'Write a couple of paragraphs to describe the physical appearance of your English teacher.' This is a 6-mark writing prompt in a Grade 9 question bank for an English exam meant to evaluate the quality of students’ use of language.&nbsp; Nepal’s textbooks have long earned a reputation for being sloppy, unrevised, and filled with content that ranges from comical to outrageous.&nbsp; New Gateway to Computer Science textbooks for Grades 8 and 9 define computers as ‘100% accurate machine’, adding ‘computer never feels tired or boring but a human being does’, while also blaming computers for ‘creating unemployment problem’, ‘being non-intelligence devices’ and alerting students that ‘damage may occur anytime’. Read also: <a href="https://nepalitimes.com/opinion/teaching-nepali-teachers-to-teach-better">Why do so many Nepali students underperform?</a>, Anita Shrestha  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230919140956_228175995d0ecdbd519d03589314f21db2c69aabf2967278318e45591507020a.jpg" data-media-id="editor_1" data-image-id="20230919140956_228175995d0ecdbd519d03589314f21db2c69aabf2967278318e45591507020a" data-rendition-name="original" width="1585" height="603" loading="lazy" alt="Textbooks"> <figcaption>New Gateway to Computer Science textbook, Grade 8 (left) and Grade 9 (right), 2077 edition </figcaption> </figure>  To make matters worse, these modern day computer textbooks have several pages dedicated to tautological descriptions of ancient computers and obsolete devices, and only a single cursory reference to artificial intelligence. Green Books’ Health, Population and Environment Education for Grade 10 offers an easy solution to overpopulation: ‘When females have job opportunities, they have less time in rearing and bearing children. Ultimately, the population is controlled.’ Government-directed exam questions are no better. An SEE science question asking students to reason out why the energy crisis can be ‘pushed up to the next generation’ poorly phrases what it is actually trying to ask. As a result students are left questioning the concept of sustainable development that they have spent hours memorising.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230919140956_06c897c3c7a790de291a38adddf3fce55b3349875055cf7649656c144939f674.jpg" data-media-id="editor_2" data-image-id="20230919140956_06c897c3c7a790de291a38adddf3fce55b3349875055cf7649656c144939f674" data-rendition-name="original" width="1423" height="477" loading="lazy" alt="textbook"> <figcaption>A question from the 2019 Sudurpaschim Province SEE Science exam</figcaption> </figure>  Read also: <a href="https://nepalitimes.com/here-now/digital-divide-exposes-class-divide-in-nepal-schools">Digital divide exposes class divide in Nepal schools</a>, Nunuta Rai Rajendra Dahal, editor of the Shikshak Monthly magazine for teachers blames the poor quality of government funding in education. “Those who are entrusted with developing the curriculum as well as writing and approving content in both government and private textbooks should be experts in their field, not unmotivated officials who cut corners,” he says. Outdated content creeps into compulsory English and Nepali exams as well, where time and again students are required to write and design lengthy letters and postcards in exams. Add pretty borders, a stamp, and a neat envelope illustration, and you will get bonus points. Moreover, not only are questions poorly framed, they are also flawed in how they are asked. As a result, teachers have to decipher questions to students alongside teaching how to answer them. The stark difference between the English and Nepali versions of this SEE science question, where half of the question is lost in translation, says it all.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230919140956_be411c8ff560c239759608df30f963a6bda32aa555049b26dbf1f6d1233d6240.jpg" data-media-id="editor_4" data-image-id="20230919140956_be411c8ff560c239759608df30f963a6bda32aa555049b26dbf1f6d1233d6240" data-rendition-name="original" width="1722" height="288" loading="lazy" alt="textbook"> <figcaption>A question from the 2019 Lumbini Province SEE Science exam</figcaption> </figure>  &nbsp;With such poorly revised content in books and exams, the authors only promote confusion and frustration among students. Sentences are rife with grammatical errors, proofreading and fact-checking are thrown out of the window, and rote learning is entrenched in the fabric of every chapter, every model set, and every question. Admittedly, every five years, the Curriculum Development Centre (CDC) revises its textbooks, and completely rewrites them every ten years. This academic year, the updated curriculum for Grades 5, 8 and 10 rolled out along with all-new textbooks, but the quality of content is no better. When questioned about the deplorable quality of school textbooks, CDC Director Kunti Adhikari was indifferent. “Minor errors in textbooks within the first year of publication are normal, and we regularly correct them,” she said. “Besides, our review process is rigorous and extends beyond CDC to a wider group of experts and professionals.” That is not reflected at all in the content. The CDC-issued Grade 8 English textbook, in the name of ‘speaking activity’ asks students to read out pointless dialogues that do not match the level of intellectual stimulation their age requires. Absent are prompts that ignite critical thinking, and meaningful discussions that allow students to voice their views on topics that actually matter to them. Read also: <a href="https://nepalitimes.com/opinion/teaching-nepali-teachers-to-teach-better">Teaching Nepali teachers to teach better</a>, Tom Robertson  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2023091915098_fa94d77e28a340701e409c653bd796a3d36cd1111d02f281fd3b4e5578810ec8.jpg" data-media-id="editor_6" data-image-id="2023091915098_fa94d77e28a340701e409c653bd796a3d36cd1111d02f281fd3b4e5578810ec8" data-rendition-name="original" width="1300" height="1092" loading="lazy" alt="textbook"> <figcaption>Speaking activity assigned to students in the English Grade 8 textbook (2023 version) published by the Curriculum Development Center</figcaption> </figure>  Even more worryingly, the 2080 edition of CDC’s Health, Physical and Creative Arts Grade 8 reduces the cause of mental depression to this inane definition: ‘People sometimes are affected by small things and they become sad. This condition causes depression.’ Over 7 million students go to school in Nepal, of which a majority study in rural schools, 80% of them government-run. For these children, such books are the only source of information and education. “By neglecting the importance of these learning materials, not only do we compromise their right to quality education, we also limit their ability to become competent academics, workers, and leaders,” adds Rajendra Dahal. Over two decades ago, school teacher Perry Thapa had raised this very issue in Nepali Times. What she wrote in this paper in 2000 still holds true: “Too many young minds are being brainwashed with rubbish. Too many hours are being spent memorising gibberish. Too many hands are slavishly penning utter nonsense. Even discerning students are forced to parrot nonsense if they want to succeed.” Read also: <a href="https://nepalitimes.com/here-now/nepal-s-hard-working-students-overseas">Nepal’s hard working students overseas</a>, Sonia Awale

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Learning rubbish, memorising gibberish

Classrooms in Nepal still follow orthodox instruction methods where teachers spoon-feeds information, encourage memorisation for exams and discourage questioning. Students then become docile and are not motivated to think out of the box. A Kathmandu-based organisation is set to change that. Fun Play Learn works with schools in Kathmandu Valley to make learning especially science and maths fun and accessible through interactive sessions. The non-profit has 580 volunteers who visit 65 poorly-resourced local schools, most of them government run, in Koteswor, Baneswor, Chapagaun, Mahalaxmi, Lalitpur, and Basantapur reaching more than 8,100 students every week. Read also:<a href="https://www.nepalitimes.com/opinion/comment/practicing-mindfulness-in-schools"> Practicing mindfulness in schools</a>, Basu Gautam  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230710100736_99c3726bda54eb2760851c6604ec2af1c207a568a193d97f9d1437239d2cb476.jpg" data-media-id="editor_1" data-image-id="20230710100736_99c3726bda54eb2760851c6604ec2af1c207a568a193d97f9d1437239d2cb476" data-rendition-name="original" width="1500" height="1000" loading="lazy" alt="Playing to learn NT"> </figure>  Fun Play Learn was set up last year by Abhay Puri who previously worked at the Indian education NGO Pratham, and Sakar Pudasaini of the Kathmandu-based Karkhana to improve the quality of instruction and the education system in Nepal and the region. Puri is an Indian tech professional formerly with Google in Silicon Valley who is invested in making learning fun and accessible. He says, “Spending on education is the most optimal way to get a high payback for a nation.” Puri himself was not the brightest students before left for the US for higher studies. What he had was a lot of curiosity and questions, but the conventional education system didn’t encourage those qualities, especially if a student fails exams. &nbsp; So for the past two decades, Puri has dedicated himself to making education more accessible and learning more for fun so that children like him would be interested in instructions. He chose Nepal because it shares many cultural as well as education system similarities with India. Read also:<a href="https://www.nepalitimes.com/opinion/improving-learning-in-nepali-schools"> Improving learning in Nepali schools</a>, Barbara Butterworth  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230710100740_490f7108882ac3bba1b9a5b2120a53ac9a9d1f367722015a12575ecfb3f72c95.jpg" data-media-id="editor_3" data-image-id="20230710100740_490f7108882ac3bba1b9a5b2120a53ac9a9d1f367722015a12575ecfb3f72c95" data-rendition-name="original" width="1000" height="1500" loading="lazy" alt="Playing to learn NT"> </figure>  The key is to introduce and implement various kinds of games relevant to their instruction. Explains Puri: “Discipline often squelches your learning. It was a waste to not use play for children because playing allows children to be focused, passionate, and curious.” Puri likens his method to that of learning in the pre-industrial world. “I’d like my children to play with real mud, real pots and pans. See how cement is made,” he adds. “Learning is a continuous process of experimenting and failing. The community should provide a vehicle to do that.” Fun Play Learn uses a range of creative practices to integrate fun. During one of the sessions recently at a local school, volunteers passed around a pre-made origami fish and gave the children time to be creative with sheets of paper. Sure enough, the children immediately copied the complex folds to make their own paper fish. “Our methods are unorthodox, as we do not tell children how to do something. We act just as children and encourage them to ask questions so that they navigate the game along with us,” says team lead Ravi Timsina, adding that they are not trying to teach something entirely new but get children curious and excited. Read also: <a href="https://www.nepalitimes.com/here-now/growing-appetite-for-school-lunches">Growing appetite for school lunches</a>, Marty Logan  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230710100740_d7b2e4786fb289b137da6414065bd126cc6951ffe37682511b9875881fb4dd48.jpg" data-media-id="editor_5" data-image-id="20230710100740_d7b2e4786fb289b137da6414065bd126cc6951ffe37682511b9875881fb4dd48" data-rendition-name="original" width="1500" height="1000" loading="lazy" alt="Playing to learn NT"> </figure>  Fun Play Learn also trains local volunteers to become leaders, a grassroots organisation that encourages young people to take agency over the change they wish to make. Individual volunteers, their unique way of dealing with children, and their personal motivations are emphasised. One of their volunteers in the Anamnagar area is Payal Agrawal, a third-year Bachelor in Social Work student. She joined Fun Play Learn to utilise the time she would have otherwise wasted by procrastinating at home. She says: “Interacting with the kids and seeing them focused, independent, and curious gives me a sense of purpose and fulfillment.” Read also: <a href="https://www.nepalitimes.com/opinion/teaching-nepali-teachers-to-teach-better">Teaching Nepali teachers to teach better</a>, Tom Robertson

Playing to learn

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?

