood why Thoo Sir insisted on teaching English in English. I wished he had been more creative in making us appreciate the language and understand its importance.
We used to believe that Thoo Sir had the best English in the world and was forcing fluency on us when all we needed was 32 marks to pass. There was not much interest in learning English in those days.
Thoo Sir was ahead of his time in grasping the importance of a global language. He knew there was a world beyond our village of Madhesha and the SLC exams. He was not interested in our exam marks, he only wished us to understand English in English. And today, I am glad we had Thoo Sir as our English teacher.
Anbika Giri is a novelist and author of children’s books in Nepali. Angrezi is her monthly column in Nepali Times about learning English in Nepal. Her previous column was <a href="https://nepalitimes.com/opinion/angrezi/the-thappad">Thappad.</a>
&nbsp;

"Mai commin, Sir?"

This piece is not about Tapasi Pannu’s Bollywood movie, Thappad. But the echo of that slap from childhood still echoes in my ear.&nbsp;
It was the first and only time my father ever laid a hand on me. It could happen again, since Nepali parents have a tendency to believe that no matter how old you are, you are always a child. They can hit you even in your 30s.&nbsp;
My father, a retired high school principal, seldom raised his voice at us while we were growing up. His silence and stern gaze were nevertheless frightening to us youngsters, and struck fear in our hearts.&nbsp;
As children, we never dared speak to him directly. Our mother acted as an intermediary, even in trivial matters like buying a ball-point pen for Rs4.
Read also: <a href="https://nepalitimes.com/news/why-do-so-many-nepali-students-underperform">Why do so many Nepali students underperform?</a>, Anita Shrestha
This was the 1990s, and we all excelled in studies. We were disciplined children who never uttered a curse word. We respect our elders. We were the epitome of well-behaved children.
So imagine our shock when I was subjected to physical punishment from my father for the first time. And it all had to do with my use, or misuse, of the English language.
We started learning English in Grade 4. I had topped not only my &nbsp;class, but the entire school. I could recite what was on any page in my text book. I had a photographic memory.&nbsp;
I excelled not only in academics, but also in General Knowledge. I could rattle off all the countries of South Asia and their capitals and heads of state.&nbsp;
My sister and I were the only two students in our class who had mastered the multiplication table up to 20. One day, our primary school principal announced that only students who knew the table up to 20 could go home, while the rest had to stay back and keep learning until they did. My sister and I found ourselves waiting until evening for our classmates to catch up.
Read also: <a href="https://nepalitimes.com/banner/after-quantity-nepals-education-needs-quality">After quantity, Nepal's education need quality</a>, Prakriti Kandel
I was 9, and also starting to learn to spell simple English words. I took immense pride in my progress because my grandfather did as well. However, it wasn't enough for my father.
That day, I was doing my English homework, while my father and his colleagues were engrossed in a political conversation. One of his colleagues suddenly asked, "Which grade are you in?"
"Fourth," I replied proudly.
He continued, "What is your roll number?" (Ah, the roll number, a prestigious measure of talent in those times.)
"One," I answered confidently.
He then asked me to recite the multiplication tables for 7, 9, 13, 17, and 19. Which I did, and I noticed my father’s eyes gleaming with pride.
My father’s other friend was also interested and asked me what I was writing.&nbsp;
When I responded “English”, he asked me to write out the lowercase alphabet — widely regarded as the more challenging aspect of English writing. I guess he was trying to confirm if I truly deserved the Roll Number 1 position.&nbsp;
To everyone's surprise, I swiftly wrote out the lower case alphabets from a-z. Satisfied, he was about to return to the political conversation when my father abruptly asked me, "Can you spell 'dog' for Uncle?"
“I can,” I said. “D-O-G,”
"And how about 'god'?" my father pressed on. I spelled god, and everyone was impressed.
Then my father asked me to spell ‘bag’. In those days, children attending <a href="https://nepalitimes.com/editorial/ministry-of-education-gets-an-f">government schools</a> in <a href="https://nepalitimes.com/here-now/the-marginalised-on-the-margins">rural Madhes</a> had to carry our books cradled in our left hands. Sometimes, they held the books tightly against their chest with both hands, like parents carrying a child.&nbsp;
School bags were fancy and rare. Only private school students had bags. You could be sure a student carrying a school bag, wearing shoes and a tie would be attending a private school.&nbsp;
I had never carried a school bag, and did not know how to spell it. I looked up at the ceiling and squirmed, and my father’s eyes widened. The lines on his forehead showed disappointment.&nbsp;
It must have been less than a minute, but it felt like an eternity. The more time I took, the more they saw me as unworthy of having Roll Number 1. To escape my predicament, I blurted out: “B-O-G."&nbsp;
That was it. My father rose from his stool and slapped me on my face. No one stopped him. His colleagues tried to console me by urging me to study harder.&nbsp;
Read also: <a href="https://nepalitimes.com/here-now/learning-rubbish-memorising-gibberish">Learning rubbish, memorising gibberish</a>, Yugottam Koirala and Yugeshwor Koirala
I was in shock. I had never imagined that my father would ever hit me. The slap did not just hurt me physically, but left a deep emotional scar. I fell ill with a fever that evening, and everyone knew the reason.
No one said a word to my father. My grandfather consoled me, but said that I needed to study even more diligently. As if I had not been studying diligently before.&nbsp;
I have hated the English language ever since. I never dedicated myself to learning English properly in class. And I hated English even more after we had Thoo (ठू) Sir. But that is a story for some other time.

