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

Shantanu Dhakal wakes up to a cold misty dawn, dons his college uniform and fastens his tie, tightening it carefully so as not to dislodge the tracheostomy tube protruding from his throat.
Gingerly, he brushes his teeth, mindful not to hurt the wound on his left cheek, where a bullet tore through during the GenZ protests on 8 September in the highway town of Itahari in eastern Nepal.&nbsp;
Dhakal, 18, came home from college that day three months ago and then took the bus to Itahari to join some friends who were protesting in front of the sub-metropolitan city office. It was mid-afternoon, and the crowd was chanting anti-corruption slogans and holding up placards.
Like most young Nepalis, Dhakal and his friends had been angered by videos on social media of the offspring of Nepal’s rich and powerful flaunting their lavish lifestyles.&nbsp;
"That was the trigger for me to join the protest, it opened my eyes to just how widespread nepotism and corruption was," Dhakal told Nepali Times.&nbsp;
The police arrested a few students, angering the crowd even more. They massed at the gate of a nearby police station to demand their friends be released. &nbsp;
Dhakal was standing across the street from the police station when the first shots rang out. The crowd scattered. As he ran for cover, there was a searing pain in his left jaw. Blood was streaming and it took some time for him to realise he had been shot.&nbsp;
“I was bleeding profusely and couldn’t speak. My vision blurred, there was a ringing in my ears,” Dhakal recalls. “I collected myself and continued to run, fearing that I would be shot a second time.”
Dhakal collapsed some distance away, and a fellow protestor took him to a nearby hospital, where doctors bandaged his jaw. He was referred to Birat Medical Teaching Hospital, where surgeons immediately performed an emergency operation. &nbsp;
The bullet had torn through his left jaw, shattering the bone, teeth, and soft tissue. Blood had rushed into his throat, obstructing the airway so doctors first performed a tracheostomy, installing a tube in his throat to help him keep breathing. A week later, the doctors reconstructed his jaw with metallic plates, grafting skin from his chest and transplanting it to the lower left side of his face.&nbsp;
Dhakal spent three weeks in hospital before being discharged. But the relief of being home was marred by disturbing thoughts. He says, “Just sitting there doing nothing began to take a toll on my mental health.” &nbsp;
Since he was always interested in content creation and <a href="https://www.youtube.com/@docsbyshantanu">producing short documentaries</a>, he decided to document online his near-death experience and post-protest life.&nbsp;
Shantanu Dhakal’s Instagram and TikTok <a href="https://www.instagram.com/shantanu__dhakal/">posts are simple, short videos</a> every other day about his treatment process, dressing his wound and cleaning his tracheostomy tube, attending events with others injured during the protests, and scenes from everyday life in his family farm.&nbsp;
The comment section has Nepalis and people from around the world reaching out to ask how he is doing and keeping his spirits up. Dhakal now has a caring social media community, and he uses the platforms to keep in touch with other injured protestors across the country.&nbsp;
Life is returning to a new normal. This week, he returned to college to resume classes after more than two months and is making up for lost time. He has adjusted to speaking and eating with the tube, although the pain never quite goes away.&nbsp;
“I can eat mostly fine, but it is still difficult to speak,” he says. Soon, he will go to hospital for his fortnightly follow-up, and doctors will determine when his tracheostomy tube can be removed.
Like other young Nepalis, Dhakal is now even more politically engaged and actively reads the news of the interim government installed after the GenZ protests.&nbsp;
With the 5 March elections only three months away, young Nepalis like Dhakal hope that the elections will throw out the old and bring in the new. He is among the more than 800,000 new voters who have registered.&nbsp;
“The most important thing is that we have stable government,” he says. “As far as candidates go, an ideal one for me would be a person who prioritises health and education. But if the candidates in my constituency are not up to mark, I may not vote.”
