After the Nepal government announced it would provide Rs15 per meal for community schools to serve lunch (दिवा खाजा) to students, headmasters in Kathmandu took a stand. “Rs15 is not sufficient, we demanded additional money. The municipality also realised that Rs15 was not enough,” says Dilli Prasad Sharma Khanal, principal at Vijaya Memorial Secondary School in Dillibazar. Last year, Kathmandu Metropolitan City (KMC) responded by topping up the Rs15 with another Rs10, and also said it would provide the full Rs25 to feed students in Grades 7 and 8 in its 89 community schools. The central government program provides meals to Grade 6 only. The total cost to Kathmandu is Rs90 million in the current year’s budget, says Rukmila Itani in the city’s education office. KMC joins <a href="https://nepalnow.buzzsprout.com/1839347/10597081" target="_blank">Tokha and Budhanilkantha</a> as local governments in Kathmandu Valley that have concluded that the central government’s funding is insufficient to feed students a nutritious meal. While other local governments outside the valley have done the same, the move raises the question of equity for those students whose meals remain limited to Rs15, an amount roundly criticised as inadequate to cook a filling and nutritious meal. According to a <a href="https://www.setopati.com/opinion/295042" target="_blank">report in Setopati</a>, Beg Bahadur Thapa, headmaster of Palanchoki Bhagwati Secondary School in Kavre, turned to local organisations after the school decided that Rs15 could not provide an adequate meal. He collected enough to add Rs5 to each meal. “Even with Rs20, it was not possible to provide a balanced lunch as per the instructions,” said Thapa. Other needed resources were also missing. “The school lacks classrooms, there is no space to manage the kitchen. The role of school helper is also varied.” In the end, the school bought meals prepared outside the school.  <figure><img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230310030352_9e39f506b053ae5a426c98bded1f58cb850acc4183139d13ab80b852d4daf72d.jpg" data-media-id="editor_2" data-image-id="20230310030352_9e39f506b053ae5a426c98bded1f58cb850acc4183139d13ab80b852d4daf72d" data-rendition-name="original" width="4032" height="3024" loading="lazy" alt="Nepali students get a second helping"><figcaption>The midday meal at Vijaya Memorial Secondary School in Dillibazar, Kathmandu.</figcaption></figure>  It is no surprise that some schools are ‘topping up’ their meal budgets. In 2022 the Nepal government official leading the program <a href="https://www.nepalitimes.com/here-now/growing-appetite-for-school-lunches/" target="_blank">told Nepali Times</a> that funding was his greatest challenge. The bill for school meals was nearly $70 million in 2020, the highest cost in the education budget after teachers’ salaries. “Each child is allotted only Rs15, this is the main challenge. This amount is very low—prices are increasing day by day and there are management costs. How can we survive?” said Centre for Education and Human Resources Development (CEHRD) Director Ganesh Poudel. The World Food Programme (WFP) has been providing food for Nepal schools in various forms for 46 years, and has partnered with the Nepal Government as the latter has gradually assumed control of the programme in the last decade. From 2017 to 2020 the diya khaja budget almost quadrupled (from US$20 million to nearly $70 million), and external support fell from $4.2 million to $2.8 million in 2020, according to a WFP report. <a href="https://www.nepalitimes.com/here-now/growing-appetite-for-school-lunches/" target="_blank">In a 2022 interview</a> WFP Representative and Country Director Robert Kasca said participation of communities in school feeding will be essential as WFP transitions from being a provider of food to focusing on technical assistance, by 2024. “The most important thing to me is that we get complete buy-in from the local communities… they (local representatives) do have money, it’s not that they don’t have it. It’s how they allocate and spend it. Itani says that KMC decided to top up the government’s meal budget to address malnutrition and a high drop-out rate in community schools. KMC has a system for checking the quality of the meals, and cleanliness, she adds, but with the programme barely six months old, data is scarce. Early feedback is that attendance is up, but schools are grappling with a lack of resources such as kitchens, utensils and designated staff. Some are able to prepare meals in an existing kitchen or turn to mothers groups for help while other schools buy from outside providers. And while some schools are following the central government’s menu, which calculates amounts of energy, fat, protein and essential vitamins so that meals deliver 30% of a child’s daily nutrition needs, others do not.  <figure><img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230310030356_fd63ed373d66c846c9eb15bf641c89d3f90ede9d8470a9d07d64d68f41ae7ca5.jpg" data-media-id="editor_5" data-image-id="20230310030356_fd63ed373d66c846c9eb15bf641c89d3f90ede9d8470a9d07d64d68f41ae7ca5" data-rendition-name="original" width="4032" height="3024" loading="lazy" alt="Nepali students get a second helping"></figure>  At Harisiddhi Secondary School in Lalitpur, Principal Aasha Devi Maharjan says the municipality has pledged to top up the central government’s Rs15 per meal, but has not done so to date. However, the school is now feeding students up to Grade 6 meals that cost more than Rs50 thanks to funding from the China Foundation for Rural Development. The foundation’s Smiling Children Feeding Programme started in March 2022 and research prior to the programme’s launch found that many students of community schools come from families of daily wage earners, who often start work early. As a result, many children are given Rs10-20 in the morning to buy food instead of eating a cooked meal, says Mukti Marasini, Chairman of the Global Cooperation for Development (GCD), an NGO working with the foundation. The feeding program provides Rs57.3 per meal to 21 schools in Lalitpur and Kathmandu, including Rs7.3 to create and fund mothers groups, which cook the midday meals. Schools combine the China Foundation money with the central government’s allotment, Marasini adds during a visit to Harisiddhi school, and can even serve second helpings to extra hungry kids. Marasini says GCD worked with nutritionists to determine the amount needed to provide an adequate meal. “Rs15 won’t even buy a cup of tea,” he says about the government allotment. Students get a different menu each day, such as egg with a bean-vegetable curry and puri on the day we visited. They also receive a fruit snack in the morning. Maharjan says that since they started serving the meals in August, far fewer students complain of illnesses or are absent.  <figure><img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20230310030356_5ec42aa9-40ed-4010-9790-d3c7a68b6350.jpg" data-media-id="editor_6" data-image-id="20230310030356_5ec42aa9-40ed-4010-9790-d3c7a68b6350" data-rendition-name="original" width="3024" height="4032" loading="lazy" alt="Nepali students get a second helping"><figcaption>Mothers Group members prepare the midday meal at Shree Harisiddhi Senior Secondary School in Lalitpur.</figcaption></figure>  “Once word got out about the school’s meals more than 100 families approached us to enrol their children but we had to say no,” she adds. “It was the middle of the year and we wouldn’t have had the budget to feed an extra 100 students.” The central government worked with WFP to develop the Rs15 meal, but the amount is being revisited, says the UN agency. “We are working closely with our government counterparts to understand the details of how much the Rs15 actually buy, in particular in the context of recent inflation trends and in rural areas.” “Early indications do show that the transfer values should be reviewed as the situation has changed since these values were first determined in 2015. Ultimately we advocate for an equitable approach that ensures a nutritious meal,” added WFP. Ganesh Poudel from CEHRD was unavailable for comment. Thursday, 9 March is International School Meals Day. Worldwide, 388 million students, or 1 in 2 schoolchildren, received at least one meal or snack per day at school before the COVID-19 pandemic, in what WFP calls the world’s “<a href="https://www.wfp.org/publications/state-school-feeding-worldwide-2020" target="_blank">most extensive social safety net</a>.”