<img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/2022110711110/6368d75a9c7e80680e0314d9jpeg.jpg" alt="" width="1000" height="495"/>Ncell Private Limited honoured outstanding students of various faculties at the Central Campus Pulchowk, Institute of Engineering (IoE) with Ncell Scholarships and Excellence Awards on 30 May, as a part of its CSR initiative aimed at promoting young talents and contributing to nation by nurturing skilled human resources.Under the initiative, Ncell has been awarding Ncell Scholarships to students securing highest annual scores and Ncell Excellence Awards to students graduating with top scores in Bachelor of Engineering Electrical, Electronics and Communication, and Computer faculties since 2014.This year the Ncell scholarships were rewarded to 12 toppers while Ncell Excellence Awards were awarded to 4 students who graduated securing highest marks. Campus Chief Professor Dr. Gokarna Bahadur Motra, Assistant Campus Chief Jitendra Kumar Manandhar and Ncell representatives handed over the scholarships and awards.Since its inception a total of 60 students have been honoured with Ncell Scholarships and 20 students have received Ncell Excellence Awards of Rs8 million till date.Ncell Scholarship receivers: 1st Year Toppers<ol><li>Shishir Lamichhane (Electrical)</li> 	<li>Nishesh Awale (Electronics and Communication)</li> 	<li>Baibhav Bista (Computer engineering)</li> 	<li>Shristi Shrestha (topper among all female students of these faculties)</li></ol>2nd Year Toppers <ol><li>Aditi Gajurel (Electrical)</li> 	<li>Jayshree Rathi (Electronics and Communications)</li> 	<li>Saramsha Dotel (Computer)</li> 	<li>Saloni Shikha (topper among all female students of these faculties)</li></ol>3rd Year Toppers<ol><li> Avishek Sapkota (Electrical)</li> 	<li>Selina Shrestha (Electronics and Communications)</li> 	<li> Prakriti Dumaru (Computer)</li> 	<li>Shreeti Shrestha (topper among all female students of these faculties)</li></ol>Ncell Excellence Awards winners:<ol><li>Bibek Rai (Electrical)</li> 	<li>Pranjal Dhakal (Electronics and Communications)</li> 	<li>Brihat Ratna Bajracharya (Computer)</li> 	<li>Himali Aryal (topper among all female students of these faculties)</li></ol>

Ncell confers scholarships and awards to students

This is the first instalment in a new limited series in Nepali Times on the historic transportation infrastructures of Nepal. Nepal’s Forest Railways As<a href="https://nepalitimes.com/here-now/india-s-border-trains-that-connected-nepal"> India’s railway network </a>expanded in the 1890s and 1900s, the demand for wooden railway sleepers, called ‘ties’ in America, likewise increased. The <a href="https://archive.nepalitimes.com/article/Nepali-Times-Buzz/the-rana-reign-a-recap-of-history,3751">Rana regime</a> realised that western Nepal’s dense forests, from which sal trees could be extracted and sold, represented a valuable source of revenue. There was a problem of accessing large tracts of <a href="https://nepalitimes.com/here-now/the-tarai-s-shrinking-forests">Tarai forests</a>. However, once Indian railway lines are extended to Nepal’s border in several places, this issue could be resolved by constructing logging railways, also known as ‘tramways’ or ‘light railways’. The Nepal Government awarded a contract to Punjabi timber contractors to supply 15,000 sal sleepers to Chandan Chauki station of India’s Oudh &amp; Rohilkhand State Railway in 1908. The contractors also received a concession to construct a steam tramway to run 48km into <a href="https://nepalitimes.com/banner/reviving-nepals-community-forestry-success-story">Nepal’s forests</a> for cutting and transporting trees. The author found no records, however, indicating that such an ambitious tramway was built in 1908. The hewn logs were probably carried into India by bullock carts or <a href="https://nepalitimes.com/news/elephants-become-white-elephants">elephants</a>. The earliest known forest railway in Nepal was built in 1914 in the southwestern corner of the present-day Parsa district. A British engineer went to the Indian border town of Bikna Thori to plan a 4-mile portable light railway for the transport of timber from <a href="https://nepalitimes.com/here-now/on-the-tri-junction-of-wildlife-conservation-conflict-and-co-existence">the forest of Chitwan </a>to the Thori depot on the Bengal &amp; Northwestern Railway. This short line was laid upon wooden sleepers, and its rails could be taken up and repositioned when logging in one section of the forest was completed. This forest railway was in operation at least through 1917.