Dhakal along with other injured protesters and relatives of those killed met &nbsp;Energy Minister Kulman Ghising, who has launched his own Ujyalo Nepal Party, and he is cautiously optimistic about the work of the current leadership. &nbsp;
It is a different story in Kathmandu, where Prime Minister Sushila Karki is struggling to manage the expectations of various youth collectives while trying to convince the old parties to participate in elections.&nbsp;
While the UML and NC are actively trying to delegitimise Karki’s government as they prepare to hold their respective general conventions, they are also preparing to give out tickets for elections.&nbsp;
Self-proclaimed GenZ leaders who used Discord to elect Karki prime minister are putting up their own conditions for the polls, even demanding her resignation for failing to meet their demands. This is in sharp contrast to the feelings of many of those injured during the protests who want elections so the nation can heal, and move on.

A new normal

This is the 75th episode of Diaspora Diaries, a Nepali Times series in collaboration with Migration Lab providing a platform to share experiences of living, working and studying abroad. My father was a country boy from Sarlahi, and my mother a city girl from Kathmandu. They had an inter-ethnic marriage, which was difficult until the two families gradually began to accept it. My parents, who worked in development, viewed the world through a social lens. They often traveled overseas for their INGO work, leaving me and my sister behind. We spent a lot of time at my grandparents’ house, or in rented apartments with guardians. Between Grades 1 and 10, I must have switched schools seven times. Our parents prioritised our education, and enrolled me in the most expensive schools. I was shocked by my school fees, and often wondered how they managed with their salaries.&nbsp; I wanted to become a businessman, so I could have the kind of life some of my well-to-do friend had. My family was not from a business background, and social services didn’t lend themselves to that kind of lifestyle. Now I realise what my parents gave me was already over the top, a truth that becomes clearer as I get older. Our family was getting along fine until our father died while working on a project in Dhading in September 2021. The official reason was ‘heart attack’. We do not talk about this much, perhaps as a way of dealing with the loss.&nbsp; He was our rock, and everything got harder. At least we had good people around us who reminded us to take care of our mother and to work hard. And we did. My sister and I made TikToks during the lockdown, initially in a joint account which reached its peak in 2022-2023. I had always wanted to be an actor, but I knew the film industry does not pay well. My parents also urged me to keep my interest in acting as a passion project. TikTok enabled us to showcase our talent for comedy. We figured out how to crack TikTok’s algorithm and stayed on top of trends. People liked our duo and the raw and authentic content. It required a strategy, luck, planning, and understanding the game.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251204121236_1afc10a8107e0aef5b94977860bc2cb138ddd1a100cadc7324da675b7ca0810c.jpg" data-media-id="editor_0" data-image-id="20251204121236_1afc10a8107e0aef5b94977860bc2cb138ddd1a100cadc7324da675b7ca0810c" data-rendition-name="original" width="1000" height="1778" loading="lazy" alt="Things eventually work out NT"> </figure>  We use a hashtag #NakarmiKhanalAF in all our content drawing from my parents’ last names although they did not need to know what ‘AF’ stood for.&nbsp; My first viral content involving a humorous take on a Marvel character hit over 500k. That fusion combining international trends with Nepali humor worked really well, and I started making it my niche, adapting content.&nbsp; My father was always thick-skinned and did not have to try to be cool or tough. He was unapologetically himself, sometimes to the point where my sister and I felt embarrassed. When he was invited as a chief guest at a cricket game, for example, I remember feeling proud to be the child of an ‘important person’, but he grabbed the mic and told everyone to start cleaning the ground.&nbsp; Many of our friends came from wealthy families because of the schools we attended, and he proudly lectured them about our humble background and the importance of social service. Growing up, we tried hard to get his validity. My proudest moment was gifting him a shirt bought with my first salary. My father did not get to see our rise on social media, but I know he is watching over us just as he always did. The first brand deal I got was memorable but awkward. It was for a grooming package for private parts. I used to think about how movie actors start their journeys with advertisements for underwear, and this was going to be my story, my ‘humble beginning’ as a content creator.