Marty Logan

original

674x448

610x380

500x500

400x266

400x240

400x203

301x200

1250x600

1084x550

Nepali students get a second helping

<figure><img width="1500" height="1125" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110111124/636cd15b9c7e80680e08f8acjpeg.jpg" alt=""/><figcaption>Changing Stories Nepal Fellow Sangeeta Basnet teaching at Amar Secondary School in Urhari of Dang.</figcaption></figure>When I taught in a Nepali government school, the biggest problem I faced was not poor facilities. Motivated teachers don't need much beyond chalk and a blackboard. The biggest problem was that so many children studied below their grade level. In Nepal, many Grade 6 students read at Grade 3 level. Many Grade 7 students cannot add or subtract, much less multiply or divide. Students lag behind by three or four years, and not just a few students, sometimes half the class may be behind.  This is an enormous problem, made worse by Covid-19. Few schools recognise the issue, or have skills and resources to address it. Public school teachers are too busy dealing with daily challenges. Students are therefore missing the chance to learn. Nepali students fall behind for many reasons. Some come unprepared for Grade 1 or 2, others get pulled out of school temporarily and never catch up. Some attend school irregularly, or struggle. <a href="https://www.nepalitimes.com/banner/seven-years-in-tityang/" target="_blank" rel="noopener noreferrer">Seven Years in Tityang</a>, Sangmin Kim While the problems children face at home are socio-economic, the barriers at school are many: uninspiring and irregular teaching, low teacher expectations, and poor school management. Schools where students fall behind rarely have the skills or resources needed to help them catch up. Some schools give up on them, dismissing the students as not capable instead of investing more time in helping them out. Low expectations become self-fulfilling. Many students lose confidence and drop out. They decide school is not worth the time, and join their parents in earning an income for their families. Or, they stay in school and move from grade to grade, year after year. Lacking a base to build upon, they lag farther and farther behind.  In subjects like Math or English that scaffold skills one on top of another, the students often just go through the motions, copying things but not understanding, and not really learning anything. Students either fail, or they cheat to move along. Cheating is widespread. That is how high school students, despite years of study, can barely read or write in English or Nepali. Many of the students are from diverse backgrounds who speak their mother tongue at home.This is a tragedy, but also a social justice issue. Those who lag behind often come from poor families, often Dalit or ethnic minority communities. Many are girls. The solution would be to catch the problem when the children first fall behind in primary school. At that point they are only a few lessons behind their friends, not years and years, and there would still be time to build a solid base.  "It's never the students’ fault," says Niharika Mainali of Changing Stories Nepal, which was founded in 2018 with an innovative approach that builds from the premise that all students can learn, and that we wrongly blame low performing students instead of admitting we are all responsible for their lack of opportunity.Changing Stories first identifies struggling primary students. At its schools in Hetauda and Dang, it assesses literacy and numeracy to determine the 15 lowest-performing students in grades 3, 4 and 5. Then, for 90 days, the students are tutored with two hours of extra Nepali and Math, either  before or after school. <figure><img width="1365" height="2048" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110111124/636cd15f9c7e80680e08f8adjpeg.jpg" alt=""><figcaption> </figcaption></figure><a href="https://www.nepalitimes.com/here-now/good-fellows/">Good fellows</a>, Prakriti KandelThe stress is on actual student learning, and the students are tested during and at the end of the program. Last year in Dang, the program had 20 groups of 15 students each.The remedial classes are taught by ‘Fellows’ of the organisation, who are talented, motivated college students trained by Changing Stories. While giving a helping hand to others, the young adults learn skills and experience and develop a taste for community service. "I was teaching Grade 9 near Janakpur, and found that many didn't know the English alphabet. I realised they needed an intervention long before high school," explains Mainali. "I had a good job in Kathmandu. But I often thought I could be of more service working with public schools. The privileged students I was working with didn't need me." She says schools make quick decisions about who can learn and who cannot, labeling students as incapable from a very young age. "The problem is not with the students. The students can learn, but we like to blame students for everything," she adds.In Dang at the start of the year, only 37% of students could read simple words, and only 18% could read a 4-sentence paragraph. At the program's end, 81% could read words, and 66% could read short sentences.In baseline math tests, only 9% could do two-digit addition problems. After the program, 87% could. Fewer than 1% of students could solve a 2-digit carry-over subtraction problem, or multiply. Afterwards, about half could do both. <figure><img width="1500" height="1125" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221110111124/636cd1629c7e80680e08f8aejpeg.jpg" alt=""><figcaption> </figcaption></figure><a href="https://www.nepalitimes.com/here-now/digital-divide-exposes-class-divide-in-nepal-schools/">Digital divide exposes class divide in Nepal schools</a>, Nunuta RaiChanging Stories recorded similar progress in Hetauda, and have just started another year in Dang. The program seems like a fantastic bargain: for 90 sessions of 2-hour classes, each Fellow earns Rs14,000.Training costs and staff support add a little. But imagine the benefits, and compare them with the costs: students sitting in classrooms year after year not learning--a lifetime of underachievement.On a visit to Dang last year, I saw for myself why Changing Stories gets results. In a carpeted classroom painted in cheerful colours with student work on display, a Changing Stories Fellow worked with students on subtraction problems.She explained concepts with piles of सिन्का (small bamboo sticks) sitting on the floor next to her students. She smiled, but pushed when necessary. She believed in the children even though many others had abandoned hope.A Grade 4 student told me: "I like this class. Miss teaches well. If I don't understand, she shows me." Another student said, "Before I knew only addition, now I know subtraction. Now it comes easily."  I could see and hear the pride and self-confidence in these children.Tom Robertson, PhD is a historian and creator of the मिठो लेखाइ videos on writing technique. He taught in Nepal’s government schools as a Peace Corps volunteer in Khotang from 1993-1995.

