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

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Playing to learn

<figure><img width="2500" height="1370" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221109141144/636baede9c7e80680e07801cjpeg.jpg" alt=""/><figcaption>A teacher prepares for online classes through the Teach For Nepal program. Photos: TEACH FOR NEPAL</figcaption></figure>Nepal’s schools have been closed now for nearly five months, and while some have shifted to online classes, Zoom and YouTube are not the answer for schools in the districts. Teachers fear many students will have dropped out when schools physically reopen.Ichksha Pandey, 15, is a student in Nauthar village of Lamjung and dreams of becoming a nurse to improve healthcare standards in her village. Shreya Thapa, a fellow with the <a href="https://www.nepalitimes.com/here-now/good-fellows/" data-saferedirecturl="https://www.google.com/url?q=https://www.nepalitimes.com/here-now/good-fellows/&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNHV5GNbJzuTiesKBhlxCV9tiwgEUQ">Teach for Nepal</a> project says she is one of the sharpest students in class, a keen and curious learner. For the past three months, Pandey has been attending television classes broadcast by the government. But it is difficult when her father scolds her for spending too much time on schoolwork at home, she says.“I have to do all the household work because there is no one else in the house to take care of it,” she says. “My parents didn’t go to school so it’s hard to make them believe my education should get the most priority.”Pandey is determined to continue her studies, but has seen classmates and juniors lose interest in school during these months because some do not have access to television and radio. Those who do are quickly discouraged without teachers physically present to hammer home the importance of education and walk them through difficult problems, she says.“Relying on technology won’t work for us,” said Moin Uddin, an alumnus of Teach For Nepal, an organisation that tries to address the <a href="https://www.nepalitimes.com/editorial/lowest-common-denominator/" data-saferedirecturl="https://www.google.com/url?q=https://www.nepalitimes.com/editorial/lowest-common-denominator/&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNHbTgM10DvfVe3P9gHOR6k_hazpJQ">inequities in education in the country</a>. “COVID-19 has to end, school has to start. That is the only way out.” <figure><img width="640" height="1138" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221109141144/636baee19c7e80680e07801djpeg.jpg" alt=""><figcaption> </figcaption></figure>School closures brought about by the coronavirus have affected more than <a href="https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures" data-saferedirecturl="https://www.google.com/url?q=https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNFpl9y7Llh6KA4zySkYCsNFlAcV9A">1 billion students worldwide</a>. <a href="https://www.undp.org/content/undp/en/home/news-centre/news/2020/COVID19_Human_development_on_course_to_decline_for_the_first_time_since_1990.html" data-saferedirecturl="https://www.google.com/url?q=https://www.undp.org/content/undp/en/home/news-centre/news/2020/COVID19_Human_development_on_course_to_decline_for_the_first_time_since_1990.html&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNGs1ocG3vm6hegEsP6uO4RkRSyBVA">According to UNDP estimates,</a> 86% of primary children in the poorest countries are effectively out of school now because they lack tools for web-based learning, compared with 20% in the richer ones.  In developing countries like Nepal, school closures have wiped out recent gains in education,<a href="https://www.unicef.org/eap/stories/covid-19-threatens-reverse-education-gains" data-saferedirecturl="https://www.google.com/url?q=https://www.unicef.org/eap/stories/covid-19-threatens-reverse-education-gains&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNG8ysy-xkuLKIvjjpB1if35OZI0kA"> writes Maida Pasic, an education specialist at UNICEF</a>. There is also growing evidence of learners being pulled back into child labour, according to the International Labour Organisation (ILO). At Terse Higher Secondary School in Talamarang of Sindhupalchok district nearly all families of the students enrolled are subsistence farmers. <a href="https://www.nepalitimes.com/banner/class-struggle-2/" data-saferedirecturl="https://www.google.com/url?q=https://www.nepalitimes.com/banner/class-struggle-2/&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNFNrvIwGWU1NJURrmUUQTecndpvfA">Children often drop out </a>because they cannot afford school, a situation that has worsened during the pandemic as family members working in Kathmandu and India have lost their jobs, and had just started recovering from the <a href="http://archive.nepalitimes.com/article/nation/tragedy-of-teacher-teach-for-nepal,2206" data-saferedirecturl="https://www.google.com/url?q=http://archive.nepalitimes.com/article/nation/tragedy-of-teacher-teach-for-nepal,2206&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNGWTkrH-1mSIZ3zcM197StdGrRXCQ">2015 earthquake.</a> Typically, 15 out of the school’s 600 students drop out every year. This year, they estimate many more children will not be re-joining classes when schools reopen, and the next two monsoon months are crucial. The Talamarang School has started a new mobile classroom initiative, in which teachers ride up to villages, gather students outdoors, and conduct lessons. Teacher Bhim Tamang says each one-way trip can take up to two hours due to poor roads. But it is the only way to get to his students, many of whom have been out of touch. “We tell them why education is important, why they should study,” he said. “Or they will forget about school and may have to get married.”  <figure><img width="4000" height="2250" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221109141144/636baee49c7e80680e07801ejpeg.jpg" alt=""><figcaption> </figcaption></figure>Studies have shown children are less susceptible to the coronavirus, and interventions aimed at them might have a <a href="https://www.nature.com/articles/s41591-020-0962-9" data-saferedirecturl="https://www.google.com/url?q=https://www.nature.com/articles/s41591-020-0962-9&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNGoZ-r7et1Z3ktZG2CJfbWsVihkqg">relatively small impact</a> on reducing transmissions. Yet, the learning gap between rich and poor will likely grow during the pandemic, and closing schools for five months causes children in low and middle-income countries to lose more than a full year’s worth of learning, <a href="https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/?preview_id=852591" data-saferedirecturl="https://www.google.com/url?q=https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/?preview_id%3D852591&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNH_-UG0yhCieGLkE8MUU8_Cy1GA0g">another Brookings report found</a>.“Reopening schools - when it is safe to do so - must be a priority otherwise we will see a devastating impact on children who are falling behind,” <a href="https://www.unicef.org/eap/stories/covid-19-threatens-reverse-education-gains" data-saferedirecturl="https://www.google.com/url?q=https://www.unicef.org/eap/stories/covid-19-threatens-reverse-education-gains&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNG8ysy-xkuLKIvjjpB1if35OZI0kA">Pasic of UNICEF wrote</a>.With so many young futures at stake, Nepal’s teachers have rallied to keep their students engaged and learning, even from a distance. <a href="https://www.nepalitimes.com/here-now/good-fellows/" data-saferedirecturl="https://www.google.com/url?q=https://www.nepalitimes.com/here-now/good-fellows/&amp;source=gmail&amp;ust=1595821746171000&amp;usg=AFQjCNHV5GNbJzuTiesKBhlxCV9tiwgEUQ">Teach For Nepal fellow</a> Anup Buyo creates and uploads science videos on YouTube, then pays for his students’ mobile data so they can gather classmates in the same village to watch them together. Afterwards, they video call him with their questions.Still, he worries. “Their foundations are very poor and they will certainly forget everything we taught before this lockdown. It’s a decade of work lost in months,” he said.Teachers are hoping the Nepal government can provide them with more support as they try to get students back on track. “Support in terms of workbook copies, internet facilities and expenses for visiting villages and communities,” said Anish Manandhar, another <a href="https://www.nepalitimes.com/nepali-times-search/?q=teach+for+nepal" data-saferedirecturl="https://www.google.com/url?q=https://www.nepalitimes.com/nepali-times-search/?q%3Dteach%2Bfor%2Bnepal&amp;source=gmail&amp;ust=1595821746172000&amp;usg=AFQjCNGfGm-eSucqPa4nuVIp-qm5JLCL_g">Teach For Nepal </a>volunteer teacher. <figure><img width="2880" height="1582" src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221109141144/636baee89c7e80680e07801fjpeg.jpg" alt=""><figcaption> </figcaption></figure>Other volunteers like Samrita Maharjan say that as teachers they try to do their jobs during the lockdown school closure, but it is stressful. During a typical Zoom lesson, only four or five of Maharjan’s class of 60 students from Saraswoti Model Secondary School in Tanahu turn up. Most have no internet access, others cannot operate Zoom.“It’s not even their fault. Never in their lives have they heard of online classes. Using Zoom is new and scary for them,” she says.The government has acted slowly, schools closed without viable alternatives for remote learning, and more students are dropping out as their teachers struggle to reach them.“I wouldn’t blame the students because we can’t even cater to their learning in the right way,” Maharjan says, “if the virus is spreading at that speed, our execution must be double the speed right?”

'A decade of work lost in 4 months’

https://www.youtube.com/watch?v=wj109RD1eFo&amp;feature=youtu.beThere is a debate in behavioural science about which plays a more significant part in determining gender roles: nature or nurture. Most children are raised with gender stereotypes, but are they born with some gender traits? What role does society play in defining what <a href="http://archive.nepalitimes.com/article/Nepali-Times-Buzz/feminity-to-masculinity,1952" target="_blank" rel="noopener">masculinity and femininity</a> mean?Despite being tied down by <a href="https://www.nepalitimes.com/editorial/patriarchy-in-an-oligarchy/" target="_blank" rel="noopener">patriarchal</a> traditions, education and exposure to the wider world are changing <a href="https://archive.nepalitimes.com/regular-columns/guest-editorial/leave-no-one-behind-gender-roles,858" target="_blank" rel="noopener">gender perceptions and roles</a> in Nepal. Slowly, rule breakers are becoming the rule.<h2>Ram Kumar Rai, Dancer</h2><h2>"Art is for everyone irrespective of gender. It is about aesthetics.”</h2><figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221108121136/636a3fae9c7e80680e04a5dcjpeg.jpg" alt="" width="1400" height="934"/><figcaption>Photo: SONAM CHOEKYI LAMA</figcaption></figure>Ram Kumar Rai is rare: he is a male kathak teacher. He teaches the classical Indian dance form to young boys and girls in schools across Kathmandu, one of them being Rhythm Dance Academy. Rai commutes in heavy traffic every morning twice a week to Basundhara. He loves teaching dance but enjoys dancing even more: “When I first performed, I believed I attained mokshya.”Read also: <a href="https://www.nepalitimes.com/?p=25894&amp;preview=true" target="_blank" rel="noopener">Non-toxic, healthy masculinity</a>, Jessica Amity Born in a village in Bhojpur district in eastern Nepal, where the life's aim of most boys is to join the British or Indian Army, Rai was drawn to art as a child, sitting on his father’s lap while he read the holy books. His father also used to play the madal drum and his children all danced to its rhythm. Rai discovered that he enjoyed dancing, letting his body sway to the beat.He came to Kathmandu to study, and enrolled at Srijana College of Fine Arts. Rai did not have a male role model while growing up, and despite facing ridicule every step of the way, he pursued his dream to dance.