&nbsp; They did not even pay me money but just gave me the items. Other brands started coming in and with them, money. I earned as much as Rs40,000 per content and tried to make one every day. This was a big contrast to my monthly salary of Rs35,000 in a clothing store. All along, I was acutely aware that fame would not last forever. Just like one of my singer friends Wangden had said in a podcast: he was going to have fun while fame lasted.&nbsp; After TikTok was banned in India, there was even more uncertainty about social media. The alternates were also not assuring: people running businesses had to close up or were stuck, and the political uncertainty was scary. This pushed me to think about migrating, and Australia was a safe backup. I uploaded content right upto two hours before my flight from Kathmandu. I wanted to have enough savings so I did not have to start working right away in Australia. I was buying freedom. Since I had to change schools frequently, Rodin was one of few enduring friends I had. He was in Australia and assured me that he would take care of everything, and he did. He was my family there, and I did not have to go through the initial struggle that other international students had to endure.&nbsp; In Australia, I have done multiple jobs over the last two years and completed my MBA. My interviewer challenged me to make him laugh with one of my content videos. He did and I started work the very next day though I know I got the job because a hardworking friend had recommended me. To the boss, I was just another Nepali who could work swiftly. I mopped floors, washed dishes, and served customers. This was Australia, and I hustled. But I knew there had to be more to life. The long hours and little sleep eventually caught up with me. One day I slept 14–15 hours straight, and when I woke up, it hit me that I should try networking.&nbsp; I reached out to admins of Australia-based Facebook groups. Some replied, some did not, some offered jobs that were not for me. Then came an email from 8848 Momo House, and I travelled to Brisbane to meet the owner Hom Pyashi.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251204121232_ef61cf49eaa208293eecc7e2c5c075644ca6dd4bb844881249889586ae91025e.jpg" data-media-id="editor_1" data-image-id="20251204121232_ef61cf49eaa208293eecc7e2c5c075644ca6dd4bb844881249889586ae91025e" data-rendition-name="original" width="1440" height="1548" loading="lazy" alt="Things eventually work out NT"> </figure>  “Do you want momos?” was the first thing he asked warmly. He told me to stop by one of his new outlets and make a video. I did, and I was hired the next day.&nbsp; It was that easy, and I have been working there ever since. My boss would later share in a conversation that he did not hire me because of the video but because I was young and he saw hunger in my eyes. To him, I was clay that he could help shape. I am now the marketing head, and the chain is doing well. Content creation is still a side job that brings in money. But just as my parents said, it remains a side passion.&nbsp; Then came the GenZ protests. On social media I compared Nepal’s youth to relaxed backbenchers who finally act when provoked enough to get things done. I could relate to the rage and suffocation. A song I was featured in was supposed to be released just when social media was banned in Nepal, and that fuelled my anger. But from the onset, I was wary of the headless nature of this movement, there was no ठुलो मान्छे leading and no one would be accountable if something went wrong. There was so much uncertainty, and I am not comfortable with uncertainty. We were glued to social media as the protests happened, at work and in the gym. When we learnt of the deaths of young Nepalis back home, a part of me died. The grief of unexpectedly losing my father came back.&nbsp; I left the gym early because I just could not take it. My friend and I just drove quietly to a nearby waterside. We did not even sit together because neither of us wanted to notice that we were in tears.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251204121236_99d662d9b4239e22410217146f87d7bed694d6543fa62d3b145401a5cf1cc7aa.jpg" data-media-id="editor_2" data-image-id="20251204121236_99d662d9b4239e22410217146f87d7bed694d6543fa62d3b145401a5cf1cc7aa" data-rendition-name="original" width="2000" height="1000" loading="lazy" alt="Things eventually work out NT"> </figure>  One of the messages I received was a GoFundMe link to support the victims. I shared it, but someone asked if it was genuine. That is when it hit me that I had a large social media following and could not just share things without verifying them. I removed the link. The only person I felt I could trust was myself, so I decided to start my own fundraiser. I felt emotional and helpless, and had to do something.