Anbika Giri

The Thappad

Flipping through the pages of the government textbook for Grade 7 Nepali, one comes across this baffling paragraph which would be funny if it were not so serious:&nbsp; An elderly couple live in a village. They bear a son in their old age whom they name Balram. When Balram grows up to be a young man, the couple decide to get him married. The wedding is a grand affair. Balram’s wife is exceptionally beautiful and his parents are ecstatic about having found such a beautiful buhari. However, the sasura, curious about her intellect and disposition, decides to test her. So he calls her in and asks her, ‘Buhari, can you tell me how much you think we spent on your wedding?’ Read also: <a href="https://nepalitimes.com/here-now/learning-rubbish-memorising-gibberish">Learning rubbish, memoring gibberish</a>, Yugottam Koirala and Yugeshwor Koirala Red flags go up all over that paragraph that serves as the story's exposition. But wait, things get even more interesting:&nbsp; &nbsp;The buhari replies, ‘I think you must have spent only about 2-3 manas of rice grains’. Offended by these words, the sasura retorts as he fumes with anger, ‘Your wedding cost me a fortune, and you’re saying 2-3 manas of rice grains is all that was spent? You make it seem like I incurred no expenses’. In what sounds like a line lifted right off of a hammy Indian daily soap, the sasura then goes on to say, ‘I don’t even want to look at your face anymore. Go back to your parents’ house right away! There is no place in my home for a buhari like you’.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230925090916_76578a0ecf3c35d2bdeff79022ed048c5bcfeed57a9cfd4b618c5d33c62f2783.jpg" data-media-id="editor_1" data-image-id="20230925090916_76578a0ecf3c35d2bdeff79022ed048c5bcfeed57a9cfd4b618c5d33c62f2783" data-rendition-name="original" width="1311" height="463" loading="lazy" alt="Nepali textbooks"> <figcaption>The story in the government textbook for Grade 7 Nepali.</figcaption> </figure>  Although aghast at her father-in-law’s response, the buhari does not utter a word. The dad-in-law, on the other hand, is determined to send her off to her parents’ house. The two then embark on a journey to the buhari’s parental home. As the plot thickens, it is revealed that the buhari has a special ability, thanks to which she can communicate with animals. Along the way, the sasura-buhari hear a wolf howling. The sasura does not think much of it, but the buhari knows exactly what the wolf is ‘saying’. The wolf's words translated are too bizarre to ideate. It says, ‘There is a corpse buried right here. If someone were to dig it up, I could feed on it. There’s a diamond ring on one of its fingers. I’d give the ring to whoever digs up the corpse for me’. Upon hearing this, the buhari thinks to herself, ‘If only I could lay my hands on that ring. My sasura will never believe me if I tell him about this. Oh, what a fix I am in!’ Soon, the sasura-buhari decide to make a pit stop under the shade of a banyan tree, and the sasura dozes off as he rests. The buhari then sneaks off to the spot where the wolf had been howling and starts to dig. Unsurprisingly, she unearths the corpse, presents it to the wolf, and takes the diamond ring on the body's finger. Not only are readers confounded by the sheer absurdity of the plot of this 'story', but it must be hard for young Grade 7 readers (or even their teachers) to shake off the macabre mental image it projects in the mind. Aside from a blatant disregard for the concept of dignified treatment of the dead, this story actually presents grave robbing as a perfectly acceptable thing to do.&nbsp; This is not all. The buhari then goes on to dig up some more valuables after a crow tips her off. The sasura is delighted to have come upon so much wealth because of the buhari. Subsequently, she also hands the diamond ring to the sasura and tells him all about how she found it. As you may have guessed, the sasura is now in awe of the buhari and regrets ever having doubted her. Having had a change of heart, he decides not to take the buhari back to her parental home. &nbsp; The story drags on as the sasura continues to ask the buhari random questions to test her wit till he is convinced of her ‘intelligence’ and ends with the sasura ‘entrusting’ the buhari with all his household responsibilities as he is finally impressed with her. What is a student to learn from the protagonist’s attitude towards his daughter-in-law? Will the story leave a child assuming it appropriate for a man to ask his daughter-in-law how much he must have spent on her wedding? Will a child be able to question why such an enquiry on the part of the father-in-law is even relevant? Will a seventh grader who reads the story consider it a man’s prerogative to ‘send his daughter-in-law off’ to her parents the minute he feels offended? What is a girl child to make of the portrayal of the buhari in the story? Are they to think that there is nothing wrong with assuming that a man is entitled to ‘test’ whether his daughter-in-law is good enough for the household?  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230925090920_7a8bef87e71b1ce652247b916eaa4d0e1addfb882b53dcbfad2bf39c5693805c.jpg" data-media-id="editor_2" data-image-id="20230925090920_7a8bef87e71b1ce652247b916eaa4d0e1addfb882b53dcbfad2bf39c5693805c" data-rendition-name="original" width="1000" height="500" loading="lazy" alt="Nepali textbooks"> <figcaption>Government textbook for Grade 7 Nepali.</figcaption> </figure>  Is it only after she proves her ‘worth’ that a woman is acceptable to her marital family, even if that means digging up graves to bring in wealth? Oh, by the way, where was the woman’s husband while all of this transpired? Even if the author who wrote this story thought it would be an appropriate example to teach children they should not be too quick to judge a person, didn’t a single person who reviewed this story to decide whether it should be part of the school curriculum find the details in the story in the slightest bit objectionable?&nbsp; It is worth noting here that the line-up of authors and reviewers featured in the preface of the textbook in question is predominantly male and all from the dominant ethnic group. Perhaps objections were raised to the content of the book, but they were overruled? Either way, this and many other examples warrant a closer assessment of the government’s school curriculum development system, particularly the process of reviewing and screening content to ensure it is conducive to children’s overall social and emotional development in addition to helping enhance creative and analytical skills. It is crucial for those who design Nepal's school curricula to be mindful that the content of textbooks can solidify gender and social stereotypes in young minds and shape how people perceive and interact in society. If we are to envisage a future free of gender bias and social inequality for Nepal, school textbooks may be a good place to start. &nbsp;&nbsp; Sudeshna Thapa is a human rights lawyer and researcher. thapa.sudeshna@gmail.com

