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

Nepali Congress (NC) President Gagan Thapa's candidacy in Sarlahi-4 has thrust this Madhes constituency into rare national focus. If Thapa wins and the NC emerges as the largest party, Sarlahi-4 will send Nepal's next prime minister to Parliament. But if he does not, Nepal’s grand old party will face the next years in the opposition to fight another day. There is a troubling paradox in Sarlahi-4 where the district bordering the Indian state of Bihar has been a battleground for national politicians with fierce electoral competition, all while remaining one of the region's most underserved and underdeveloped constituencies.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260305140344_069cbbc11e971a851b444866dee57f760c0cc611ed40bdf96c627e343e3c0485.png" data-media-id="editor_0" data-image-id="20260305140344_069cbbc11e971a851b444866dee57f760c0cc611ed40bdf96c627e343e3c0485" data-rendition-name="original" width="1802" height="1276" loading="lazy" alt="Sarlahi-4 voting"> <figcaption>Photo: MADHES PAHARA MEDIA</figcaption> </figure>  Ever since Mahant Thakur split from NC in 2008 to form the Tarai Madhes Loktantrik Party, the district has seen rotating political alliances and fragmented votes. Yet, despite 18 years of candidates promising change irrigation schemes remain incomplete, market access for farmers has not improved, unemployment is high.&nbsp; On election day, voters here marked their ballots with fingers stained by dye from the Holi festival the day before. The road leading to Barathawa Bazar was deserted for the most part, except for some youth riding in motorcycles. This is where the high-profile contest between Gagan Thapa and RSP nominee Amresh Singh is being staged. Among the other aspirants is 27-year-old UML candidate Amnish Yadav, the son of former MP Shiv Pujan Yadav. The Yadavs are a political family with considerable caste influence in the constituency. In 2022 Yadav’s daughter Madhumala Yadav received over 14,000 votes here, ranking third overall. Yadav was voted MP from the Maoist party, but defected to the UML this time. His other son is the chair of Sarlahi’s Ramnagar Rural Municipality. Sarhali-4 has 121,012 voters, and the Yadav is banking on the 27,000-strong Yadav vote bank. Sarlahi-4 voter Avishek Sah told us he wanted his vote to go to a young nominee and not someone who has been MP thrice already, like Amresh Singh. &nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260305140344_527c5c2f9aa6a6c7e3bbdfbfe79fdafb0a0b56a62427e9ced86b924c6c563b10.jpg" data-media-id="editor_1" data-image-id="20260305140344_527c5c2f9aa6a6c7e3bbdfbfe79fdafb0a0b56a62427e9ced86b924c6c563b10" data-rendition-name="original" width="1200" height="1600" loading="lazy" alt="Sarlahi-4 voting"> <figcaption>Photo: AYUSHA CHALISE</figcaption> </figure>  To make local loyalties even more complicated, Amnish Yadav’s uncle, Harinder Yadav is an active NC member and walked side by side with Gagan Thapa during his door-to-door campaigns.&nbsp; The NC is betting on Thapa getting over 60% of the total votes. Amresh Singh’s tally could be limited to 10,000 votes — that too because of the nationwide RSP wave, and the popularity of its prime ministerial hopeful Balendra (Balen) Shah. “Amresh Singh lost his appeal when he played victim after he was denied a ticket by the NC in 2022,” Harinder Yadav says. Voters we spoke to here agreed with this assessment that Singh did not do much for the district once he got elected in the past, and being a part of the RSP seems to be his biggest asset. “The only reason I voted for Amresh Singh is because Balen is in RSP,” local voter Mahendra Gupta from Barathawa. &nbsp;“This is his last chance to return the people’s trust.”&nbsp; Gupta is aware of the institutional presence of the NC here. The party received the most votes in 2022 local elections, adding that the candidacy of someone as high-profile as Thapa is a positive sign for Sarlahi-4.&nbsp; Other voters like Ruby Gupta are rooting for both the NC and the RSP. “I will vote for Gagan and for Balen,” she says, adding that her FPTP vote will go to Thapa while her PR ballot would be for the RSP. RSP supporters are confident that their candidate will win big because even though many voters may not have openly voiced their support they still voted for the party and candidate. The Balen Wave was not limited to RSP voters, but also to UML candidate Yadav, who said in a gathering that he will be “the voters Balen” if they elect him. He touted his party’s track record in government, and largely campaigned on administrative efficiency, infrastructural expansion, and local service delivery. Amresh Singh ran on the RSP’s anti-establishment brand, promising to fight corruption, challenge traditional party politics, improve basic services such as education, health, jobs, and infrastructure, while pushing for stronger representation and development for Madhes.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20260305140344_982df01801fa7d3532ca0555ecb8a0756e3223be3d93650e08ca82a312dc2ebd.jpg" data-media-id="editor_2" data-image-id="20260305140344_982df01801fa7d3532ca0555ecb8a0756e3223be3d93650e08ca82a312dc2ebd" data-rendition-name="original" width="1600" height="1200" loading="lazy" alt="Sarlahi-4 voting"> <figcaption>Photo:AYUSHA CHALISE</figcaption> </figure>  Singh’s rivalry with his NC competitor goes beyond the ballot— he allegedly blames Thapa for being denied the NC ticket in 2022, which led him to win the election from Sarlahi-4 as an independent. &nbsp; For his part, Gagan Thapa focused on a more pragmatic development agenda that includes upgrading roads and irrigation, improving schools and hospitals, supporting farmers, and creating employment opportunities with improved governance at the centre. He also promised to build an engineering college in the constituency.&nbsp; Thapa also promoted his own anti-establishment image within the NC, repeatedly reminding voters on the campaign trail that he represents the aspirations of the youth.&nbsp; On Thursday, as voting progressed, there were violent disruptions in two centres where voting was briefly halted. But Sarlahi district police spokesperson Saroj Rai told Nepali Times that there were no major problems. Police in collaboration with the Nepal Army sent the ballot papers to the district’s counting stations, where the votes are expected to be tallied through the night and the winner announced Friday morning.