Tom Robertson

Nepal’s class divide

<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

Nepal’s cricket team first beat powerhouse West Indies in two out of three matches in September, the first time it won a match and then a series against a test-playing nation.&nbsp; Then the Rhinos played six qualifiers in Oman for the 2026 T20 World Cup which is being held in India and Sri Lanka from 7 February to 8 March next year. The national team qualified comfortably with two games to spare, and won all six matches anyway. In the three months before the World Cup, cricketers will play the second season of the Nepal Premier League from 17 November to 13 December.&nbsp; After a hugely successful first season, steady upgrades have been made. The flood-lit Tribhuvan University Cricket Ground has been fitted with 15,000 seats, even though this takes away from the festival-like atmosphere of fans on their feet on the grassy slope.&nbsp; Last season, matches began at noon and three in the afternoon. Late-evening matches in winter under flood lights will increase attendance and viewership.&nbsp; There is also now technology that will display how far a six was hit and how fast a ball was bowled. Foreign players who will play in the league include Chris Lynn, D’arcy Short, Ravi Bopara, and Sohail Tanvir, all good ex-international players that people have heard of.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251101031128_9db0830fb65d0743e3d36cc4b4473e61d750789028a130f5dff8a619307b0215.jpg" data-media-id="editor_0" data-image-id="20251101031128_9db0830fb65d0743e3d36cc4b4473e61d750789028a130f5dff8a619307b0215" data-rendition-name="original" width="1365" height="1803" loading="lazy" alt="Nepal cricket"> <figcaption>Aasif Sheikh drives through the covers on his way to 69 off 41 vs Samoa.</figcaption> </figure>  But the most important point of the Nepal Premier League will be to prepare and experiment for the World Cup, which starts less than two months after the NPL ends. Team Nepal will be extra eager to play well, given that the matches are happening in South Asia and Nepali fans can make the trip.&nbsp; Head coach Stuart Law will be watching each NPL match keenly, to gain more insight into how to best use his current starters.&nbsp; As each of the eight teams are only allowed a maximum of four foreign players in their starting eleven, Law and Nepali fans will also be scouting new talent who will be hungry to emerge and prove themselves to earn a place in the World Cup Squad.&nbsp; ALL-ROUNDERS One of the most unusual features of the current Nepali squad is how many all-rounders there are. Kushal Bhurtel, Rohit Paudel, Kushal Malla, Gulshan Jha, and Dipendra Singh Airee are all regular starters, and they all bat and bowl. Opener Aasif Sheikh is also the wicketkeeper.&nbsp; Airee, of course, is also an excellent fielder. In the first five games of the qualifiers, he got a record five runouts with direct hits, and was on a roll with a run in every single game. This depth means that almost always seven players bowl for Nepal, and the wealth of options keeps the opponent batting order guessing, but it may create hesitancy within the team in tough situations against stronger teams.&nbsp; Countries at the top level of the sport tend to have more specialists. Perhaps Stuart Law might want to tell Bhurtel to really focus on his batting, or Airee to hone his bowling, which seems to be their strengths. The team would be better off with them performing one aspect consistently well than being hit or miss with both. &nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251101031128_c30fdbab65736ea728f2f94fa121d2169e4d3627194ce1fe9de26eebdb3fc5b3.jpg" data-media-id="editor_1" data-image-id="20251101031128_c30fdbab65736ea728f2f94fa121d2169e4d3627194ce1fe9de26eebdb3fc5b3" data-rendition-name="original" width="957" height="1269" loading="lazy" alt="Nepal cricket"> <figcaption>Lalit Rajbhansi with tricky left arm spin, 3/13 vs Samoa.