The Exceptional Buhari

Many students in Nepal do not even learn half the content of the school curriculum in various subjects because of teachers without adequate training and motivation. The 2020 report <a href="https://drive.google.com/file/d/1J1ZmZgigpoOPtrRW05wzp7N4kZYZUB3H/view">National Assessment of Student Achievement (NASA) in Mathematics, Science, Nepali and English for Grade 8</a>, published recently by the Education Review Office (ERO) showed that students are struggling to acquire even minimum learning. The report draws from its assessment of 43,886 students from 1,800 schools across the country, and concluded that the majority of students are not able to learn even half of the content of the subjects they are taught.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230329150352_4f54a4bd8b361f57e915abccca760ac5d8fefd6ed9bd8338a553a11f6145f776.jpg" data-media-id="editor_1" data-image-id="20230329150352_4f54a4bd8b361f57e915abccca760ac5d8fefd6ed9bd8338a553a11f6145f776" data-rendition-name="original" width="796" height="1060" loading="lazy" alt="Student performance in Nepal"> </figure>  Three versions of standardised tests, together with the background information in the questionnaire to the sample students, the teacher questionnaire to subject teachers and the school survey questionnaire to the head teachers, were administered in each school.&nbsp; Only 32.1% of eighth graders in Nepal passed the basic proficiency level in mathematics. The numbers for science, Nepali and English stand at 37.7%, 58.8% and 51.1% respectively.&nbsp; In the case of mathematics, the national average of learning achievement in 2020 decreased by 17 scale scores from 500 in 2017. Similarly, the national mean of science was 470, which is 30 scale scores below the national mean from the NASA 2017 study.&nbsp; And while the students from Bagmati, Gandaki and Kosi scored above the national average, the report adds that the performance of Madhesh, Karnali and Sudur Paschim students was lower in all four subjects than the national average. “The increased number of students with minimum learning achievement shows problems in the teaching-learning strategies, remedial actions and the role of head teachers,” says Devi Ram Acharya of ERO. The assessment was designed to prepare baseline data for the School Sector Development Plan (SSDP), as well as to compare the learning achievement of 2020 with the previous cycle of NASA in 2017 to ensure quality school education. Since 2011, ERO has published four reports, all of which have found lower-than-average learning achievements. "We have been suggesting the government and policymakers to formulate practical and implementable educational policies at national and sub-national level for the much-needed educational reforms,” adds Acharya. “But the government has failed to address the problem.”&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230329150352_7fa0b2ef65c148899547f715806dc7ef9b32827b81f226ee26e3b912babbb3b4.jpg" data-media-id="editor_2" data-image-id="20230329150352_7fa0b2ef65c148899547f715806dc7ef9b32827b81f226ee26e3b912babbb3b4" data-rendition-name="original" width="1500" height="1125" loading="lazy" alt="Students in government schools"> <figcaption>Photo: NEPALI TIMES ARCHIVE</figcaption> </figure>  The factors considered in the research are age, home language, school type, distance between home and school, career aspirations, parental education and occupation, family size, teacher's regularity, permanent head teacher, and subject teachers. The president of Nepal Teachers Federation, Kamala Tuladhar, believes that one of the reasons behind the poor level of learning of Grade 8 students is the promotion of failed and weak students from lower grades.&nbsp; The government in the 1990s introduced the Liberal Promotion Policy which allows students from Grades 1 to 7 to be promoted to higher grades even when they fail the final exam. But teachers and parents are also said to be equally responsible for the lower proficiency level.&nbsp; Education expert Shyam Shrestha, on the other hand, blames the ignorance of the government. “Most public schools don’t even have enough subject teachers to begin with,” he says.&nbsp; Shrestha was a member of the High Level National Education Commission in 2019 which published a report recommending the government to fill the vacant post of teachers to improve school education. Shrestha’s team found that out of 650 public schools, only 71 had the required number of teachers.&nbsp; “In our report to the government, we recommended that enough teachers should be hired, even suggesting the ways in which the student’s learning achievements can be improved,” he says. “If there are no adequate teachers, including subject teachers, how can the students learn?” Teachers were involved in politics, they lacked infrastructure and textbooks, and there was unequal distribution of students in class. “The government itself is promoting private schools rather than thinking about the improvement of public schools,” he adds. The Curriculum Development Centre (CDC) however says there is no link between the students’ learning achievement and the curriculum. Director-General Baikuntha Aryal says, “We have been analysing the recommendation of ERO and we have changed the curriculum as per the students’ point of view.”&nbsp; But the difference in basic-level learning achievement affects not only the students and their future, but also the country's human capital and knowledge economy, especially as Nepal continues to rely heavily on labour migration even as the world advances rapidly in all the sectors. &nbsp;“There is a noticeable gap in monitoring and evaluating school governance, empowering head teachers,” he adds. “Proper systems for reward and penalty should be in place to improve the situation, and local government should also play a crucial role in the improvement of governance in the school.”

Why do so many Nepali students underperform?

