<img width="1600" height="1000" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022110914118/636ba6f29c7e80680e073754jpeg.jpg" alt=""/>When she heard in March that she was accepted for a master’s degree in urban management in The Netherlands, Surena Shrestha was ecstatic. Then Covid-19 happened.Her classes at Erasmus University are scheduled to start in September, there are uncertainties about visa and flights. But the biggest barrier for her and thousands of other Nepali students is the bureaucratic barrier of obtaining a No Objection Certificate (NOC) from the Ministry of Education. <img width="600" height="600" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022110914118/636ba6f59c7e80680e073755jpeg.jpg" alt="">"Without the NOC I cannot get the bank to transfer my fees, apply for a visa and buy an air ticket. Which means that my acceptance into the university could lapse,” says Shrestha.The Ministry of Education requires every student going abroad for studies to obtain an NOC – a document that gives the government an inordinate amount of power to monitor and regulate overseas studies for Nepalis. Using Covid-19 as an excuse it stopped issuing NOCs since March.<a href="https://www.nepalitimes.com/banner/migration-certificate/">Migration certificate</a>, Prakriti KandelLast year alone, the ministry issued 63,000 NOCs to students, and nearly as many students this year have been deprived of that essential piece of document that they need before they can arrange for travel and admission.Frustrated by the delays, <a href="https://www.nepalitimes.com/here-now/uncertainties-for-nepali-overseas-students-with-covid-19/" target="_blank" rel="noopener noreferrer">many students have deferred their admissions</a> and are taking a gap year. Some students have chosen to get their fees paid by friends and relatives abroad. Ankit Dahal was accepted by the University of West London for a master's program in Cyber Security. Classes started in July, and Dahal is attending them online but adds: "I am paying a lot of money for the experience of studying abroad. If I wanted to get that degree here, I would get it for a fraction of the amount." <img width="600" height="600" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022110914118/636ba6f79c7e80680e073756jpeg.jpg" alt=""><img width="600" height="600" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022110914118/636ba6f89c7e80680e073757jpeg.jpg" alt="">For other students, even online classes are not a viable option. "I am an engineering student and need to be in a lab, so getting started on online classes here does not work for me," says Biraj Khanal, who is supposed to be studying at TU Kaiserslautern in Germany for a master's in commercial vehicle technology.<a href="https://www.nepalitimes.com/latest/online-classes-may-widen-digital-divide/">Online classes may widen digital divide</a>, Madhu Sudan DahalSome universities have agreed to defer admissions until the next semester. However, this does not always guarantee a seat, which leaves students like Surena Shrestha worried. She says: "Many of us are in competitive fields and are applying to highly sought after  universities. I may not be able to attend if the admission is deferred." The situation is even more dire for undergraduate students, who have already lost a year because of Nepal's delayed academic calendar that is some months behind international schedules. Many students had put together the necessary money for their fees, which they had hoped to pay through part-time work in the destination country.   Now that they are unable to go abroad, they are paying loan interest ranging from Rs30-100,000 on the money they borrowed. Besides, if they are unable to go this semester, they may have to apply again the next time around, and give tests like IELTS, TOEFL, SAT, or GRE, which are valid for 2-5 years and cost $75-200 each. <a href="https://www.nepalitimes.com/latest/nepali-students-abroad-in-pandemic-limbo/">Nepali students abroad in pandemic limbo</a>, Sanghamitra Subba The Ministry of Education says it has no plans to start issuing NOCs in the near future. Now, with the lockdown extended, the possibility looks even more remote. "This is for the students' own safety. They should not be travelling abroad at such a critical time, they might contract Covid-19 if they travel to infected countries," says Ram Sharan Sapkota of the Ministry of Education. "Students may complain today, but tomorrow if they get infected, they will blame the government for not taking care of them." Students say such remarks are proof that the government does not care about their future, and add that they do not need the government to tell them about risks. The NOC is the document that is required before they can get all the other travel papers and tickets, and they blame bureaucrats who wield too much arbitrary power.Sapkota says a proposal to restart issuing NOCs has been tabled at the Cabinet, but there has been no approval yet and he has no idea when that might be. Students say there is no perceptible reason for not issuing NOCs, and the argument that it is ‘not safe’ is an absurd excuse.Ram Prasad Pokhrel has been accepted into the University of Central Lancashire for an MSc in Mechatronics and Intelligent Machines, but he is stuck in Kathmandu because of the NOC. He says, "We are ready to do everything we need to do, why is the government  denying us the opportunity to education? They are denying us our right to education.”UPDATE 27 August: The government has decided to issue NOC for students following a ministerial-level meeting on Tuesday. <img width="600" height="600" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022110914118/636ba6fa9c7e80680e073758jpeg.jpg" alt="">Read also: <a href="https://www.nepalitimes.com/from-the-nepali-press/rs40-billion-outflow-by-nepali-students/">Rs40 billion outflow by Nepali students</a>, Nepali Times

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Students object to No Objection rule