</figcaption> </figure>  POWERPLAYS The Nepali team likes batting first. It chased only against Japan, but they struggle to put up really competitive scores of say, above 170 unless two batsmen do really well.&nbsp; In the second match against the West Indies, Aasif Sheikh’s 68 and Sundeep Jora’s 63 set up Nepal at 173/6. Against Samoa, Aasif Sheikh had 69 and Airee had 53, before Lokesh Bam’s fierce 39 off 12 featuring 4 sixes set up 211/4.&nbsp; Besides these games, Nepal tends to score up to 150 batting first. To the experienced teams that Nepal will face at the world cup, this is not at all an intimidating score. One reason is that Nepal just cannot seem to get going in the first six powerplay overs, when there are limited fielders on the boundaries.&nbsp; A solution to this might be to promote Gulshan Jha up the order. Although Jha has also been an excellent batter in the end overs, using him at three or four might help set up a more productive powerplay and bigger scores. He should try it out with the Karnali Yaks.&nbsp; Despite all the controversy that comes with Sandip Lamichhane, and his strange decision to sit out the West Indies series minutes before the first match started, his output with the ball is undeniable.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251101031128_453d54ce627367c537d459c38d260d8aca1d56949c49c8023de582f3e72bb678.jpg" data-media-id="editor_2" data-image-id="20251101031128_453d54ce627367c537d459c38d260d8aca1d56949c49c8023de582f3e72bb678" data-rendition-name="original" width="1499" height="1000" loading="lazy" alt="Nepal cricket"> <figcaption>Nepalis turn out to support the team vs Samoa at Al Ameret Stadium in Oman.</figcaption> </figure>  He took wickets in each of the six qualifiers, most notably five vital ones in the match against Qatar that Nepal won by five runs. Lamichhane also gives away very few runs, which cuts some of the more part-time bowlers some slack.&nbsp; Airee is also economical, and his 3/22 was vital in the one-run win against the UAE. Together with Lamichhane the duo constricted the opposition in the middle overs. Veteran Sompal Kami has not been as productive with the ball, and gave away a lot of runs in the series against the West Indies.&nbsp; This is a weakness, because Kami does not contribute with the bat much. While his experience is valuable to ground the young Nepali team, Stuart Law should look out for fast bowlers during the NPL to help balance out quality spinners.&nbsp; One of the most impressive and professional parts of Nepal’s winning streak has been the attention to detail. The players have been generally excellent in the field, giving away very few runs due to wides or no balls. They had three run outs against the UAE and two against Qatar and Japan and in the first game against the West Indies.&nbsp; The fielders seem much calmer and focused when executing difficult catches, a welcome change from past complacency. This attention to detail makes the difference in narrow games and keeps morale high.&nbsp; The Nepali team has performed well, but besides the narrowly-beaten UAE, all the matches were against teams ranked lower in the world T20 rankings. And the series against the West Indies was against a weakened team. In the world cup, Nepal will be facing much stronger teams and will lack the element of surprise it had in the 2024 World Cup.&nbsp; If Nepal wants to keep improving, it now has to be able to dominate teams like Kuwait and Oman. It also should set up more series with associate nations like Scotland, Ireland, Namibia and The Netherlands. This will help accurately gauge the team’s progress and expose its weaknesses.