&nbsp; I assumed we could raise around AUD5,000. I was wrong. Within hours, we had raised nearly AUD60,000. Fellow content creators Avash and Manzil from Minority Report had also started a GoFundMe, and we decided to join forces.&nbsp; Partnering with them was going to be a lifesaver because I was not at all prepared for what was ahead. Over 11,000 people contributed across our two campaigns, raising AUD514,386. But we had not thought through the logistical challenge, the online hate and the delays. We needed to release the money to the right organisations in Nepal, get complete information about the families of the martyrs and injured — our primary target groups.&nbsp; We faced a huge amount of backlash after a hate narrative instigated by a few people spread online. We just could not get our message across that it was not as simple as raising the money and handing it over. People believed what they wanted to believe. Internet hate can take you to very dark places, even when you believe in your cause and know it can bring some comfort to grieving families. You try to focus on the positive message, because many people did support us, but the hate and accusations do bring you down.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251204121232_3045b4b91371fa210362f49a8d9ff279e1bb1cbee9fb8cc0641dbcbd6594aa98.png" data-media-id="editor_3" data-image-id="20251204121232_3045b4b91371fa210362f49a8d9ff279e1bb1cbee9fb8cc0641dbcbd6594aa98" data-rendition-name="original" width="1320" height="2868" loading="lazy" alt="Things eventually work out NT"> </figure>  When I was paralysed by the internet hate to carry out even the most mundane activities like cooking and cleaning, my roommate Bibek took over. He even made me watch an episode from the Mahabharat capturing Krishna’s teachings on karma without worrying about the fruits, a lesson that did not just help me get out of that depressive episode but has become a guiding principle for life. How would I have emerged out of that darkness when I was battling with suicidal thoughts if people had not showed up for me? We worked day and night to find the right partners, and because of the large amount of money and the level of transparency we asked for, many influencers or organisations turned us down.&nbsp; This was not easy because we had our own jobs to take care of, our own bills to worry about that were not linked to the fundraiser. It helped that my team at 8848 let me deal with this during work hours, and assured me that they will stand by me no matter what. Thankfully, we finally partnered with Nepal Rising (Daayitwa US), a professional and transparent organisation that stepped in and saved the day. GoFundme finally released the funds to their account and it has begun reaching the right people. My sister helped ensure the money is delivered properly. As a final check, I speak with the families in Nepal and offer my condolences. I honour their loved one’s contribution to our country and we will make sure it is never forgotten. But no matter what we say or how much we try to help, the heartbreaking truth is that their young son or sibling is not coming back. The narrative is slowly changing. Slaps are now claps. But the trauma of the public hate is so great that it still gnaws at me, I have anxiety about attending Nepali gatherings like concerts here. I remember when a dance I had created for Bola Maya went viral on TikTok, with tens of thousands of people picking it up. A chef friend told me it was time to use that influence for a social cause. Those words stayed with me. As I navigated the backlash, I was also reminded of my parents who worked on social causes and asked my mother if they had faced similar cases. She had, and she reminded me that all we can do is stay focused on the cause and drown out the noise. Things will eventually work out.

Things eventually work out

This is the 76th episode of Diaspora Diaries, a Nepali Times series in collaboration with Migration Lab providing a platform to share experiences of living, working and studying abroad. We did not have a whole lot, but did not grow up in scarcity either. When I was in Grade 7, my father migrated to Malaysia but returned just after 18 days and was heavily in debt. It is the interest and not the principal from loan sharks that ruins borrowers. As we grew up, family expenses rose and my father migrated again to Qatar, determined to make it work this time. I used to watch him via IMO in buildings under construction eating rice out of plastic bags. There was no AC, no oven, no shade. Those images are etched into my memory.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251208081244_3f46ccdd1fab8f85ccce9fc8bec677cb7466a1b9556f36d0f92d19c6478369b6.jpg" data-media-id="editor_0" data-image-id="20251208081244_3f46ccdd1fab8f85ccce9fc8bec677cb7466a1b9556f36d0f92d19c6478369b6" data-rendition-name="original" width="600" height="800" loading="lazy" alt="Diaspora Diaries 76"> <figcaption>Family picture from 2014 sent to Anil's father who was working in Qatar.