When Nepalis are leaving the country in droves, there are unsung heroes providing selfless services in isolated parts of the country. Teachers like Sarala Basnet do not crave wealth or fame but work one day at a time to meet their ideal of bringing up the next generation of motivated and compassionate Nepalis. Sarala, as her name suggests, values simplicty and is guided by a straightforward attitude towards life: integrity, diligence and decency. After working her way up from a small village in Baglung, Sarala, at age 35, is the first female principal of Chandrodaya Secondary School in Abu Khaireni of Tanahu district. Back in Baglung, she was also the first female student to pass SLC from high school two decades ago at a time when very few girls attended school in such far-flung villages. “The mindset was that if the girl is educated, she will contaminate traditional culture,” recalls Basnet. “But I had my heart set from an early age to being an educator.” Her father was in the military, and Basnet was the youngest of many siblings. Luckily, the family valued education and sent her to school, unlike many of her childhood mates. But it was not an easy path. When she raised her young voice against prevailing <a href="https://www.nepalitimes.com/latest/fatal-discrimination/" target="_blank">gender inequality</a>, neighbours scoffed at her. This only made her more determined to be a teacher. After school, she graduated with a Bachelor of Education from Gorkha Campus, which was an accomplishment on its own at a time when <a href="https://www.nepalitimes.com/here-now/can-nepal-end-child-marriage-by-2030/" target="_blank">families married off their daughters </a>instead of sending them to colleges. She traveled to Butwal for an internship as a maths instructor but seeing the need in her own hometown, returned to Baglung and was a teacher for 17 years. Eight years ago she was transferred to Abu Khaireni and made principal in recognition of her dedication and commitment.  <figure><img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230303050312_84ca4e90b26674b418916f02c7beebf7728cff814e440ad82db72ebf69fbc892.jpg" data-media-id="editor_2" data-image-id="20230303050312_84ca4e90b26674b418916f02c7beebf7728cff814e440ad82db72ebf69fbc892" data-rendition-name="original" width="960" height="720" loading="lazy" alt="Nurture in her nature NT 2"></figure>  During this time, she got married to musician Krishna Prasad Bhatta, who works as a music teacher in Kathmandu. The couple has two children, 13 and 8. Abu Khaireni is a small picturesque farming town mostly inhabited by families whose <a href="https://www.nepalitimes.com/banner/diary-of-a-nepali-soldier-in-france/" target="_blank">men serve</a> in the British, Indian or Nepali armies. The rest of the young men have migrated for work to the Gulf or Malaysia. There are not a lot of jobs for young people here and <a href="https://www.nepalitimes.com/latest/nepal-child-marriages-spike-during-pandemic/" target="_blank">child marriage</a> is common. Which is why one of the first things Sarala did when she became a teacher was to counsel parents about the importance of schooling girls. It used to be the girl students who dropped out in Grade 5 when their parents married them off, but interestingly these days it is the boys who are dropping out. “The boys are leaving to work in the cities or to try to get into the military,” says Sarala. “This is worrying, it is not good for the future of this village.” Schools in rural Nepal have <a href="https://www.nepalitimes.com/banner/after-quantity-nepals-education-needs-quality/" target="_blank">insufficient amenities, instruction is impractical and curriculum outdated</a>. During the Covid-19 pandemic, students at Chandrodaya School did not have access to the Internet, and were deprived of online classes for nearly a year. To fill the gap, Basnet organised physical sessions with varying schedules for the students. By the time the second Covid wave hit in 2021, the school was prepared for <a href="https://www.nepalitimes.com/latest/face-to-face-classes-online/" target="_blank">remote classes</a>. Even so, parents still make students complete their household chores before or after school, and there is not much time for the children to play and have fun. Sarala remembers her own childhood and how she had to struggle to balance home work with homework. She had to finish her assignment under the faint light of a kerosene tuki lamp. “We had to walk an hour every day to get to school, the path was steep and through forests with wild animals,” she recalls. All 160 students at Chandrodaya now have access to extracurricular activities including basic computer classes, sports, and other contests, including arts and crafts. It is extraordinary for a government school to have activities that are much better than neighbouring private schools. After having spent over two decades shaping young minds, Basnet believes that age or circumstance should not affect the process of learning. She says: “We should never stop learning, it is a lifelong process. My biggest sense of fulfilment comes from seeing my students do well in life.”