Nepal’s prospects at World Cup 2026

With the holidays over and elections only four months away, Nepal’s interim government led by Prime Minister Sushila Karki is trying to get down to brass tacks. But it is not easy.
On Wednesday, Karki held the first three-way meeting between GenZ representatives, political parties and the government. Despite some acrimony, there was near unanimity about creating the environment for elections on 5 March. 
Only the UML is holding out, still not taking responsibility for the 8 September massacre, and calling for the reinstatement of Parliament. GenZ delegates poured their wrath on the unrepentant UML, but were themselves talking at cross purposes on the demand for a directly-elected executive. 
Karki was on the defensive, her exasperation spilling over: “How do we undo the damage done by corruption, exploitation, and discrimination over the last 35 years in a single month?” 
She is reported to have added, “There is a tendency to not allow this government to work, and then turn around to criticise it for not achieving anything. We are trying our best, and will fulfil our goal of elections no matter what.” 
The Wednesday meeting does seem to have turned the attention of old parties towards elections, and spurred the GenZ and others with political ambition to form parties.
With the deadline for party registration looming, several like-minded individuals and collectives are coalescing, or trying to. The Election Commission is already reviewing applications from more than a dozen new political parties. 
Kathmandu Mayor Balen Shah has held talks with RSP members, but his popularity on social media is not matched by public visibility and accessibility. Intriguingly, Shah and his supporters on social media have been publicly asking for the resignation of Home Minister Om Aryal for not arresting members of the UML-NC government for the 8 September killings. Aryal used to be Mayor Shah’s legal adviser.
Sudan Gurung of GenZ, ex-RSP Sumana Shrestha, and Energy Minister Kulman Ghising are all shopping for existing or new political parties to join. 
The RSP with its alternative anti-corruption agenda would be the logical choice, but there is a question mark over the role of its head Rabi Lamichhane, who is back in jail on charges of embezzlement.
LARGER CABINET
This week, Karki expanded her Cabinet for the third time by inducting Sudha Sharma Gautam as Minister for Health and activist Bablu Gupta as the Minister for Youth and Sports. 
Recommended by GenZ members, Gupta, 28, is the youngest Minister in Karki’s team. But, as has become the norm with this electoral government, two other controversial nominations fell through. Khagendra Sunar was dropped as Minister for Labour because of several ongoing criminal charges, including for assault and inflammatory speech. And Ganapati Lal Shrestha for Minister of Land Management declined at the last moment after he was not given the Tourism and Culture portfolio as preferred. 
Critics say there is a lack of due diligence on the part of Karki’s advisers in selecting candidates. Last month, Sangeeta Mishra who was nominated for Health Minister was dropped after it turned out that she was under investigation at the CIAA. However, Kulman Ghising also had complaints filed at the anti-corruption body, but was still given three portfolios. 
Then the nomination of Tashi Lhazom was withdrawn after an online controversy over her citizenship. There was also outrage on social media about Mishra and Lhazom being singled out for their ethnicity and gender.
Internal leaks making her choices prematurely public has made Karki’s team overcautious about Cabinet expansion. It is also distracting her from her main goal — to hold credible elections by striking a balance between the political parties and GenZ groups.
After a preliminary hearing on 16 writ petitions against the House dissolution and appointment of new government, the Supreme Court on Wednesday refused to issue an interim order.
“The formation of the government is unconstitutional, and a government formed unconstitutionally is not allowed to make any decisions, until the final hearing,” stated advocate Surendra Bhandari. 
The UML, still smarting from the September protests, is trying to put a spanner in the works of the election government. The GenZ, meanwhile, still do not have a consensus over fundamental demands prior to elections. Combined, these two factors portend a precarious future.