&nbsp; A few year down the line in 1923, J V Collier of the Indian Forest Service built a narrow-gauge railway in Kailali district also to export of timber to India. This line, the Nepal Government Forest Railway, departed Chandan Chauki in Uttar Pradesh and ran 48km northwest into Nepal.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250824150820_84ddef57433c2f847b2c7e56c2d9c924084b6e6a504bbca905d2c593fac8eabd.jpg" data-media-id="editor_6" data-image-id="20250824150820_84ddef57433c2f847b2c7e56c2d9c924084b6e6a504bbca905d2c593fac8eabd" data-rendition-name="original" width="1130" height="689" loading="lazy" alt="Nepal's little railways"> <figcaption>A Nepal Government Forest train in Kailali District hauling sal sleepers in 1925. Photo: DAVID CHURCHILL </figcaption> </figure>  It was a 2-foot railway supported by 11kg rails. The line was ‘temporary’ in that as sal trees were thinned out in one area, railway tracks were shifted to uncut areas of the forest. The railway crossed seven small <a href="https://nepalitimes.com/here-now/saving-what-is-left-of-himalayan-rivers">rivers</a>, but the bridges were taken down during the summer and monsoon. Trains ran only from November to April. This forest railway purchased four 4-6-0T ‘tank’ engines built in Leeds, England. Each bogie could carry 100 broad-gauge sleepers, and two engines were needed to haul a 21-car train loaded with 2,100 sleepers. This huge commercial forest operation once employed about 14,000 men, most of them Indians. During one season, nearly 800,000 broad and metre-gauge sleepers were exported to India. When India suffered a depression in 1930, large scale operations came to an end. Read also: <a href="https://nepalitimes.com/news/rust-in-peace?fbclid=IwAR1_eg88TCOS6RGRW1af7WvaWx5mzh_rY8-vT1MnJxSs41QtCpaA988oXk8">Rust in peace</a>, Daniel W Edwards  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250824150828_13a0b894b9ea0c478904d358028f0c976d84f284432ee25106787366598d38e5.jpg" data-media-id="editor_9" data-image-id="20250824150828_13a0b894b9ea0c478904d358028f0c976d84f284432ee25106787366598d38e5" data-rendition-name="original" width="6000" height="4000" loading="lazy" alt="Nepal's railways"> <figcaption>Rails extended north from this spot into the virgin sal forests of Bardia in western Nepal 100 years ago.  DANIEL W EDWARDS</figcaption> </figure>  A third railway was built in <a href="https://nepalitimes.com/here-now/the-big-bulls-of-bardia">Bardia </a>where some scattered rails and signs of an old roadbed were seen in the 1960s. It ran from Nishangada in India to Khairbhatti in Nepal. From there, stations heading south were Ranipur, Karmak, Taratal and Madhuwan. Collier likely <a href="https://nepalitimes.com/here-now/nepal-train-project-struggles-to-stay-on-track">built this railway </a>as well in the 1920s. An elderly man in Bardia in 2022, whose father had worked on this forest railway, was interviewed for this account. Kathmandu Valley’s Motor (Trolley) Railway Merchants importing goods from India via the<a href="https://archive.nepalitimes.com/article/business/ropeways-connecting-nepal,1749"> ropeway</a> Chandra Shamsher built in 1927 had to go to the ropeway’s terminus at Matatirtha near Thankot to claim their goods and then haul them 6km to the customs house Bhansar Adda at Teku for clearance and payment of customs duties. The Motor Railway was built to carry goods from the<a href="https://archive.nepalitimes.com/news.php?id=16839"> ropeway station </a>directly to the customs office, making it cheaper and more convenient for merchants to receive their shipments. In December 1931, Prime Minister Bhim Shamsher issued an order (sanad) putting Lt Gen Singha Shamsher Rana in charge of building this rail line to Teku and on to ‘Nabalak Khana’ in Tripureswar, a distance of 10km. The project was subdivided into four sections or ‘phant’, and for each, budgets and timelines were established. There was bato phant (constructing the roadbed), lik sleeper and jordne phant (laying sleepers and joining the rails), culvert phant (installing culverts) and pul phant (building bridges). Colonel Kishore Narsingh Rana was put in charge of the sleeper and rail section, while Colonel Dilli Jung Thapa, an engineer at Ghar Kaj Adda, also was involved. The Motor Railway was completed by the end of 1933. In the beginning, the railway’s small wagons may have been pulled and pushed by men and bullocks. However, in 1938 a British railway manufacturer sent Nepal a four-wheel, 5½ ton, 2-foot narrow-gauge diesel-powered locomotive with mechanical transmission, hence the name motor railway. Read also: <a href="https://nepalitimes.com/latest/nepal-railways-janakpur-test-drive?fb_comment_id=3554227181262227_4263866616964943">Nepal Railways Janakpur test drive</a> Leaving Matatirtha, the trains passed Satungal, Naikap, the Bishnudevi Temple, crossed an iron bridge over Balkhu Khola, then to Ghattepakha, Sunagau, through what is now a section of Kuleshwor (‘Lik Marg’) to the Customs Office at Teku.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250825020852_033f0cee9775d7dadde7811132f84da876f614c386e3677e560ba7aed79909d9.jpg" data-media-id="editor_15" data-image-id="20250825020852_033f0cee9775d7dadde7811132f84da876f614c386e3677e560ba7aed79909d9" data-rendition-name="original" width="2000" height="1333" loading="lazy" alt="railways in Nepal"> <figcaption>Lik Marg in Kuleswor, the former route of the Motor Trolley Railway. Photo: DANIEL W EDWARDS</figcaption> </figure>  In 1945, Motor Trolley had four engines, but spare parts was badly needed. The charge for transporting one maund (about 40kg) of cargo from Matatirtha to Teku was 50 paisa. Even though the trains ran slowly and only for a short distance, <a href="https://nepalitimes.com/news/fatalism-and-fatalities">accidents were not unknown</a>. A train loaded with rice, salt and cotton derailed on a curve in July 1946, and two railway employees were crushed under the cars and killed, five others were injured. Besides the driver and a brakeman, guards rode the trains to prevent theft of goods.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250824150836_63a327d4db3b067a23dd5c6cf17a31ffe811ffd4a8429bc31011d62298a90060.jpg" data-media-id="editor_17" data-image-id="20250824150836_63a327d4db3b067a23dd5c6cf17a31ffe811ffd4a8429bc31011d62298a90060" data-rendition-name="original" width="6000" height="4000" loading="lazy" alt="Nepal's railways"> <figcaption>The author by the remains of the Balkhu Khola bridge built in 1932 with American steel. Photo: JEEVAN NEPAL</figcaption> </figure>  By 1953, government budget estimates indicated the Motor Railway would break even with an income of Rs70,000 against Rs71,000 in expenditure. It appears the railway stopped service around 1957 with the opening of the Raj Path and the extension of the ropeway from Matatirtha to Bhansar Adda. Bent steel beams of the bridge across Balkhu Khola and two plaques recovered from the river a few years ago are the only remains of this railway today. Photos of the Motor Trolley Railway in operation are hard to come by.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250825020848_3a7cd17d0ffc36bbf5fdad404f5f6e91c7aa0e4f4ed729ed2c7e9c186f32ca9b.jpg" data-media-id="editor_18" data-image-id="20250825020848_3a7cd17d0ffc36bbf5fdad404f5f6e91c7aa0e4f4ed729ed2c7e9c186f32ca9b" data-rendition-name="original" width="5189" height="1979" loading="lazy" alt="railways in Nepal"> <figcaption>Steel plaque commemorating the construction of a Motor Trolley bridge across the Balkhu Khola. Photo: DANIEL W EDWARDS</figcaption> </figure>  The Kosi Project Railway (KPR) As early as 1941, India and Nepal considered building a dam on<a href="https://nepalitimes.com/here-now/the-kosi-s-sorrow-and-scope"> the Kosi River</a> to prevent destructive floods caused by <a href="https://nepalitimes.com/editorial/when-it-rains-it-pours-ksqprbu3">monsoon rains</a>. Floods in 1950 inundated 500 villages in Bihar and left 500,000 people homeless. The two governments signed an agreement in 1954 to build a barrage on the Kosi, and King Mahendra and Prime Minister Nehru laid the foundation stone in April 1959. To transport stones from a quarry near Dharan to use in mixing concrete at the construction site, the Indian government, in charge of building the barrage, made plans to build a narrow-gauge railway linking Bihar and its border town of Bhimnagar with Nepal’s settlements at Chakraghatti, Chatra and Ghopa, the outskirts of Dharan.