<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161116/636922199c7e80680e03a10cjpeg.jpg" alt="" width="1500" height="1000"/><figcaption>Bikram Rai</figcaption></figure>Nepal has made dramatic improvements in literacy rates and <a href="http://archive.nepalitimes.com/article/editorial/performance-legitimacy,3505" target="_blank" rel="noopener">school enrollment</a> over the past 20 years. The same <a href="http://archive.nepalitimes.com/news.php?id=857#.W5obd84zaUm" target="_blank" rel="noopener">cannot be said for the quality of education</a>, however.Teacher training just focuses on how to use existing sloppily-produced text books to prepare for exams rather than the underlying philosophy behind the curriculum. Assessments are used to catch and punish students, rather than to understand if they are learning properly.Though not perfect, educators agree that Nepal’s curriculum is sufficiently good, and includes details about skills students need to learn in every subject. But ineffective implementation of the curriculum impedes true learning, and jeopardises the future of the country's young minds.Most teachers are oblivious of the difference between curriculum and textbooks, so teaching primarily becomes making students memorise these books. Rajendra Dahal of Shikshak magazine says the domination of textbook-learning means that curriculum aims do not reach classrooms.<figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161116/6369221c9c7e80680e03a10djpeg.jpg" alt="" width="1400" height="1027"><figcaption> </figcaption></figure>Textbooks have now become a part of the problem, perpetuating the gap between classrooms and the curriculum. Experts say a good curriculum should not be driven by textbooks or exams, rather by an overall vision that tries to identify the country’s needs. Learning should be experiential and related to the students’ world, and what they identify with.Says one Nepali teacher trainer: “Present teacher training is only about how to use textbooks, not why and how to realise the goals of the curriculum. Teachers have to know how children learn, as well as the purpose and goal of the curriculum.”Beyond this, textbooks are often <a href="https://archive.nepalitimes.com/article/nation/school-textbooks-in-Nepal-are-outrageously-bad,2475" target="_blank" rel="noopener">shoddy, full of mistakes and poorly written</a> and produced. When teachers focus primarily on such textbooks, the problem is compounded.Students are therefore <a href="http://archive.nepalitimes.com/article/nation/Learning-from-experience,2038" target="_blank" rel="noopener">deprived of the experiential learning</a> that comes from the world around them. Instead of embracing this, the education system dismisses students’ reality and instills an illusion that rote learning from a textbook and sitting exams is a proper education.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161116/6369221f9c7e80680e03a10ejpeg.jpg" alt="" width="490" height="688"><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161120/636922219c7e80680e03a10fjpeg.jpg" alt="" width="500" height="340">“Classroom models must now change to better facilitate learning. Students themselves are a rich trove of knowledge, not just the empty vessels we have treated them as ,” explains Lava Deo Awasthi, former Secretary of Education. He adds that teachers went through a traditional learning system themselves and have to unlearn the style they learnt at school.The National Center for Educational Development (NCED) has been launching periodical teacher training programs, bringing teachers up to speed on pedagogy, using of teaching resources and conducting activities.“Many teachers now have access to training, but teachers must also implement what they learn,” says Diwakar Chapagain of NCED. “Teachers can give excellent model classes, but if one happens to stumble into a regular class of the same teacher, then the quality of teaching is not great.”Textbook improvement is just a component of overall quality of education. And teachers alone cannot be blamed, they need more support and training to help understand their roles.<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161120/636922239c7e80680e03a110jpeg.jpg" alt="" width="500" height="275">“So the focus must shift to mobilising teacher training materials and library books to promote better learning,” says Shanta Dixit of <a href="http://archive.nepalitimes.com/news.php?id=19131#.W5ob084zaUk" target="_blank" rel="noopener">Rato Bangala Foundation</a>, which is involved in upgrading the capacity of teachers in government schools. “Motivated teachers will not just paraphrase textbooks, but foster critical thinking and creativity to fulfill curriculum aims.”With local governments now in place, the opportunity to improve gaps between classrooms and curriculum is immense. However, Kathmandu has been reluctant to hand over power over education to local governments.<h4>Examining examinations</h4><figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221107161120/636922259c7e80680e03a111jpeg.jpg" alt="" width="1400" height="1050"><figcaption> </figcaption></figure>Every year in June, there are news flashes about who passed and failed the high school SEE tests. But how good are these exams?Evaluation <a href="http://archive.nepalitimes.com/article/nation/grading-the-grades,3124" target="_blank" rel="noopener">was changed into grading system</a> to make it more descriptive and holistic, but all that happened was that numbers were converted into letter-grades. Exams still fail to capture the true sense of a students’ ability, and SEE questions are still primarily memory based.The curriculum also provides guidelines for evaluation, and to receive an A+, a student must possess exceptional skills of ‘problem-solving, creativity, critical expression and participation’. But exams do not measure any such abilities.Many teachers and parents believe that good exam results indicate quality, so teachers teach to enable students to pass the existing exams, making them memorise facts and practice on past papers. But if exams themselves were to improve to ask analytical questions, students would do even more poorly because they are only taught to regurgitate text book content.“Without teachers being trained to foster skills and thoughts in students, we are now limited to asking traditional questions,” says Chandra Mani Paudel of the National Examinations Board.Paudel says he has started work to change this by improving questions so that they will measure application and thinking skills, beyond what is just memory-based. The Board has already started training teachers on better question-setting.Paudel says he plans to completely change the existing focus by empowering teachers, preparing quality questions and researching about how it affects students. He adds: “This is new and will take time. It will also need support from the Education Ministry to take it forward.”

After quantity, Nepal's education needs quality

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Students object to No Objection rule

After quantity, Nepal's education needs quality