Nurture in her nature

Nepal’s only international aviation gateway, at Kathmandu airport, will cut night-time operation hours to allow construction of taxiways, and airlines have been told to curtail flights. This is expected to lead to more than normal chaos during the height of peak autumn and spring tourist seasons at an airport that is congested even at the best of times. The airport will close from 10PM to 8AM from 8 November-31 March 2025. The taxiways will now connect to the thresholds at both ends of the runway, making the airport more efficient in handling higher frequencies of landings and takeoffs. The parallel taxiway extension will allow international flights to land every 4 minutes instead of the current every 7 minutes. At present planes have to wait to land until a plane taking off backtracks along the runway.&nbsp; Kathmandu is Nepal’s only airport with international operations, and it has only one runway that is only one way in from the south over the mountains. With the taxiway improvement, the airport will be able to handle 42 aircraft landings and takeoffs per hour — double the current capacity.&nbsp; The Civil Aviation Authority of Nepal (CAAN) has been trying to entice international airlines to also start flying to and from the other two international airports at Pokhara and Bhairawa (Lumbini) by slashing landing and handling charges. But so far only Nepal Airlines operates a weekly flight to Bhairawa from Kuala Lumpur.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241018161016_046569e53d1d66cd445cc66c697c0ef724810aec9f54bdf827481e3cd6b80c32.jpg" data-media-id="editor_0" data-image-id="20241018161016_046569e53d1d66cd445cc66c697c0ef724810aec9f54bdf827481e3cd6b80c32" data-rendition-name="original" width="2356" height="1134" loading="lazy" alt="Kathmandu airport expansion"> <figcaption>Kathmandu Airport Expansion plan with extension of taxiways to the thresholds of runways 02 and 20 that will limit airport operations from 8 November 2024 - 31 March 2025. Areas in blue are existing structures, including the international terminal which in future will be the domestic airport, and the new international terminal near the north end of the runway,</figcaption> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241018121028_6e17cc2ee87c1b02d78cb54905825b7aa15299b7a00f5eddb01a59579ab85c1a.jpg" data-media-id="editor_1" data-image-id="20241018121028_6e17cc2ee87c1b02d78cb54905825b7aa15299b7a00f5eddb01a59579ab85c1a" data-rendition-name="original" width="1353" height="1328" loading="lazy" alt="Kathmandu airport NT"> </figure>  CAAN has reportedly told international airlines to cut their flight frequency to Kathmandu citing the shorter operation hours and has told budget airlines to shift some of their flights to Pokhara or Bhairawa, or face cuts. Many airlines currently operate regular flights to and from Kathmandu between 10PM and 8AM: Air Arabia to Sharjah, Fly Dubai to Dubai, Jazeera Airways to Kuwait, Cathay Pacific to Hong Kong, Singapore Airlines, several Nepal Airlines flights, and one of four daily flights by Qatar Airways to Doha. Jazeera Airways, FlyDubai, and Thai AirAsia have applied and got permission from CAAN to begin regular flights to Bhairawa’s Gautam Buddha International Airport. Starting 9 November, FlyDubai will start making a stopover in Bhairawa before flying on to Kathmandu. Immigration, customs and security are all fully functional in Bhairawa. In Kathmandu, the next phase of the airport upgrade includes converting the current international terminal for domestic operations, the construction of a new international terminal where the domestic departure area is now, as well as moving the hangars and the Nepal Army Air Wing to the eastern side of the runway. The apron area will also double its parking space for widebody jets. This is part of a Airport Capacity Enhancement Project that was initially funded through a $80 million loan from the Asian Development Bank (ADB), and the entire masterplan is expected to cost $800 million. This project is the latest upgrade to Nepal’s only international airport since it saw its first flight in 1949. The current international and domestic terminals are too small to handle the current annual traffic volume of 8.5 million passengers a year that is growing at 20% a year.

Kathmandu airport to cut flight hours

As Kathmandu becomes more congested and polluted, and with remote online work becoming the norm, many professional Nepalis are planning to retire in Pokhara, or move there.&nbsp; With its stunning mountain panorama, balmy winters and proximity to a profusion of wilderness areas, builders are responding to this demand with new townhouses, housing development and apartments. One such block of flats is the 10-storey <a href="https://sungavaapartment.com/">Sungava Apartment</a> located at Phulbari above the Seti River, near the point where it flows into and under Pokhara. The imposing structure near Manipal Hospital is almost complete, and on a recent visit the site was strewn with huge boulders unearthed while digging the foundation.&nbsp; The Seti brought down these boulders during a gigantic flood that geologists estimate happened 800 years ago when a chunk of Annapurna IV broke off and ploughed into the glacier below. Today, Sungava (means ‘orchid’) sits safely on a high terrace, 100m above the blue-green Seti and commands a view of Dhaulagiri, Annapurna South, Machapuchre, Annapurna III and IV.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2024102411104_5f8fc736c86ea3c08d7bef43bb727081d3cc1a2caa55ae2b441717e6044de7e9.jpg" data-media-id="editor_1" data-image-id="2024102411104_5f8fc736c86ea3c08d7bef43bb727081d3cc1a2caa55ae2b441717e6044de7e9" data-rendition-name="original" width="2016" height="1512" loading="lazy" alt="High living below the Himalaya NT"> </figure>  The soil here is conglomerate that has solidified like concrete, and the boulders were extracted by heavy earthmovers. It is intriguing to think that these metamorphic rocks as big as cars, rounded by glacial grinding, were once a part of a much higher Annapurna IV. Even for those with little interest in geology, Sungava is an ideal place to contemplate the tectonic forces that pushed these peaks into the sky to be sculpted into delicate shapes by wind, snow, earthquake and avalanche over millions of years. The view of the Himalayan panorama from Sungava’s many balconies are breathtaking when not obscured by clouds, or the haze that drifts in from across the southern border. On most days, just watching the towering pyramid of Machapuchre (Tamu name: कतासुँ क्लिको) play hide and seek with the clouds is mesmerising. There are rocks aplenty at Phulbari, and it is probably the flowers that grew along the flat terraces e that gave the place its flowery name. The boulders will hopefully be turned into a rock garden while landscaping. An nearby restaurant complex is making the best use of the stones in its design, using flat rocks as outdoor benches and tables. Sungava was designed by the husband-wife architect team of Deepak Sherchan and Jyoti Joshi of <a href="https://thedarkmermaidamarbshrestha.blogspot.com/2013/12/creative-builders-collaborative-cbc.html">Creative Builders Collaborative (CBC)</a>, which also built Heritage Plaza, Indreni Apartment and numerous other projects in Nepal. Sadbhavana retains CBC’s trademark Newari-style masonry and here it borrows from the orange brickwork of the old town of Pokhara, integrating it with modern design elements. A few of those heritage houses are still standing in Ganesh Tole and Ram Krishna Tole in Pokhara’s old quarter.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2024102411108_5eb64a4885961b6d30781cefeb1e8a313da313ac5227c7a66b60f0c7d48d6fab.jpg" data-media-id="editor_3" data-image-id="2024102411108_5eb64a4885961b6d30781cefeb1e8a313da313ac5227c7a66b60f0c7d48d6fab" data-rendition-name="original" width="1362" height="595" loading="lazy" alt="High living below the Himalaya NT"> </figure>  About 400m from the apartment past a bend on the river, and down below three tiers of terraces in the canyon is a suspension bridge. Below it, the Seti is still swollen with post-monsoon flow as it tumbles away in a hurry to head down south.&nbsp; Back at the apartment, it is quiet, far away from the hubbub of Lakeside a 15 minute drive away, and in the lap of greenery. There are 52 units at Sungava and it already has a close-knit prospective community of professionals, including doctors, publishers, engineers, and businesspeople from the renewable energy and IT sectors.&nbsp; Some residents say they opted for a second home in Pokhara to make it a ‘base camp’ to explore the Annapurnas with its many hiking trails made newly accessible with new roads. With the NRN citizenship law, overseas Nepalis can now also buy the flats. &nbsp; The floor plans include options for north and south-facing 3-bedroom apartments with verandas, and the facility has underground parking has EV charging, heated pool, sauna and gym. There are still some unsold apartments with panoramic views of the mountains and one can imagine oneself at the kitchen with its huge window, humming a ditty while preparing breakfast: “खाना पकाउँ हिमाल हेरेर...”