<h2>Aagya Khanal, Stunt Rider</h2><h2>"As female riders, no one discriminates against us. If a man can do it, a woman can too.”</h2><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221108121136/636a3fb19c7e80680e04a5ddjpeg.jpg" alt="" width="1400" height="934">Aagya Khanal, 22, is a stunt rider, a rarity among her male peers. But she is only doing what came naturally to her — she has enjoyed riding motorcycles since childhood.Still, Khanal never thought she would become a professional until three years ago when she went to a motorbike race and saw women riders doing stunts. She immediately joined the team.“I was scared when I started. But I used to look at other lady stunt riders and in that way overcame my fear,” she says.An even bigger hurdle was her parents. “I was in a dilemma whether to tell my parents or not. When I confessed to my brother and sister, even they were concerned about the risks and did not support my choice,” Khanal recalls.Her parents soon found out what she was up to after seeing photos of their daughter performing stunts. They asked her to stop, but she continued. Eventually, they came around after finding out that people appreciated her skill.Read also:<a href="https://www.nepalitimes.com/banner/anita-and-the-art-of-motorcycle-maintenance/" target="_blank" rel="noopener">Anita and the art of motorcycle maintenance</a>, Taylor Mason<a href="https://www.nepalitimes.com/from-the-nepali-press/women-conservationists-brave-discrimination-and-the-wild/" target="_blank" rel="noopener">Women conservationists brave discrimination, and the wild</a><h2>Diwakar Chhetri, Teacher</h2><h2>"I have never seen teaching as a gendered profession.”</h2><figure><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221108121136/636a3fb49c7e80680e04a5dejpeg.jpg" alt="" width="1400" height="933"><figcaption> </figcaption></figure>When Diwakar Chhetri became a Grade 8 class teacher at a school in Lalitpur, he did not realise he was the first male class teacher in the junior section. However, gender has never been a concern for Chhetri. He has heard fellow teachers say that men are more qualified to teach higher grades and women are more suited for primary school, but he knows that is an ill-informed stereotype. So is the belief that male teachers are better at science and maths instruction.Chhetri is passionate about his profession, and he thinks that drive is much more important than whether a teacher is a woman or man. “It is not my personal mission to break gender rules but our patriarchal society has notions about what jobs are for men and which for women.”Chhetri now teaches lower secondary grades, for students aged 9-13, and believes those are formative years for children because they need guidance, but also the freedom to explore. He says he became a teacher because his role model was his mother, a teacher as well. Some think Chhetri became a school teacher because he could not excel at any other profession, but he says they do not understand the value of the profession, including how important it is to bring up the next generation of citizens to know about their rights and responsibilities.Read also:<a href="http://archive.nepalitimes.com/article/Nepali-Times-Buzz/feminity-to-masculinity,1952" target="_blank" rel="noopener">From femininity to masculinity</a>, Bernardo Michael and George Varughese<a href="http://archive.nepalitimes.com/page/women-standing-above-the-ground" target="_blank" rel="noopener">Standing above the crowd</a>, Cynthia Choo, Stéphane Huët and Ayesha Shakya<a href="https://www.nepalitimes.com/uncategorized/stereotyping-women-as-victims/" target="_blank" rel="noopener">Stereotyping women as victims</a>, Radha Adhikari and Jeevan Sharma<h2>Non-toxic, healthy masculinity</h2><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221108121136/636a3fb79c7e80680e04a5dfjpeg.jpg" alt="" width="1400" height="643"><img src="https://superdesk-pro-c.s3.amazonaws.com/sd-nepalitimes/20221108121136/636a3fbc9c7e80680e04a5e0jpeg.jpg" alt="" width="1400" height="651">Photos and interviews by Jessica Amity

Hop over the gender gap

<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

As dusk fell over Kathmandu, the thunderstorm continued unabated. It had been raining continuously for 18 hours, and the forecast said it would keep raining at least till 8am on Sunday. The Bagmati roared through Chobhar Gorge in awesome rapids – the only drainage outlet for the entire Kathmandu Valley. By evening, 120mm of rain had fallen in 18 hours, more than the average for the whole of October.