Future imperfect

A little more than one month into its six-month term, Nepal's interim government recalled ambassadors from 11 countries: China, Japan, Malaysia, Qatar, Saudi Arabia, Israel, Russia, Spain, Germany, the UK, the US, and Japan.&nbsp;
Mostly appointed by previous governments, they have to return to Kathmandu by 6 November. The envoys who were retained, even if they were political appointees, tended to be women or from various ethnic minorities.
The recall has met with criticism back home. Prime Minister Sushila Karki is blamed for borrowing a page out of its predecessors’ playbook. Although it was a symbolically inclusive move in a diplomatic corps dominated by established groups, the government may have got its timing wrong.
On Sunday, however, the Supreme Court issued an interim order against government decision to recall the 11 ambassadors. The court questioned the neccesssity and justification of such a move, concerned that it could affect Nepal's relations with the host countries.&nbsp;
Karki has said <a href="https://nepalitimes.com/news/future-imperfect">her priority is to hold elections in March</a>, and by recalling Nepal’s emissaries from important capitals like Washington, London, Bonn, Tokyo, Abu Dhabi and Kuala Lumpur her government has cut channels of communication and support from development partners and with the international community.&nbsp;
Nepal’s anti-corruption GenZ protest and the devolution of the youth movement into <a href="https://nepalitimes.com/here-now/relocate-reallocate-recover">arson, looting, and violence</a> after the targeted killing of protestors in September put the nation in the international spotlight. And the interest was especially keen in neighbouring New Delhi and Beijing.&nbsp;
The Nepal unrest has sparked similar protests across the world from <a href="https://nepalitimes.com/here-now/nepal-genzs-inspired-filipinos">the Philippines</a> to East Timor, Madagascar and Peru. But there is also worry in India where exposure of #nepokids on social media as well as corruption in high places could instigate copycat youth unrest.
And in China, there is still a lingering memory of the deadly protests in 1989 Tiananmen Square. But the Chinese also suspect that some in the GenZ movement have links to free-Tibet. &nbsp;
Foreign policy experts in Nepal reject conspiracy theories about foreign backing for the GenZ, characterising it as mostly triggered by home-grown outrage over chronic corruption of the governing elite.&nbsp;
Throughout its history Nepal has always had to balance the geo-strategic interests of its neighbours: the British in India and the Chinese Empire, and more recently independent India and Communist China.
When former PM K P Oli resigned, he had <a href="https://nepalitimes.com/opinion/comment/when-xi-meets-modi-and-oli">just returned from a visit to Beijing</a> and was a week away from making an official visit to India. A new Nepali prime minister typically makes the first visit to India, but Oli broke that tradition last year by going to China to sign the Belt and Road Initiative (BRI) framework agreement.
"Oli was China's trusted partner supporting <a href="https://nepalitimes.com/news/china-syndrome">Nepal’s participation in BRI</a> and SCO (Shanghai Cooperation Organization)," says geopolitical analyst Sanjay Upadhya. "Now, some in Beijing are apprehensive that there is external support for the youth protests that contributed to Oli’s sudden departure. It is perceived as a strategic setback for China."
Despite an ongoing dispute with India over a 364 sq km border territory, Nepal is heavily dependent economically on India with which it has an open border.&nbsp;
Rulers in Kathmandu have usually leaned over backwards to be closer to China to counterbalance India’s gravitational pull following a strategy of ‘equidistance’ between the two giant neighbours.&nbsp;
Growing American and Western disinterest in the region is making India and China more assertive towards smaller nations. Educator Dovan Rai says, “China is also becoming more aggressive and trying to show its presence in and around South Asia.”
She adds, “Nepal is an important neighbour for China, especially considering issues it regards as sensitive, like the Dalai Lama and Tibet.”
Indeed, the Chinese are said to be suspicious about the links that the <a href="https://nepalitimes.com/here-now/nepal-s-historic-youth-dissensus">GenZ movement</a> was infiltrated by elements linked with Free Tibet or with US-based interests.&nbsp;
What must have especially raised eyebrows at the Chinese Embassy in Kathmandu was that the Dalai Lama’s office in exile in India congratulated Sushila Karki — the first time in history it has sent such a greeting to a new prime minister of Nepal.&nbsp;
Although Nepal’s two neighbours do not see eye-to-eye, both agree and are worried about instability in Nepal, and if it might trigger a refugee crisis, empower extremist factions, or attract Western interference.&nbsp;
Nepal’s September protests were preceded and succeeded by similar movements in the region and around the world. In light of this global eruption of youth frustration, and desire to lead from the front, the hardline governments of Nepal’s two neighbours are undoubtedly wary of the possibility of similar unrest within their own borders.&nbsp;
‘India advocates democratic legitimacy, while China prioritises control and predictability. Recent upheavals demonstrate that neither democracy nor stability alone suffices for sustainable nationhood,’ Upadhya wrote in a recent blog.
With early elections scheduled for 5 March, <a href="https://nepalitimes.com/news/one-month-later">the main challenge for Karki’s transition government</a> is to maintain dialogue and establish consensus between youth groups, political parties, and other agitating forces to participate in polls — all while ensuring there is no covert external influence.&nbsp;
Indeed, with <a href="https://nepalitimes.com/here-now/nepals-democracy-keeps-doubting-itself">Nepal’s democracy</a> at stake as well as new political forces with competing interests set to battle it out in a new political landscape, experts warn that there could be powers that will want to fish in troubled waters.&nbsp;
Explains Dovan Rai: “Along with soft power, foreign countries including our neighbours could intervene in the online information space to promote their interests in Nepal. Fake narratives and disinformation could be spread &nbsp;through digital platforms. We must be careful and vigilant about our digital space.”