</figcaption> </figure>  After Grade 10, I was encouraged to take up computers in +2 as I was a bright student. I did not have access to a computer, and the 30 minutes we got weekly at the computer lab was just not enough. My parents could not afford to buy a computer, but a friend had both a desktop and laptop at home.&nbsp; I did his homework in exchange for using his computer. When my father in Qatar, found out he bought me a laptop. Today, a decade later, I am still using it. Maybe I valued the computer more because it was bought with my father’s sweat. The laptop reminds me of how he toiled overseas.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251208081240_2b3dc0b903d0b01caf875b5f50c22053aa28097b405cf14f36c6324a93f5dfef.jpg" data-media-id="editor_1" data-image-id="20251208081240_2b3dc0b903d0b01caf875b5f50c22053aa28097b405cf14f36c6324a93f5dfef" data-rendition-name="original" width="1200" height="1600" loading="lazy" alt="Diaspora Diaries 76"> <figcaption>Anil still uses the laptop his father bought him ten years ago.</figcaption> </figure>  The money he sent home did help with household expenses. My mother did tailoring, although the income was not stable. After my father returned from Qatar, we he bought a three-wheeler which he still uses in Makwanpur. After completing Grade 12, I came to college in Kathmandu to study IT. It cost Rs20,000 a month in tuition, rent and food just to survive. I could not complete my bachelor’s. Although my father kept saying, “Don’t worry, I am here,” he just did not have the money to pay for me. So, I took up a data entry job which helped cover living expenses. The pandemic meant my father could not earn money from his auto-rickshaw. We had no savings and had outstanding loans. Migration was the only way to get us out of the rut. I told my father that both of us should go abroad to earn some money. He could return earlier and I would stay on.&nbsp; My father agreed, and I visited recruiting agencies with both our passports. After reviewing our CVs, they said it was easy to find jobs for my father but not for me, given my educational background and my experience in software. “How can we send you for jobs as a cleaner or security guard?” they asked. I finally found a job in Romania, and decided to have my father stay back because going to Europe would have doubled the cost. My mother and sister came to see me off at Kathmandu airport. It felt just like my father leaving for Qatar many years ago. Perhaps some day, my brother would also leave in a similar manner, I thought.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251208081240_c1a00b70223f048e994e1cab7c0e6cd6944c4a2f3f7740b0a8e76921da9d23f0.jpg" data-media-id="editor_2" data-image-id="20251208081240_c1a00b70223f048e994e1cab7c0e6cd6944c4a2f3f7740b0a8e76921da9d23f0" data-rendition-name="original" width="1200" height="1600" loading="lazy" alt="Diaspora Diaries 76"> <figcaption>Anil's sister hugging him at the airport before he left for Romania.</figcaption> </figure>  In Romania, I work in a factory making car seat belts. It is not physically demanding and it is indoors. Even though I did not share it with my family, the initial period was difficult as I had no experience standing and working for so many hours at a time. Once, when I was tired at work, I wondered how my father managed in Qatar in a much more physically taxing job. Here I was not carrying heavy loads, my work was not outdoors. I was so emotional, I wrote a ghazal in my head. The words “खाडीको तातो घाम” kept repeating in my head. After work, I jotted down the verse in my diary:&nbsp; बुवा, तपाई जस्तो बन्न म सक्दै सक्दिनँ Father, I cannot become like you कति गाह्रो छ, म भन्नै सक्दिनँ I cannot imagine how hard it is म मान्छे हेर्दा मात्रै ठूलो I only look like a grown man बानी अझै बच्चै छ But I am still childish किनकि जता त्यतै जान मन लाग्छ I feel like roaming around जे देख्यो त्यो खान मन लाग्छ Eat whatever I see. न पैसा बच्छ I cannot save. न खाएको कुरा सबै पच्छ The food doesn’t agree with me&nbsp; कहिले काहीँ त मलाई म्याकडोनाल्डको बर्गर पनि पच्दैन Not even a burger at McDonalds तर प्लास्टिकमा पोको परेको त्यो चिसो भात But how did my father eat that cold rice खाडीको त्यो तातो घाममा सेक्दै खाँदा मेरो बुवालाई कसरी पच्छ? Under the hot Gulf sun? मेरो पेटले यस्तो पचाउन सक्दै सक्दैन I would not be able to eat that. बुवा, तपाई जस्तो बन्न म सक्दै सक्दिनँ Father, I cannot be like you. कति गाह्रो छ, म भन्नै सक्दिनँ I cannot say how difficult it is.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251208081240_51eb68a130750f1c79ab1046406a5b940c780ebd87cfff5ff6861d3287bd69c0.jpg" data-media-id="editor_3" data-image-id="20251208081240_51eb68a130750f1c79ab1046406a5b940c780ebd87cfff5ff6861d3287bd69c0" data-rendition-name="original" width="1200" height="1600" loading="lazy" alt="Diaspora Diaries 76"> <figcaption>Anil Gole's diary entry of his ghazal compares his migration with his father’s journey.