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004161016_99ad9098124bec91da71ac42bbe889981fe64dda2dd3012b8bb289cf78ba4c54.jpg" data-media-id="editor_0" data-image-id="20251004161016_99ad9098124bec91da71ac42bbe889981fe64dda2dd3012b8bb289cf78ba4c54" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="Kathmandu floods 2025"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004161016_59b97f3a3b2af91d3876b298963b3e68395c8b388aba6d9972c9bde1f668608d.jpg" data-media-id="editor_1" data-image-id="20251004161016_59b97f3a3b2af91d3876b298963b3e68395c8b388aba6d9972c9bde1f668608d" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="Kathmandu floods 2025"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004161016_1715f4d6ff1ee87302b697d3c95df36486bea71ed279852ef606c8f5dc68439b.jpg" data-media-id="editor_2" data-image-id="20251004161016_1715f4d6ff1ee87302b697d3c95df36486bea71ed279852ef606c8f5dc68439b" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="Kathmandu floods 2025"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004161016_ecd3dec69270afbd5a5c71dfa71780b6f8982984a95f3fbb83f23ee594451224.jpg" data-media-id="editor_3" data-image-id="20251004161016_ecd3dec69270afbd5a5c71dfa71780b6f8982984a95f3fbb83f23ee594451224" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="Kathmandu floods 2025"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004161016_53e47ae222c9f4397bcdad6d8021a711a5671fd45373fb3df2ed5c6413d58359.jpg" data-media-id="editor_4" data-image-id="20251004161016_53e47ae222c9f4397bcdad6d8021a711a5671fd45373fb3df2ed5c6413d58359" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="Kathmandu floods 2025"> </figure>  Settlements along the banks of Bagmati and Vishnumati in Kathmandu have been evacuated and affected families will be temporarily sheltered in schools across the capital.&nbsp; Bagmati Province has set up a Unified Command Team for disaster management while the Home Ministry has instructed CDO and security personnel to be on duty 24/7.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004171048_7e5d10f8e0042190e54e6db6cddbd51ed9d6d9dbc0cdb087d7af3207c9eaa2d0.jpg" data-media-id="editor_5" data-image-id="20251004171048_7e5d10f8e0042190e54e6db6cddbd51ed9d6d9dbc0cdb087d7af3207c9eaa2d0" data-rendition-name="original" width="1600" height="888" loading="lazy" alt="heavy rain in Kathmandu"> <figcaption>Friday's satellite precipitation forecast for Sunday morning at 0600 showing heavy rainfall along the Chure Hills and Madhes Province south of Kathmandu. </figcaption> </figure>  The torrential rain has obstructed several highways as well as caused infrastructure damage, but no human casualties have been reported so far. Many had feared a repeat of the deadly flashfloods on 28 September 2024 in which 200 people were killed and half of Nepal's hydropower generation capacity siped out. The government has declared 5 and 6 October as a public holiday to prevent people from travelling during the Dasain festival, and to reduce risk. All highways in and out of Kathmandu closed till Monday. Flood-prone river corridor roads in Kathmandu have been closed after 6PM on Saturday. Meanwhile, all domestic flights were suspended from Kathmandu and other airports from 2PM Saturday, and most inbound international flights were diverted from 3PM onwards. Rerouted flights started arriving in kathmandu late Saturday as the core of the storm system moved east.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004151056_bad029b05dbfda622986270a798edc6efcc2791ff34f53b9d1283554ac72c39a.jpg" data-media-id="editor_6" data-image-id="20251004151056_bad029b05dbfda622986270a798edc6efcc2791ff34f53b9d1283554ac72c39a" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="heavy rainfall in Kathmandu 2025"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004151052_9e740929c7ef0899b0f397195695b873bba45b089bb1e11cf37dbe125d0cd60d.jpg" data-media-id="editor_7" data-image-id="20251004151052_9e740929c7ef0899b0f397195695b873bba45b089bb1e11cf37dbe125d0cd60d" data-rendition-name="original" width="2048" height="1363" loading="lazy" alt="heavy rain in Kathmandu 2025"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004151056_2b75c2ea57df76dae1c470f0e460720b7d258868258789729e491ab93cb41ebd.jpg" data-media-id="editor_8" data-image-id="20251004151056_2b75c2ea57df76dae1c470f0e460720b7d258868258789729e491ab93cb41ebd" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="heavy rainfall in Kathmandu 2025"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004151056_6c045ac30e50710bcf3ca7b6ca4ac9c45e8d8881ed39f522779c860b0d3f15c3.jpg" data-media-id="editor_9" data-image-id="20251004151056_6c045ac30e50710bcf3ca7b6ca4ac9c45e8d8881ed39f522779c860b0d3f15c3" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="heavy rainfall in Kathmandu 2025"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004151052_9ef160b8403764495b86159661cc9a11d9d7d3b848686a631e5ec8cff0c4c38f.jpg" data-media-id="editor_10" data-image-id="20251004151052_9ef160b8403764495b86159661cc9a11d9d7d3b848686a631e5ec8cff0c4c38f" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="heavy rain in Kathmandu 2025"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004151052_e5825bcc6666e5235d9db2d4854a19cd6536335ebaf4cd65413acc601ceee3b5.jpg" data-media-id="editor_11" data-image-id="20251004151052_e5825bcc6666e5235d9db2d4854a19cd6536335ebaf4cd65413acc601ceee3b5" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="heavy rain in Kathmandu 2025"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004151056_097077400e96f571f4418cd7b57c082045d86dd9035c31c5acd7ede2bfc54349.jpg" data-media-id="editor_12" data-image-id="20251004151056_097077400e96f571f4418cd7b57c082045d86dd9035c31c5acd7ede2bfc54349" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="heavy rainfall in Kathmandu 2025"> </figure>   <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004151056_30a4da8f384f6fe1a862e775124ae08ccf51c1db60e71e7e2d683e0f25f33546.jpg" data-media-id="editor_13" data-image-id="20251004151056_30a4da8f384f6fe1a862e775124ae08ccf51c1db60e71e7e2d683e0f25f33546" data-rendition-name="original" width="2048" height="1365" loading="lazy" alt="heavy rainfall in Kathmandu 2025"> </figure>  Madhes, Bagmati and Kosi provinces are the worst hit with Maheshpur in Rautahat district recording 270mm of rain as of 3PM on Saturday. Similarly, Gaur received 243.6mm, Kalaiya in Bara 200.6mm and Birganj 221.4mm. The Department of Meteorology did not blame climate change, but said the unusually heavy precipitation at a time when the monsoon is supposed to have ended was caused by the head-on collision between moisture-laden westerlies with the retreating monsoon.