High living below the Himalaya

When the United Nations held its Summit of the Future at its headquarters in New York in September, many world leaders, including Nepal’s Prime Minister K P Oli, highlighted the effect of climate breakdown in increasing the frequency and intensity of natural disasters. What did not get as much attention was the long term impact of the climate crisis on food production. In fact, heat stress, weather extremes and the consequences on rain-fed agriculture is already being felt worldwide, undermining the chances of the <a href="https://unstats.un.org/sdgs/">UN’s Sustainable Development Goals (SDGs)</a> being met by 2030.&nbsp; The SDG’s 17 targets commit countries like Nepal to reduce poverty and inequality, end malnutrition, protect the natural environment, and ensure that citizens all enjoy health, justice and prosperity without leaving anyone behind.&nbsp; However, besides the impact of climate breakdown on agricultural production, in Nepal the area under cultivation is impacted by urban expansion, falling productivity and the need for expensive inputs like fertiliser and pesticides.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241019041052_626413c5baf4dae407ac9579231b41daeb51510aa636b75aeb7489d94cca6a62.jpg" data-media-id="editor_1" data-image-id="20241019041052_626413c5baf4dae407ac9579231b41daeb51510aa636b75aeb7489d94cca6a62" data-rendition-name="original" width="999" height="1500" loading="lazy" alt="urban agriculture in Kathmandu"> <figcaption>Kathmandu's urban sprawl is eating into its fertile cultivable lands. Photo: TAYLOR MASON</figcaption> </figure>  Now, a new study led by Nepali researcher Prajal Pradhan at the University of Groningen in The Netherlands looks at how urban agriculture may offer a solution to falling food production and meeting SDG targets. The researchers evaluated 1,450 publications exploring the contributions of urban agriculture with both positive and negative effects, and published their findings in the journal Cells Report Sustainability. Urban agriculture can help achieve 17 SDGs, positively influencing 81 targets. However, it could also undermine 51 goals.&nbsp; Read also: <a href="https://nepalitimes.com/here-now/the-vanishing-land">The vanishing land</a>, Taylor Mason “Urban agriculture offers immense potential for sustainable development, but realising this potential depends crucially on adopting practices that minimise its adverse effects while maximising its benefits,” Pradhan explains. Urban agriculture can substantially enhance urban food security, provide employment to the urban poor, serve as ground water recharge in built-up areas, and preserve open spaces that can serve as safe havens during disasters like earthquakes. However, it also presents problems like the potential health risks from contamination and the need for expensive inputs. &nbsp; “Urban agriculture plays a definitive role in advancing the SDGs, but achieving this requires tailored, context-specific solutions that address the unique challenges of different regions,” says Yuanchao Hu of Wuhan University in China and who is a researcher at the Potsdam Institute for Climate Impact Research. “But it needs equitable access and rigorous management of environmental risks.”&nbsp; Rapid urbanisation is eating into Nepal’s most fertile agricultural land, which means farming in remaining open spaces inside cities can be a viable alternative, especially as food prices rise.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241019041052_7b7c9413086226fbdc630d45acf772cfa1ced77a8970b9056ec5ec7e5226fdf8.jpg" data-media-id="editor_3" data-image-id="20241019041052_7b7c9413086226fbdc630d45acf772cfa1ced77a8970b9056ec5ec7e5226fdf8" data-rendition-name="original" width="1500" height="999" loading="lazy" alt="urban agriculture in Kathmandu"> <figcaption>A vegetable patch in between new houses in Thimi. Photo: TAYLOR MASON</figcaption> </figure>  “The conversion of Nepal’s most fertile land into cities is a severe problem,” Pradhan told Nepali Times. “Crop cultivation, horticulture, agroforestry, beekeeping, livestock rearing, or aquaculture can all be farming activities within and around cities.”&nbsp; The study makes recommendations for sustainable practices that build on the positive aspects of urban agriculture while mitigating the downsides, thereby promoting more resilient cities in future. Research shows that urban agriculture has been helping many countries attain SDG targets by enhancing food security and biodiversity while helping education and preservation of open spaces.&nbsp; Indeed, many farmers from the hinterland who have settled in Kathmandu Valley or other urban areas of the country have been practicing urban agriculture, leasing neighbourhood patches or cultivating roof gardens both out of necessity because of inflation and falling income to grow their own food, and also as a fulfilling hobby. Saurav Dhakal, a sustainability advocate with Story Cycle and now research fellow at the Asian Institute of Technology in Thailand, says there are socio-economic and environmental benefits of urban agriculture. “It provides benefits to all urban dwellers, regardless of their income status,” says Dhakal, “families get fresh food, and there are many other benefits like water retention, heat regulation and biodiversity. These are all public goods, so special government incentives may be needed.” It is not unusual to see vegetable patches and even paddy fields within inner city Kathmandu where an older generation of farmers are using available fertile land and <a href="https://archive.nepalitimes.com/article/Nepali-Times-Buzz/rooftop-gardens-kathmandu,1415">roof gardens to produce fresh, nutritious food </a>to reduce their dependence on food items that have to be bought after being trucked in from large distances.