</figcaption> </figure>  I posted it online, and it went viral. But more importantly, people found the words relatable and engaging. My sister first saw it on Tiktok and shared it with my mother. It moved them to tears while my father kept watching it on repeat, deep in thought. Even though my birth father decided to leave my mother when I was less than a year old, my step father never made me feel the absence of anything. My friend from Grade 6 in Makwanpur, Sharan, introduced me to ghazal. He was six years older because he had to pause his studies during the Maoist conflict. He worked in a brick factory in Kathmandu, saved money, and returned to school. He was very talented and we became friends through the school children’s club.&nbsp; Sharan and I spent most of our time together, sharing meals to save money and even skipping classes. One day, in Grade 9 when our teacher was absent, he wrote a ghazal on the spot and explained the form, the rhyme, the meter. I listened half-heartedly as it was not of interest. We left it at that. Shortly after, Sharan was diagnosed with leukemia and he could not finish exam. Because he was a sharp student, the teachers decided to not hold him back. He died just before Grade 10. I cried. I do not have any pictures of Sharan. He had small ears, and I used to tease him that people with small ears do not live long. That still haunts me. <div class="embed-block"><div style="max-width: 56vh;"><div style="left: 0; width: 100%; height: 0; position: relative; padding-bottom: 177.7778%;"><iframe src="https://cdn.iframe.ly/api/iframe?url=https%3A%2F%2Fyoutube.com%2Fshorts%2FLpizGQWTbMs%3Ffeature%3Dshare&key=87ca3314a9fa775b5c3a7726100694b0" style="top: 0; left: 0; width: 100%; height: 100%; position: absolute; border: 0;" allowfullscreen scrolling="no" allow="accelerometer *; clipboard-write *; encrypted-media *; gyroscope *; picture-in-picture *; web-share *;"></iframe></div></div></div> At the school assembly at the start of the new year, we were asked to share a talent. I did not know what to do, but I wrote a ghazal just as Sharan had taught me and dedicated it to him. Halfway through, I started crying and the principal took me to his office and calmed me down.&nbsp; I do not write much poetry except a few posts on social media here and there. But a video of me reciting went viral on TikTok and that encouraged me to write more. That made me feel validated, and I began writing more about real life experiences. It has been three years in Romania. My brother will also be joining me soon. Things have improved for us financially, but we are not where we want to be. We will get there. When we do, I will resume my studies. I’m interested in programming, especially back-end development and working with databases. It is on hold right now.&nbsp; I do not have big dreams, I just want to make sure my parents get what they deserve. It is okay if I get delayed if my parents are able to access what they had scarified for us when they were of my age. For now, my family is my priority.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20251208081240_9e8d3cad3b505d3ec5adcea94ed05b2ea9de1d2cd8507335eec86c2659a11b34.jpg" data-media-id="editor_5" data-image-id="20251208081240_9e8d3cad3b505d3ec5adcea94ed05b2ea9de1d2cd8507335eec86c2659a11b34" data-rendition-name="original" width="2016" height="1512" loading="lazy" alt="Diaspora Diaries 76"> <figcaption>Anil's family.</figcaption> </figure>

My father’s son

In a democracy, governments come and go. But Nepal had become so entangled in the triangular affair between Sher Bahadur Deuba, K P Oli and Pushpa Kamal Dahal that it was becoming impossible to tell who was canoodling with whom.&nbsp;
All three had long since abandoned their party ideologies. Staying in power was all that mattered as they turned Nepal’s democracy into a kleptocracy.&nbsp;
For the past at least 20 years, we have warned them to mend their ways. Democracy had to be rescued from the hands of such kakistocrats. Waiting to pounce were monarchists and anarchists of every ilk, outcast Maoists, and supporters of a leader jailed for fraud. Tycoon Durga Prasai said his rally in March was to restore a Hindu monarchy, but he was just a temporary royalist whom even the ex-king spurned.&nbsp;
All this converged into a perfect storm on 8 September. Commandos shot and killed 19 innocent young people outside Parliament, the anger boiled over into targetted arson and vandalism the next day. The government fell, and Sushila Karki was elected interim prime minister through Discord.&nbsp;
With not just their monopoly on power but also their very lives in danger, the triumvirate was at first in total shock. Then came conspiracy theories and an inability to gauge the rage from decades of misrule.