More dark clouds over Nepal

One is an archipelago, the other is landlocked. But the Philippines and Nepal have a lot in common: both are disaster-prone, their economies dependent on overseas migrant workers, both went though Maoist insurrections that failed to replace a feudal order dominated by political dynasties. And both countries suffer from rampant corruption. Twelve days after <a href="https://nepalitimes.com/news/nepal-s-new-normal" target="_blank">deadly protests toppled Nepal’s government</a> tens of thousands of Filipinos, many of them youth, also poured out into the streets demanding transparency and better government. Cars were set on fire, and more than 200 people were arrested, nearly half of them minors. The ‘Trillion Peso March Against Corruption’ was fuelled by <a href="https://www.nytimes.com/2025/09/21/world/asia/manila-philippines-rally-protest.html" target="_blank">anger over embezzlement</a> by politicians and their <a href="https://pcij.org/2025/08/31/5-reveals-from-the-flood-control-data/" target="_blank">crony contractors</a> estimated to top $17 billion in flood control infrastructure that were either never completed, or non-existent.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025100411108_85daed60ed5599f53235312e5b33703244bbac8640dbaf5161f90e5abe83f7eb.png" data-media-id="editor_3" data-image-id="2025100411108_85daed60ed5599f53235312e5b33703244bbac8640dbaf5161f90e5abe83f7eb" data-rendition-name="original" width="2326" height="1366" loading="lazy" alt="Phillipines anti-corruption protests"> </figure>  “We learnt from Nepal and <a href="https://www.nytimes.com/2025/09/30/world/anime-protests-flag-moldova-nepal-indonesia-gaza.html" target="_blank">Indonesia</a> how to deploy social media as a tool to spread information, we are digital natives and well connected within the country and across borders,” said <a href="https://www.linkedin.com/in/yuri-lemana-68322b183/?originalSubdomain=ph" target="_blank">Yuri Lemana</a> of the <a href="https://www.facebook.com/FOIYouthPH/" target="_blank">Youth Alliance for Freedom of Information</a>, and a part of the GenZ protests.&nbsp; “The system has failed us, unemployment is on the rise, there are shrinking opportunities for youth, and we face environmental threats. There is a realisation that our future is at stake,” Lemana added. Online groups started highlighting bribery and kickbacks in July after President Ferdinand (Bongbong) Marcos Jr himself brought up corruption in the infrastructure budget in his annual address to the nation, and launched a probe.&nbsp; The protests gained traction after powerful visuals of <a href="https://nepalitimes.com/news/international-spotlight-on-nepal" target="_blank">rallies in Indonesia and Nepal</a> circulated on digital platforms. Filipino journalists also exposed the <a href="https://www.youtube.com/watch?v=-f0MFz3vmfE" target="_blank">high-flying lifestyle of contractors</a> involved in siphoning off the infrastructure budget.&nbsp; As in Nepal, the youth protests were joined in by various radical groups. In Manila they reportedly included supporters of ex-president Rodrigo Duterte who is currently on trial at the <a href="https://www.icc-cpi.int/philippines/duterte" target="_blank">International Criminal Court (ICC)</a> in the Hague for extrajudicial killings during his ‘war on drugs’ 2011-2019. Duterte still has a lot of support, especially in the Filipino diaspora, for being tough on crime. Duterte was allied with Marcos in the 2022 elections, and his daughter Sara Duterte is currently vice-president. But the two families had a massive falling out, and the Supreme Court annulled the Lower House’s attempt to impeach the vice-president. This week in Manila, a remarkably well-informed Grab driver replayed TikTok videos of Kathmandu’s burning Parliament building to a passenger from Nepal. After his garment factory was driven out of business by cheap Chinese imports, he started driving a ride-hailing cab and was livid with successive governments not providing opportunities to ordinary people like him. Traffic was gridlocked because of flooded streets, and the driver vented out his anger: “Look at this. The streets are always flooded because of corruption. We should have done here what you did in Nepal.” Even before the protests, Senate President Francis Escudero and House Speaker Martin Romualdez had both resigned over the 'Floodgate Scandal'. Romualdez is Marcos’ cousin and is now said to be in Madrid, where his every movement is being tracked by Filipino diaspora in social media posts. The Independent Commission for Infrastructure has issued subpoenas to probe corruption in flood control projects. As in Nepal and Indonesia, much of the anger was over the offspring of politicians extravagantly flaunting their ill-gotten wealth on Instagram and TikTok. In the Philippines, the outrage is also over political clans passing on electoral seats to offspring. The 21 September protests were centred around Rizal Park and the EDSA Intersection in Manila — both symbolic for previous people’s movements against the Spanish colonialists and the 1986 uprising against the dictatorship of Ferdinand Marcos (father of the present president). “People here had seen what happened in Nepal, and were asking why we weren’t as angry as people there? Why not show our anger, too?” said one reporter who covered the protests. But, he added: “Let’s not be naive. It may have started with youth anger, but there were also people who were paid to infiltrate and instigate. We were also wary that things should not get out of hand like in Nepal.”  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025100411104_2c02ece56d29b2d8222433572d75c2dcc9bc2f3425d277a0056f393b521eecd0.png" data-media-id="editor_10" data-image-id="2025100411104_2c02ece56d29b2d8222433572d75c2dcc9bc2f3425d277a0056f393b521eecd0" data-rendition-name="original" width="1550" height="996" loading="lazy" alt="Phillipines youth protests"> <figcaption>An Instagram post of the protests in Manila with a comment relating it to the Nepal unrest two weeks earlier.