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2024101905100_1291ce98dbbb8caed8702ac4b1d469b3e13016d7ecaaf3bfd5f91c974d3c0c77.jpg" data-media-id="editor_5" data-image-id="2024101905100_1291ce98dbbb8caed8702ac4b1d469b3e13016d7ecaaf3bfd5f91c974d3c0c77" data-rendition-name="original" width="1500" height="999" loading="lazy" alt="urban agriculture in Kathmandu"> <figcaption>An older generation of farmers are using any available fertile land to continue farming but it is getting more and more difficult. Photo: TAYLOR MASON </figcaption> </figure>  Nepal’s urban population grew rapidly from only 3.6% in 1991 to 25% today. There is large outmigration from the mountains to peri-urban areas of the Tarai, to Kathmandu Valley and Pokhara, with many young men then moving abroad for work. Kathmandu Valley’s population has swelled to nearly 3 million, and is growing at 6.5% a year. Dilip Shrestha, 71, used to work for Nepal Food Corporation, so he knew firsthand about inflation, shortages and vegetables with pesticide residue. So, when he designed his new house in Kathmandu, he built a spacious roof where he grows cucumber, ginger, garlic, coriander, onions, tomatoes, chili, beans, okra, pumpkin and lettuce. His family eats healthier, and he has reduced dependence on the market.&nbsp; The co-author of the Cell Reports Sustainability journal article, Daya Raj Subedi who is a PhD candidate at Beijing Forestry University, says urban agriculture also promotes inclusion and psycho-social wellbeing.&nbsp; He says, “A crucial finding of the study is the identification of opportunities and challenges associated with urban agriculture, it can promote sustainable transformation of society.” In Banepa, 55-year-old Bijaya Manandhar in her lifetime has watched the fertile farms of her neighbourhood that used to supply vegetables to Kathmandu, now completely built up with no open space left. The pandemic lockdown prompted her to turn to the family’s <a href="https://nepalitimes.com/banner/rooftop-agriculture-on-the-roof-of-the-world">ancestral livelihood by growing food</a> not on terrace farms, but on the roof terrace. Manandhar is now a part of <a href="https://nepalitimes.com/banner/rooftop-agriculture-on-the-roof-of-the-world%5C%5C">कौसी खेती र करेसाबारी क्रान्ती</a> (Rooftop Farming and Garden Revolution) which has an online membership of 52,000, and awards annual prizes to women who excel in urban agriculture.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241019041052_7257f5def8f823f35a799fa6f6825e153f2ffa406ac11325d4fe74049b79e96d.jpg" data-media-id="editor_8" data-image-id="20241019041052_7257f5def8f823f35a799fa6f6825e153f2ffa406ac11325d4fe74049b79e96d" data-rendition-name="original" width="1600" height="736" loading="lazy" alt="urban agriculture in Kathmandu"> <figcaption>Rooftop farming is gaining popularity as a form of urban agriculture. </figcaption> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241019041052_beff1a4494ce896dd8fd383ee1f518e5448bcf7ea8bb138255391c7bcb9769ed.jpg" data-media-id="editor_9" data-image-id="20241019041052_beff1a4494ce896dd8fd383ee1f518e5448bcf7ea8bb138255391c7bcb9769ed" data-rendition-name="original" width="4000" height="3000" loading="lazy" alt="urban agriculture in Kathmandu"> </figure>  Pradhan says the challenge now is to upscale such examples of successful urban agricultural practices so they support Neal’s efforts to meet SDG targets. He adds, “Crop cultivation around cities can be protected by land use plans and regulations. Promoting community-based agriculture, including rooftop gardens, requires community engagement and public-private partnerships across the food value chain.”&nbsp; Such support would accelerate the popularity of existing rooftop farming and community gardens in Kathmandu Valley, or kitchen garden initiatives in Pokhara, and building on traditional farming practices that are preserved and integrated into urban settings like in Bhaktapur and Banepa. In Lalitpur, the Women Entrepreneurship Facilitation Center promotes urban farming enhancing both sustainability and empowerment.&nbsp; Another co-author of the report, Yuanchao Hu from China says followup research of the team will aim to identify good practices in local urban agriculture practices. He adds, “There are examples of urban agriculture that optimise sustainability, ensuring that it remains a viable solution for cities globally while countries try to meet SDG targets.” Prajal Pradhan, Daya Raj Subedi, Kshitij Dahal, Yuanchao Hu, Prakriti Gurung, Sijal Pokharel, Sagar Kafle, Biplav Khatri, Sudeeksha Basyal, Monika Gurung, and Aruna Joshi. Urban Agriculture matters for sustainable development. Cell Reports Sustainability, 1:100217, 2024. [DOI: 10.1016/j.crsus.2024.100217] Prajal Pradhan (<a href="mailto:p.pradhan@rug.nl">p.pradhan@rug.nl</a>) This article is brought to you by <a href="https://nepalitimes.com/" target="_blank">Nepali Times</a>, in collaboration with <a href="https://inpsjapan.com/en/" target="_blank">INPS Japan</a> and <a href="https://sgi-peace.org/" target="_blank">Soka Gakkai International</a>, in consultative status with UN ECOSOC.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240630110640_30c3782f9c09219bf1c249b51483a3cfb7a53a06d117d2aebd23ca7080d12758.jpg" data-media-id="editor_14" data-image-id="20240630110640_30c3782f9c09219bf1c249b51483a3cfb7a53a06d117d2aebd23ca7080d12758" data-rendition-name="original" width="680" height="103" loading="lazy" alt="SDG logo"> </figure>