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250824150816_fc5e13b01022c63c64f1e83589da0015eee7ecd002bdd3d97b88c98c1f3d45b7.jpg" data-media-id="editor_21" data-image-id="20250824150816_fc5e13b01022c63c64f1e83589da0015eee7ecd002bdd3d97b88c98c1f3d45b7" data-rendition-name="original" width="4011" height="2645" loading="lazy" alt="Nepal's railways"> <figcaption>Steel plaque commemorating the construction of a Motor Trolley bridge across the Balkhu Khola. Photo: DANIEL W EDWARDS</figcaption> </figure>  The section of the KPR in Nepal totaled 66km — the country’s longest railway to date. The stations south of Chakraghatti were Rajabas, Maduhuwan, Kushaha, Haripur and Bhantabari. The line built, operated and owned by the Indian Government, was opened in 1958 and known locally as Dhunge (stone) Rail. Procuring locomotives, wagons and other materials was a challenge. India’s Railway Board searched the country for old 41 lb rails, and located steam engines, most built around 1910, in poor condition, and stored in ‘retirement’. These decrepit locomotives were later cannibalised for parts to keep the remaining engines running, and six newer locomotives built in Yugoslavia were sent to the KPR in 1960 to prevent the railway from shutting down and halting construction of the barrage.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250824150832_fd644f9e2674c5047a531de5dfeb2c8860b0f93dddc7a2df3db867bf31b2c94b.bmp" data-media-id="editor_22" data-image-id="20250824150832_fd644f9e2674c5047a531de5dfeb2c8860b0f93dddc7a2df3db867bf31b2c94b" data-rendition-name="original" width="3171" height="2069" loading="lazy" alt="Nepal's railways"> <figcaption>KPR locomotives, water tank and staff at Chakraghatti in Nepal. Photo: JOHN BENSON</figcaption> </figure>  Used bogie-wagons (gondolas) came from <a href="https://nepalitimes.com/here-now/india-nepal-rail-diplomacy">Indian railways</a> that had been converted to metre-gauge, others were manufactured in Muzaffarpur without couplers due to the non-availability of steel. A hundred new wagons arrived from Japan, but only half could be put in service, as couplers from the other 50 were removed and attached to the Muzaffarpur wagons. This smorgasbord of equipment kept shop mechanics and work crews busy, but now-abandoned railways in Nepal always operated under less-than-ideal conditions. Although the purpose of the KPR was to transport gravel, stones and boulders to the site of the barrage, photographs show people riding in loaded wagons. Excluding Dharan, there was no bus service through the wild animal infested jungle between Dharan and Chakraghatti or along the dusty paths linking other small villages on the KPR, so patient locals sat in wagons at Dharan, waiting perhaps for hours for trains to depart.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250825020852_7d011dcc8e9b8cb0fe745b352486ebc4a84dac99419eadb35875333db20837c6.jpg" data-media-id="editor_24" data-image-id="20250825020852_7d011dcc8e9b8cb0fe745b352486ebc4a84dac99419eadb35875333db20837c6" data-rendition-name="original" width="3965" height="2659" loading="lazy" alt="railways in Nepal"> <figcaption>Ticketless riders on a train of gravel and stones in the forest between Dharan and Chakragatti in 1966. Photo: JOHN BENSON</figcaption> </figure>  Sons of former railway workers in Chakraghatti say that there were no fixed schedules, three or four trains ran both ways daily in the early 1960s. Southbound trains carried gravel, stones and boulders, while northbound trains would carry coal, cement and provisions, including sacks of coins to pay the workers. Trains even ran at night, and the crews worked long hours. Workers received free housing in project-built tenements but had to buy food supplies and items for personal use. The Babu Saheb or the superintendent lived at Chakraghatti, and at one time supervised more than 1,000 employees, nearly all of them from India. The barrage was completed in 1964, but by 1970, the Kosi Project Railway had passed into history. Daniel W Edwards was a Peace Corps volunteer in 1966 and is the author of several books on Nepal.