</figcaption> </figure>  Seventy percent of Filipinos are Millennials and GenZ of voting age, and they were impatient with a rigged electoral system. In a clear parallel to what happened in Kathmandu two weeks earlier, radical groups, political rivals, and the general public furious with the system all joined in the protests. Catholic priests, people from all generations and professions had participated in the EDSA Uprising against Marcos in 1986. This time, it was the youth who took the lead. Joseph Francisco Ortega of the <a href="https://www.facebook.com/nationalyouthcommission/" target="_blank">Philippine National Youth Commission</a> said he understands the frustration among the youth that fuelled the unrest. The discontent is also because despite there being young legislators, they are either party-affiliated or scions of political dynasties. “If we can convince young politicians to do the right thing, then we have won half the battle,” Ortega said. “If we want to rebuild quickly and for the long term, we have to change the system from within. There is a constructive way to do this, while exercising the right to non-violent protest.” CROSS-POLLINATION The <a href="https://www.youtube.com/watch?v=6w8monPKdrc" target="_blank">violence in Manila streets</a> on 21 September was nowhere near the scale of what happened in Kathmandu on 8-9 September, but both transcended GenZ to be an outlet for pan-generational rage much like 1986 in the Philippines.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004111012_e9cf9abfa8e35f3c074506dfdf94a262b5b311da6863cc2ec7bc3458a983df71.jpg" data-media-id="editor_13" data-image-id="20251004111012_e9cf9abfa8e35f3c074506dfdf94a262b5b311da6863cc2ec7bc3458a983df71" data-rendition-name="original" width="6566" height="4377" loading="lazy" alt="Nepal GenZ protests"> <figcaption>Angry crowd torched Parliament building among others during the 8-9 September GenZ protests in Nepal. Photo: AMIT MACHAMASI</figcaption> </figure>  “With due respect to the youth, it is not about age but about technology,” explained journalist Malou Mangahas of the <a href="https://www.facebook.com/R2KRN/" target="_blank">Right To Know, Right Now Coalition</a> who participated in the 1986 uprising against Marcos. “We were all young and angry once. We are older, but still angry, and demanding good governance, transparency and accountability.” Just like in Nepal, young Filipinos rallying against corruption were also wary of infiltration, and it was clear from the anti-Marcos graffiti who the instigators of violence were. The GenZ were mainly wearing white while the pro-Duterte crowd <a href="https://www.youtube.com/watch?v=6w8monPKdrc" target="_blank">are seen in videos</a> in black.&nbsp; The minors seem to have just joined in the melee from their street-side settlements. Rights groups have called for their release, accusing police of rough interrogation and ‘red-tagging’ as Communist provocateurs. Much of the transboundary cross-pollination of anti-government protests across Asia last month used gaming characters, memes, and anime personas like the manga cartoon One Piece flag depicting a grinning skull in a straw hat which became an icon of youth protests.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025100411100_2d09f075663678fe92d4e4dcc631ee6ad1aa8a99996f4c4a3649e4bf4d85132f.png" data-media-id="editor_16" data-image-id="2025100411100_2d09f075663678fe92d4e4dcc631ee6ad1aa8a99996f4c4a3649e4bf4d85132f" data-rendition-name="original" width="810" height="1208" loading="lazy" alt="One Piece"> <figcaption>The One Piece Flag flying during protests in Manila on 21 September. Photo:  CYBERNETICBOYLOL / WIKIPEDIA</figcaption> </figure>  Yuri Lemana adapted a saying of gaming character <a href="https://www.warhammer.com/en-WW/shop/mechanicum-archmagos-prime-2024?srsltid=AfmBOorpYg8Zk5G5WiPUS9SXTampX969gMw79sP7ZzkE1G6H5pICR4PW" target="_blank">Archmagos Cortiko</a> in <a href="https://start-warhammer.com/" target="_blank">Warhammer 40,000</a>: “Prayer has its power, but fury also has its uses. If the government tries to hide things from us, we will find a way. Fury will find a way.” Kunda Dixit is the Publisher of Nepali Times, and was a foreign correspondent based in Manila in the early 1990s.

Nepal GenZs inspired Filipinos

Jazz as healing music

In early 20th century, Prime Minister Chandra Shamsher Rana wanted to build a railway from the Indian border north towards Kathmandu to reduce the costs of transporting food and other supplies.&nbsp; It would also facilitate travel of thousands of Hindu pilgrims from India, who had to walk up to five days to reach Kathmandu to celebrate Shivaratri and other religious festivals. The plan was to bring a railway up to Dhursing, where a ropeway to Kathmandu had just been constructed. This would avoid the need to carry supplies on the backs of porters from Birganj to Bhimphedi then over Chandragiri Pass to the Valley. However, the costs of building a railway to Dhursing were found excessive because of the steep grades trains would encounter north of Amlekhganj.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025100404100_ffac8f6a5b41d2727ae92690ccced8da5d2684cc88d933c75b9c90f555956757.jpg" data-media-id="editor_0" data-image-id="2025100404100_ffac8f6a5b41d2727ae92690ccced8da5d2684cc88d933c75b9c90f555956757" data-rendition-name="original" width="1554" height="1000" loading="lazy" alt="Life and times of Nepal Government Railway NT"> <figcaption>Mahabir, a unique Garratt locomotive, built in Manchester, England in 1932. Collection: RICHARD PELHAM</figcaption> </figure>  A Calcutta firm Martin &amp; Company surveyed and built the Nepal Government Railway (NGR) in one year at a cost of approximately 1.1 million Indian rupees. The 30 lb narrow-gauge rails, 2’ 6” apart, extended 29 miles from Raxaul, India to Birganj, Parwanipur, Jitpur, Simara and Amlekhganj. Prime Minister Chandra, his wife, other Rana officials, and King Tribhuvan attended the dedication ceremony in Raxaul on 16 February 1927. It was only the second time in history a Nepal king had stepped foot on foreign soil. The NGR began service with two steam locomotives, 4-6-0 tanks (indicating wheel arrangements) built in Leeds, England in 1926. They were given the auspicious names of Pashupati and Guhyeshwari. As traffic increased, the NGR later purchased Goraknath (in 1928), Mahabir, Krishna, Sita-Ram, and lastly Sri Bishnu (in 1949).  