Neighbourhood watch on Nepal

The autumn mountaineering season is not over yet, and already there have been 12 fatalities on Himalayan peaks in Nepal.
Of the 1,450 climbing permits issued, 436 were for Mt Ama Dablam (6,812m), 374 for Mt Manaslu (8,163m) and 186 for Himlung Himal (7,126m). There were deaths on all three mountains.
The death of two French climbers on Ama Dablam happened before unseasonal blizzards hit the mountains. But Cyclone Montha from the Bay of Bengal brought on high winds and up to 1m of snow in the peak trekking and mountaineering season.
This increased avalanche conditions, and made helicopter evacuation of stranded and injured climbers difficult. Lower down the mountains, more than 1,000 trekkers from Nepal and around the world were stuck in the Annapurnas, Manaslu circuit and the Khumbu.
However, there have also been allegations that it was not just the weather that delayed rescues. Multiple levels of bureaucracy and the need for flight permits to restricted areas like Manang and Manaslu critically delayed evacuation flights.
Italian climbers Farronato Stefano and Caputo Alessandro were found dead in their tent at Panbari Himal Camp I (6,887m) in the Manaslu area. They had been trapped by heavy snowfall since 28 October, and their bodies were found on 4 November by a team from the expedition organisers, Sherpa Alpine Trekking Service. The team was made up of high level mountain guides and expedition leader Valter Perlino.
The team had been climbing to Camp 3 but decided to descend to base camp because of thrombosis in Perlino’s left foot. The two climbers who would eventually get trapped decided to break at Camp I, a decision that would prove fatal after the projected six-day snowfall arrived two days early.
“They were sleeping in a tent and were buried under 2.5 metres of compacted snow. It happened during the night between Thursday and Friday. While they were sleeping, absurd,” said Perlino.
A deadly incident took place the morning of 3 November, when five foreigners and two Nepalis died in an avalanche on Yalung Ri at 5,630m in the Rolwaling. They were part of a larger group of 15 that were acclimatising for an attempt on the nearby Dolma Khang (6,332m).
Local authorities in Gauri Shankar Conservation Area say calls were immediately made to helicopter companies as well as various ministries in Kathmandu that have to issue permits to fly to the region bordering China.
But the permits for rescue flights to Rolwaling Valley were delayed by eight hours. Rescue flights in these areas require permission from the Ministry of Tourism, the Ministry of Defence, the Home Ministry, and the Civil Aviation Authority of Nepal (CAAN).
Experts say this should be exempted in times of emergency when time is of the essence. CAAN spokesperson Pratap Babu Tiwari claimed to not know of the avalanche on Yalung Ri and deflected questions to the permission department.&nbsp;
There was a similar tragedy on Himlung Himal in Manang as well. Australian Chin-Tark Chan, 49, was climbing with 8K Expeditions and fell ill on 27 October at about 6,800m, developing snow blindness and loss of mobility. The guides immediately called the US insurance company Global Rescue for authorisation of a longline rescue.
Global Rescue refused, saying a rescue at that height would violate Nepal’s aviation rules and put the pilot at unacceptable risk. They asked the guides to transport Chan to Camp 3 at 6,400m to a permitted altitude. Seeing it was a life-or-death situation for its client, 8K called in an aerial rescue anyway, but the helicopter could not land due to bad weather. Chan died slightly below Camp 3 on 29 October.
Global Rescue said in a statement that it was ready to send in a helicopter after Chan had been transported to Camp 3, but several hours were lost for that attempt, and the weather did not get better in the next few days.
To underscore just how dangerous helicopter rescues in the Himalaya can be in bad weather, a chopper from Altitude Air skidded off the helipad at Lobuche below Mt Everest while trying to rescue trekkers in whiteout conditions.&nbsp;
CAAN announced a ban on flights during blizzards or dense fog. While rescue missions are often heroic and courageous, they should not be foolhardy if conditions are unsafe and the risk to pilots and rescuers too high. This autumn was a lesson for future expeditions and for the Nepal government.&nbsp;
The Italian duo on Panbari were caught out by snow that arrived two days ahead of schedule, but the group on Yalung Ri should have postponed their ascent after multiple warnings from the Department of Hydrology and Meteorology to avoid high altitudes.