Back to the land in the cities

The 700-year-old Lakshmi Narasingha temple in Bhaktapur houses a rare half-lion and half-human incarnation of Lord Vishnu carrying the Goddess Lakshmi. The temple was destroyed in the 1934 mega earthquake that killed 10,000 people and destroyed many monuments in Kathmandu Valley. It was rebuilt by a German project in the 1980s, but as a single-storey structure instead of its original two-tier pagoda design.&nbsp; With new findings from in-depth research, Bhaktapur municipality began re-restoring the temple in 2021, preserving its original architecture.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241017131016_2fae38cce543ad7b1f6de632feb3e212e08ed1acedd747830e949d7b8e878f18.jpg" data-media-id="editor_0" data-image-id="20241017131016_2fae38cce543ad7b1f6de632feb3e212e08ed1acedd747830e949d7b8e878f18" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="In with the old in Nepal NT"> </figure>  “Our temples and heritage sites hold deep meaning. It is disheartening to witness how often they lose their original elements, whether by design or accident,” explains Kumar Chawal of the Consumer Committee of Bhaktapur. “There is a need to preserve our architecture and protect its historical value for future generations. Otherwise, we risk losing a vital part of our identity.” The Laksmi Narsingha restoration is similar to the Bhai Dega temple in Patan Darbar Square which also collapsed in 1934, but was rebuilt with a Moghul-style dome by the Rana government at the time. Only two months before the 2015 earthquake, heritage conservationists had started to rebuild Bhai Dega as the original three-tier based on early photographs. But priorities shifted when four other temples in the square were brought down by the 7.8M earthquake on 25 April 2015.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241017131016_697ea707d9ad163be5de5f2efbf5b70d3cab771adcc22f0fae6bf937c6cb0130.jpg" data-media-id="editor_1" data-image-id="20241017131016_697ea707d9ad163be5de5f2efbf5b70d3cab771adcc22f0fae6bf937c6cb0130" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="In with the old in Nepal NT"> </figure>  This showed how damage to monuments in Kathmandu Valley spanned from one earthquake to the next. Bhai Dega restoration remains half-complete to this day because money for its restoration ran out.&nbsp; Whereas Bhai Dega restoration was done by the Kathmandu Valley Preservation Trust with grants from western embassies and international foundations, in Bhaktapur it is the municipality itself that allocated the Rs30.7 million needed to restore the Lakshmi Narasingha temple. The expected date of completion is early 2025. The municipality and local communities are focusing on two main aspects: preserving the past and promoting localisation. The restoration team has designed a blueprint for the temple by using historical photographs and insights from older generations.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241017131016_182882fdc393c99e70d1d0490319e415229563666c4934e3a582426ebf00ca30.jpg" data-media-id="editor_2" data-image-id="20241017131016_182882fdc393c99e70d1d0490319e415229563666c4934e3a582426ebf00ca30" data-rendition-name="original" width="1200" height="560" loading="lazy" alt="In with the old in Nepal NT"> </figure>  “At first, the Lakshmi Narasingha temple had only one entrance, but during the demolition process, we uncovered the foundations of four doors. Now, we are restoring all of them. This is an example of how our ancient structures have changed over time, often without our knowledge,” says Chawal. “Constructing temples is not like building houses. They carry historical and spiritual values, which is why they hold a special place in our hearts,” he adds. By replicating ancient design elements and rebuilding the temple as accurately as possible to its original form, the team has stayed true to Bhaktapur’s soul. But the restoration also revived ancient techniques that were in danger of being forgotten, generating employment for woodcarvers, masons, and contractors. The community of Bhaktapur’s Gahiti neighbourhood near the famous Nyatapola Temple has also set aside specific days for locals to volunteer in the reconstruction work. This has encouraged young people to take pride in ownership of their heritage. Families have also supported the effort by donating funds for bells, the temple pinnacle, and other structural features to the temple.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241017131016_db850ec0c084cdbe54f65bee92dad2ad8122d20fd60ec87ec086fbb9d2f72bd6.jpg" data-media-id="editor_3" data-image-id="20241017131016_db850ec0c084cdbe54f65bee92dad2ad8122d20fd60ec87ec086fbb9d2f72bd6" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="In with the old in Nepal NT"> </figure>  “I feel at peace knowing I have contributed my sweat to restoring this temple,” said one volunteer. “It is our duty to preserve our temples and heritage. The Nyatapola area will look magical once this temple is completed.” Community mobilisation is a long-standing tradition in Bhaktapur. In the past, locals have actively participated in the restoration of other temples in the city, such as Bhairav and Nyatapola fostering a strong sense of ownership. This collective engagement has not only been crucial in preserving the city's historical monuments but also in strengthening the bond between local communities and their heritage, says officials at the municipality. While securing funding is essential, and the municipality showed it values heritage conservation, the Lakshmi Narasingha restoration is proof that active involvement and sense of responsibility of the local community is as important, if not more. Local involvement also means that the monuments will be cared for into the future, When locals take ownership of these efforts, the restored monuments are not only protected in the present but are also cared for in the future.