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025100404100_864b56ea45c837a9b4110bccb2df09a0011b2e2ad20202b3f9d9316d2b4fdce5.jpg" data-media-id="editor_1" data-image-id="2025100404100_864b56ea45c837a9b4110bccb2df09a0011b2e2ad20202b3f9d9316d2b4fdce5" data-rendition-name="original" width="1523" height="1000" loading="lazy" alt="Life and times of Nepal Government Railway NT"> <figcaption>Gorarkhnath on a bridge north of Birganj in 1958. Photo: DEREK CROSS</figcaption> </figure>  Railway engines embodied a religious-cultural significance besides their secular importance as mechanisms of transportation. These engines later ran on the Janakpur Railway as well. A British citizen, W S Pedrick was the NGR’s chief officer from 1927 to 1941. Tek Jung Thapa then became NGR general manager until 1959, when Kulbir Singh KC replaced him. Devendra Singh KC took over in 1963. A Bengali, Radha Charan Bhattarchaya, lived in Birganj and worked as an accountant and auditor for the NGR for 25 years.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025100404104_1d7e97674ebac55bf3634ce9e44fc3af617b1bac9cb7fc818278329f44bf7e62.jpg" data-media-id="editor_2" data-image-id="2025100404104_1d7e97674ebac55bf3634ce9e44fc3af617b1bac9cb7fc818278329f44bf7e62" data-rendition-name="original" width="1051" height="1297" loading="lazy" alt="Life and times of Nepal Government Railway NT"> <figcaption>Sardar Tek JungThapa, the Nepal Government Railway (NGR) general manager for many years. Photo: ANIL JUNG THAPA</figcaption> </figure>  The opening of the Tribhuvan Rajpath and the advent of air cargo services in the late 1950s took traffic away from the NGR. During 1956-57, the NGR carried 255,000 passengers and 60,000 tons of freight and made an estimated profit of 800,000 Indian rupees. By 1963-64, the railway transported only 66,450 passengers, 30,070 tons of goods and for the first time in its history operated at a loss of 151,000 rupees. Passenger service ended in June 1965, and all freight trains were suspended on 13 April 1968. A sporadic 5km 'freight shuttle service' between Birganj and Raxaul continued until the late 1980s.&nbsp; The NGR played an important role in Nepal’s commercial life. During 1937-38, the top four products imported into Nepal by value were cloth, iron, yarn, and cigarettes. Since Kathmandu was the largest market for imports, many of those and other products were loaded on NGR freight cars at Raxaul and transported to Amlekhganj, then by lorry to Dhursing, finally by ropeway to Kathmandu.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025100404100_e3157ef1cd2ce312902d40178aa9d35cab1b9b23dfc0d0f37e77ce59b3df756d.jpg" data-media-id="editor_3" data-image-id="2025100404100_e3157ef1cd2ce312902d40178aa9d35cab1b9b23dfc0d0f37e77ce59b3df756d" data-rendition-name="original" width="1619" height="1000" loading="lazy" alt="Life and times of Nepal Government Railway NT"> <figcaption>Sita-Ram at Amlekhganj in 1958. Photo: DEREK CROSS</figcaption> </figure>  Passenger traffic also was impressive. During World War II, the NGR did a booming business transporting Nepal Army troops to India for garrison duty and services abroad. For example, 6,000 soldiers from two Nepali brigades rode the NGR during March 1940. At the end of the war, Maharaja Juddha Shamsher stated that Nepal had sent 148,500 troops to India at British request. Many of those men rode the NGR on their return to Nepal in 1945. A 1936 document in Nepal’s National Archives shows the NGR had nearly 170 employees that year. Annual salaries for those in the General Department ranged from 1,200 Indian rupees (a medical officer) to nine sweepers at 102 rupees. In the Traffic Department, five station managers each received 384 rupees, while four trolley men got 132 rupees. The Engineering Department supervisor’s salary was 1,800 rupees, while eight guards were paid 120 rupees each. Locomotive drivers took home 300 rupees, firemen 204 rupees. The Ranas had outlawed unions, but with regime change in 1951, railway workers went on strike and submitted a list of demands to the government for higher salaries, more sick leave, free housing, and establishment of a provident fund. Nepali Congress Minister Bhadra Kali Mishra met with railway representatives and made promises, but workers were not satisfied and continued their protests throughout the 1950s, actions that Nepal’s Communist Party enthusiastically endorsed. &nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004031056_ef965e3369c8947dddd53fc69986ceff8ea0ae037474252e4ff3d2623df70fe8.jpg" data-media-id="editor_4" data-image-id="20251004031056_ef965e3369c8947dddd53fc69986ceff8ea0ae037474252e4ff3d2623df70fe8" data-rendition-name="original" width="1733" height="1000" loading="lazy" alt="Life and times of Nepal Government Railway"> <figcaption>Mahabir with a freight train leaving Raxaul in 1964. Photo: FRITZ LEHMAN</figcaption> </figure>  &nbsp;In his book Prachin Sansmaran, Ram Mani Dixit tells how he and a party of Nepali officials and soldiers were entrusted with 1,530 boxes of Indian currency worth nine million rupees to deliver to the Calcutta mint in 1939. A special NGR train left Amlekhganj with the treasure, but being heavily overloaded, the train rapidly gained speed, and Dixit and the party became alarmed and began crying “Narayan, Narayan” in fear. The driver lost control, the train derailed, soldiers were thrown from the wagons, and silver coins were scattered in the jungle. Dixit and his colleagues managed to escape through the coach windows with only bumps and bruises. The NGR repeatedly faced several problems in operating its trains. Its engines could run on wood, but coal was the preferred fuel, and coal supplies from India sometimes were interrupted.