Nepal’s five little railways

The cost of preserving Nepal’s past

Turkish Airlines is official airline partner for the second edition of the Vatsalya Everest Women’s Volleyball League (EWV). The league, scheduled for 5-13 September, will take place in Pokhara and feature 18 international players alongside elite Nepali volleyball talent. The agreement was signed by Turkish General Manager Serkan Başar, and EWV CEO Snevy Chapagain. “Turkish Airlines’ support ensures a seamless journey and adds immense prestige to the league’s goal of women’s empowerment through sports as well as the agenda of sports tourism,” said Chapagain. “We are thrilled to partner with Vatsalya Everest Women’s Volleyball League as the official airline. With this association, we aim to support women role models in sports. We believe this association will connect countries to Nepali volleyball,” remarked Basar.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250825030844_36df66612152abbea71f15579358a2bb0fe797f21cbe7e7c7f28e3fe91655ae4.jpg" data-media-id="editor_0" data-image-id="20250825030844_36df66612152abbea71f15579358a2bb0fe797f21cbe7e7c7f28e3fe91655ae4" data-rendition-name="original" width="1920" height="1280" loading="lazy" alt="Turkish"> </figure>

Turkish to sponsor women’s volleyball league

India and China have a long-standing border dispute along their Himalayan border which has erupted in violent skirmishes. But Indian and Chinese officials last week agreed to ignore Nepal’s own border dispute with India to facilitate trade. The Indian Ministry of External Affairs this week flatly rubbished <a href="https://nepalitimes.com/editorial/territorialism">Nepal’s territorial claims</a> to the Lipulek Pass and the Kalapani Region, including Limpiyadhura, which Nepal considers as the source of the Mahakali River that forms Nepal’s western border with India. The latest episode in this dispute has come as Sino-Indian relations have thawed after US President Donald Trump slapped <a href="https://nepalitimes.com/news/nepal-and-the-us-india-tariff-tiff">sanctions on Indian exports</a>. The joint communiqué in Beijing said India and China had agreed to resume their border trade through the Nathu La, Sipki La and Lipulek during Chinese foreign minister Wang Yi’s visit to New Delhi. Lipulek is a pass 10 km north-east of <a href="https://nepalitimes.com/news/there-is-precedent-to-settling-kalapani">Kalapani</a> which has been disputed ever since the Survey of India published its 1879 map, where the source of the Mahakali was suddenly shifted from Limpiyadhura to Lipulek.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250826060824_4e68dd5964e0995b91148de9978a1de52b19691e1b01f52a405924fd130c22bd.jpg" data-media-id="editor_3" data-image-id="20250826060824_4e68dd5964e0995b91148de9978a1de52b19691e1b01f52a405924fd130c22bd" data-rendition-name="original" width="2000" height="2083" loading="lazy" alt="Lipulek dispute explainer"> </figure>  This tributary of the Mahakali was called the Kali on this map, and is a fordable tributary and not the main channel of the border river. The main Kali River was renamed Kuti Yangdi, and this happened while the British were still in India presumably to gain access to the Lipulek in contravention of the 1816 <a href="https://nepalitimes.com/banner/borderline-disorder">Sugauli Treaty</a>.&nbsp; This subterfuge continued even after India gained independence in 1947. Nepal has maintained that the main channel of the Kali is the border as per the 1816 treaty, when Nepal lost a third of its territory to British India. It is all well and good that India and China are now friendly enough to <a href="https://archive.nepalitimes.com/news.php?id=19447">open border trade</a> routes, but it should not be in violation of Nepal’s territorial integrity. Nepal should be called for diplomatic and political negotiations regarding the Lipulek pass and the Kalapani region comprising Limpiyadhura.&nbsp; Read also: <a href="https://nepalitimes.com/opinion/comment/when-xi-meets-modi-and-oli">When Xi meets Modi and Oli</a>, Kanak Mani Dixit China and India, but especially the latter, should invite Nepal to discuss these issues and iron out the disputes based on facts and evidence and maps. Nepal had sent seven diplomatic notes to India and three to China so far regarding the Lipulek and Kalapani. India has not responded to any of them. China replied once saying that Nepal and India should sort out their border disputes first before voicing their opinions. Nepal welcomes the recent talks between India and China that it hopes will positively impact on settling border disputes that are mostly stalled since the 1962 Sino-Indian war, the 73-day military standoff over the disputed Doklam region between China and Bhutan, and the 2020 Galwan clash in Ladakh. Nepal’s two large neighbours seem to have come to their senses and realised that it is in their interest to collaborate rather than confront each other when President <a href="https://nepalitimes.com/opinion/trump-s-first-month">Trump is acting erratically</a> with threats of sanctions and tariffs.&nbsp; Prime Minister K P Oli should bring up Nepal’s grave concerns about the Lipulek during his state visit to India next month when he will meet Prime Minister Narendra Modi in Bodh Gaya. The two are also expected to meet next week at the Shanghai Cooperation Organisation summit in Tianjin when Chinese President Xi Jinping will also be present. But even before that Nepal should send diplomatic notes to both the Indian and the Chinese governments regarding their agreement to resume border trade through the Lipulek.&nbsp; Here is a timeline of the developments regarding the Lipulek: Sino-Indian Agreement of 1954 This 8-year Agreement on Trade and Exchange between Tibet and India was signed in Peking on 29 April, 1954 by the Chinese Vice-Foreign Minister Chang Han Fu and the Indian Ambassador Nedyam Raghavan.