Nepalis had assumed that after September the old parties would see their folly, and step down to hand over the leadership to a new generation. But 10 weeks later, there is no sign of any act of contrition.
In the NC, Sher Bahadur Deuba has sidelined the caretaker he himself appointed, Purna Bahadur Khadka, and is active again as the party prepares for a showdown in its Convention next month. The UML is proceeding with its own General Convention, where Oli is fully assured of a third term as party boss. Dahal sees no alternative to himself in his newly-forged Nepali Communist Party and is eagerly eyeing becoming prime minister for the fourth time.&nbsp;
The three leaders who everyone had hoped would finally retire have reincarnated. It is obscene for obsolete politicians to still hanker for power after all that has happened.&nbsp;
SHOCK AND AWE
The three leaders who have been prime minister a dozen times between themselves want to cling on, but this is not abnormal if we apply <a href="https://www.bbc.com/audio/play/w3cszmjz" target="_blank">Elisabeth Kübler-Ross</a>’ theory of the five stages of grief. The author of <a href="https://www.google.com.np/books/edition/On_Death_and_Dying/GlSq0AEACAAJ?hl=en" target="_blank">On Death and Dying</a> was analysing how people with terminal illness deal with their situation, but her 5-stage theory may be applicable to the way heads of the NC, UML and NCP are reacting to the shock of being overthrown — first with denial, then anger, bargaining, depression and finally acceptance.&nbsp;
On 9 September, distressed by what had befallen them, the three were in total denial. Then began the stage of anger. Oli ranted in public about a conspiracy to install an ‘unconstitutional’ interim government, blaming the Nepal Army, and vowing not to take part in election even while preparing for it.
The NC has decided to participate in elections, although it has to first sort out its internal power struggle. The NCP and the RSP have united with smaller parties and are actively preparing to campaign. GenZ groups are speaking in different voices, with Sudan Gurung and Miraj Dhungana openly trying to unseat an interim government they themselves installed.&nbsp;
The parties are now in the third stage: bargaining. Instead of asking himself in hindsight what he should have done, Oli wants Parliament restored but has also registered his party for elections. The UML won't allow elections unless the government lifts restrictions on Oli’s movement.
Likewise, GenZ groups are putting up conditions for supporting polls: arrest Oli and others. Karki is single-mindedly focussed on elections, even if it has to be put off by two months. The Army would also like polls on time because it does not want a repeat of September when it had to intervene to form the interim government.
If Karki’s 6-month mandate ends without elections, and if by then the GenZ’s trust in the interim government collapses, then UML and NC could plan to press for an all-party election government, restoration of Parliament which would then dissolve itself to appoint a new prime minister that Karki would also be agreeable to.
The current state of affairs makes it difficult to imagine elections being held on 5 March — mainly because polls would be incomplete without the three main parties taking part, and it is unlikely they would participate in polls that they are certain to lose since they have not reformed themselves. Amidst these ifs and buts, the role of the Army will be critical.&nbsp;
The fourth stage of grief is depression, and that is what will happen to the parties when the reality of their unpopularity finally hits them. Only then will they finally accept their fate, realise that it was all their own doing, and perhaps reinvent themselves.
Kübler-Ross said the five stages did not necessarily have to be in that order, or that sometimes there may only be three phases, which may be applicable to the parties. What is for sure is that the three leaders are in no mood to atone for their sins.
Rabin Giri is an editor with <a href="http://nepalnews.com/" target="_blank">nepalnews.com</a>.&nbsp;

teaching