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025100404104_1b5c40eb721f6d1c019764a7208ef93883374261f3823bf82606ca0599a12546.jpg" data-media-id="editor_5" data-image-id="2025100404104_1b5c40eb721f6d1c019764a7208ef93883374261f3823bf82606ca0599a12546" data-rendition-name="original" width="1548" height="1000" loading="lazy" alt="Life and times of Nepal Government Railway NT"> <figcaption>Gorarkhnath taking water at Simara. Photo: DEREL CROSS</figcaption> </figure>  By the 1940s, spare parts for its locomotives were hard to obtain from England, and its 30 lb. rails could not support heavier equipment that would allow more efficient and less costly operations. While mechanics with only on-the-job training performed heroically to keep broken-down equipment repaired and in service, regular maintenance was neglected, and the Ranas took no steps to invest the amounts needed to modernise the railway. Nor did matters improve with the advent of democracy in 1951. Nepal’s First Five-Year Plan (1956-1961) for the transportation sector focused its attention and provided funds for building roads and airports. In Nepal’s transportation family, railways were the sano bhai, even the sautini bhai. However, the NGR was not forgotten, and several studies were conducted from 1952 to 1971 to consider what should and could be done with the NGR. A report by Indian railway officials in 1952 described the alternatives: rehabilitate the NGR at minimal cost; rehabilitate it as a permanent measure; convert the line to a metre-gauge railway, extend the existing narrow-gauge line from Amlekhganj to Hetauda after rehabilitating the entire system; or construct a new metre-gauge line to Hetauda.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025100404100_16b15ff70330db854836323a6827b53ceec5cbc14691748f7cdf61b9dd767e22.jpg" data-media-id="editor_6" data-image-id="2025100404100_16b15ff70330db854836323a6827b53ceec5cbc14691748f7cdf61b9dd767e22" data-rendition-name="original" width="1525" height="1000" loading="lazy" alt="Life and times of Nepal Government Railway NT"> <figcaption>Gorakhnath heading toward Birganj. Children around the world are fascinated by the sight and sound of steam locomotives. Photo: DAVID CROSS</figcaption> </figure>  Nepal adopted the last and most expensive alternative, but all that was accomplished was a survey of a new line to Hetauda. There were no efforts to implement the ambitious project or to secure the necessary funding. As the NGR rapidly deteriorated after 1956, newspaper stories and editorials rallied to support the railway and criticised government inaction. A 1959 article claimed that 'ill-feeling and disunity are prevalent among railway employees, and this has resulted in inefficient service causing anxiety and inconveniences for passengers. Local people who know the inside stories of the Railway are afraid to make a journey even up to one station.' In 1964, another paper wrote: 'The Nepal Government Railway is no more than a heap of scrap iron. The number of passengers is negligible. The Government has become completely indifferent towards the condition of the railway.'  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251004031056_c27b470a52bf8f66d7d56fef8bcbf1e3d74d997c5fd66d7e9e3085f322e7de92.jpg" data-media-id="editor_7" data-image-id="20251004031056_c27b470a52bf8f66d7d56fef8bcbf1e3d74d997c5fd66d7e9e3085f322e7de92" data-rendition-name="original" width="1519" height="1000" loading="lazy" alt="Life and times of Nepal Government Railway NT"> <figcaption>Shri Bishnu under repair at Birganj. Photo: JOHN BENSON</figcaption> </figure>  Another article charged: 'The NGR has reached a stage of total ruination… Employees never receive their salaries in time… The train starts with ticketless passengers. No government authority ever inspects this wretched transport [system]... It is painful to note that we cannot improve the condition of such a small railway. We appeal to the Government…to improve the condition of this railway.' A 1965 World Bank study of Nepal’s transportation needs provided the coup de grace. It recommended the NGR be abandoned, as the cost of rehabilitation was excessive and did not solve the problem of incompatible track gauges at Raxaul, which necessitated transferring by hand freight from India Railway’s metre-gauge wagons to NGR’s narrow-gauge wagons. Nevertheless, Indian technicians completed surveys and submitted reports to Nepal in 1967 for rehabilitating the NGR, but by then the situation was hopeless: the railway was losing 300,000 rupees a year. Yet a few government officials continued to advocate for broad gauging the then-defunct NGR and extending it to Hetauda.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2025100404100_9c70a2962fba05a9dbf239efd539adb42663070594bcc014bf84c9f2d1a05329.jpg" data-media-id="editor_8" data-image-id="2025100404100_9c70a2962fba05a9dbf239efd539adb42663070594bcc014bf84c9f2d1a05329" data-rendition-name="original" width="1504" height="1000" loading="lazy" alt="Life and times of Nepal Government Railway NT"> <figcaption>The former NGR station at Amlekhganj in 2017. Photo: DAN EDWARDS</figcaption> </figure>  Again, Indian engineers conducted a survey for such a 52-mile broad-gauge, electric line in 1971 and submitted a reportto the government. They estimated the project would cost at least $200 million plus $60 million more for rolling stock. India’s Railway Ministry promptly concluded it was not a viable project, and the report died in Nepal’s byzantine bureaucracy. It seems some dreams never die, and hope springs eternal. In April 2018, the prime ministers of India and Nepal met in New Delhi and agreed to build an electric rail line from Raxaul to Kathmandu and that India would conduct the studies and pay the full costs of construction. That was seven years ago. No rails have yet been laid. Costs continue to escalate, and no guaranteed funding has been secured. Will we ever see electric broad-gauge trains arriving in Kathmandu? Certainly not in this author’s lifetime, but then he is no longer a young man. &nbsp;&nbsp; Read aoslo: <a href="https://nepalitimes.com/multimedia/nepal-s-five-little-railways">Nepal’s five little railways</a>, Dan Edwards Dan Edwards was a Peace Corps volunteer in 1966 and is the author of several books on Nepal. This is the second instalment in a new limited series in Nepali Times on the historic transportation infrastructures of Nepal.