&nbsp; There was no explicit mention on the border settlements either on the Line of Actual Control (LAC) or on Ladakh, although trade and pilgrimage through Lipulek and other 5 passes (Sipki La, Mana Pass, Niti Pass, Kungri Bingri Pass and Dharma Pass) were agreed upon.&nbsp; Trade between Uttar Pradesh state and the Tibet Autonomous Region was through ‘border &nbsp;point of the agreement states: ‘With a view to facilitating the visits of persons engaged in border trade and the exchange of commodities and means of transportation, (India and China) have decided that Lipulek (Qiangla) be the border pass for the entrance and exit of the said persons, commodities and means of transportation from the two sides.’ The agreement expired on 6 June 1962 during the Sino-Indian war, and the two sides did not renew it. Bilateral ties started to normalise only in the 1990s with the Indian decision in 1988 to abandon its policy of settling ‘territorial issue’ for ‘normalisation of relations’. India There was no reaction from Nepal to the 1954 agreement since Nepal did not have diplomatic relations with China yet at the time. Sino-Indian Agreement of 2005 The Political Parameters and the Guiding Principles for the Settlement of the Sino-Indian Boundary Question is detailed in 11 Articles, which outline the steps to be taken for a Peaceful and Tranquil Border. The agreement was a direct outcome of the Special Representatives mechanism that had been set up through a 2003 agreement. It also incorporated the Confidence Building Measures in Military Field along the Line of Actual Control (LAC) in the Sino-Indian Border Areas signed in 1996.&nbsp; A protocol on Modalities for the Implementation of Confidence Building Measures in the Military Field along the Line of Actual Control in the India-China Border Areas signed during Chinese Premier Wen Jiabao’s India visit, which stated in Clause 2 of Article 5: ‘Both sides agree to extend in principle to expand the mechanism of border meeting points to include Kibithu Dhamal in the Eastern Sector and Lipulek Pass (Qing La) in the Middle Sector. The precise locations of these border meeting points will be decided upon mutual consultations.’ Nepal’s Foreign Ministry issued a statement in 2005 stating that Nepal had asked China about the issue and the Chinese Embassy clarified that the agreement had nothing to do with Kalapani. This was perhaps the first time that Nepal had objected to the Sino-Indian agreement on Lipulek. King Gyanendra had staged a coup d’état on 1 February 2005, just two months prior to this agreement. The Nepali press voiced criticism of China in particular for disregarding the country’s sentiment.&nbsp; Sino-Indian Agreement of 2015 India and China signed several documents during the state visit of Chinese President XI Jinping to India on 18 September 2011. Number one on the list was: ’Opening a New Route for Indian Pilgrimage (Kailash Mansarovar Yatra) to the Tibet Autonomous Region of the People’s Republic of China’.&nbsp; The Indian foreign ministry stated: ‘The MoU provides for conducting the annual Kailash Mansarovar Yatra through Nathula Pass in Sikkim in addition to the existing Lipulek Pass in Uttarakhand’. On May 15, 2015, China and India issued a Joint Statement during Indian Prime Minister Narendra Modi’s visit to China. Point 28 under the ‘Trans-border Cooperation’, states that the two sides agreed to ‘hold negotiation on augmenting the list of trades commodities, and expand border trade at Nathu La, Quingla/Lipulek Pass and Sipki La Pass’. Nepal’s objection to the 2015 agreement was stronger than in 2005. Prime Minister Sushil Koirala called up Narendra Modi to express Nepal’s displeasure It was not until 2020 that Nepal’s Foreign Minister disclosed that ‘Nepal had expressed its disagreement in 2015 through separate diplomatic notes addressed to the governments of both India and China … including Lipulek Pass as a bilateral trade route without Nepal’s consent.’  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20250826060824_d4497e2620bba81211d27e427393974877e09006abc26e13055508996e5b29ea.jpg" data-media-id="editor_8" data-image-id="20250826060824_d4497e2620bba81211d27e427393974877e09006abc26e13055508996e5b29ea" data-rendition-name="original" width="1108" height="1550" loading="lazy" alt="Lipulek dispute explainer"> </figure>  The new political map of India published by the Survey of India in November 2019 that incorporated areas east of the Kali River including Kalapani as Indian territory sparked renewed public, and political, attention to the Mahakali dispute. The Nepal government then countered by formally approving the publication of the new Political and Administrative Map of Nepal including all territories lying to the east of the Mahakali River on May 18, 2020. In June, the House of Representatives unanimously endorsed the second amendment to the Constitution of Nepal to update the country’s new political map in the national emblem. Sino-Indian Consensus of 2024 A 6-point Consensus on Peace and Tranquility on the Line of Actual Control (LAC) was agreed on December 18, 2024 between the Special Representative of the People’s Republic of China, Wang Yi, and the Special Representative of the Republic of India, Ajit Doval.&nbsp; India has not denied that this is a consensus, while China made it clear that this was not a Joint Statement. This Consensus is in line with the 2005 agreement, and was agreed during the 23rd round of the Special Representatives talks held after a gap of five years aimed at restoring bilateral ties frozen because of the military standoff in Ladakh. The agreement included: cross-border communication and cooperation, promoting the resumption of pilgrimages by Indians to Xizang, cooperation on crossborder rivers, and trade at the Nathu La Pass. Nepal made no reaction to the statement despite Lipulek being the pilgrimage route for Mansarovar and Kailash.&nbsp; Prabhakar Sharma is a construction engineer and an international border expert who has worked as a survey engineer for the Cameroon-Nigeria border demarcation by the United Nations.

nepali-education