Sarlahi-4 nervously watches ballot count

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Nepal election live results

As this report is uploaded, the latest results in Nepal’s election show that the Rastriya Swatantra Party (RSP) is headed for an even bigger sweep than most had predicted.
The RSP was leading by large margins in 49 of 165 constituencies, &nbsp;with the UML, NC and NCP trailing far behind. Prominent political figures from the old parties like K P Oli, Minwndra Prasad Rijal, Ishwar Pokhrel, Bishnu Prasad Poudel, Bimalendra Nidhi all seem headed for defeat.
It does look like the RSP’s bell election symbol is ringing right across Nepal — from cities to the remotest districts in the mountains and plains. The party’s blue colour is sweeping the land.
The Nepali people seem to have sent a clear message that they were throughly dissatisfied with the chronic failure of the three main parties to work in the national interest to create jobs and deliver development. It was also an expression of lingering outrage over the the 8 September massacre outside Parliament. &nbsp;
It now looks almost certain that Balendra Shah will get to be Nepal’s next, and youngest, prime minister. Hopefully he will be leading a cabinet of competent and honest technocrats. It remains to seen how the power equation between Shah and the RSP’s leader, Rabi Lamichhane will play out.
Lamichhane is out of jail on bail for fraud cases which he has called political vendetta by the previous regime. Both he and Shah are charismatic and ambitious. Their working relationship will determine Nepal's political stability and whether it can avoid the political cronyism of the past.
This election was not just about casting votes. It was about standing up to principles and a value system, and respecting the hopes and aspirations of Nepal’s youth. It to push for transparent government and against impunity — including for the gunning down of young Nepalis in cold blood.
<div class="embed-block"><iframe src="https://election-geo-dashboard.pages.dev/" width="100%" height="600" frameborder="0"> </iframe>Live election results as winners of candidates are announced.</div>
CAN DO MAN
Shah got mixed reviews as mayor. He was impulsive and ad hoc, but most people inKathmandu and beyond liked his can-do attitude and unconventional style which stood in sharp contract to the legacy leaders. Over his three year mayorship he showed more maturity and planning capacity.&nbsp;
But he always ran headlong into opposition from the federal government over his urban planning and other initiatives to make Kathmandu more liveable. Coming from a civil and structural engineering background, he was involved in building low-cost housing after the 2015 earthquake.
But his public persona is more tied to his irreverent rap lyrics that stood up for the marginalised underprivileged in society, while exposing the high-handedness and apathy of the state. But this also exposed contradictions because he also used his own municipal guards to beat and chase away street vendors and squatters.
But there is no doubt that a combination of the sharp messaging in his rap videos amplified by the algorithms of social media ignited Nepal’s youth to rise up. It was more about optics and emotion than policy and strategy.
He studied Kathmandu district for five years, visiting experts in every field before announcing his independent candidacy for mayor in 2022. Many like me in his own constitunecy did not know who he was and where he came from.
He is a year younger than my architect son, and I saw in him a reflection of my own son’s commitment to serving the nation. I voted for him to be mayor despite his sometimes erratic behaviour, which could be attributed to his youth.
The best sign of his strategic planning, which unsettled septuagenarian and octogenarian politicians, is the he did not grab the first easy option of becoming prime minister in September when GenZ activists offered him the post.&nbsp;
Joining RSP was a masterstroke, as was his challenge to Oli in Jhapa to project national branding. He needed a party platform and Lamichhane needed a popular prime ministerial persona since he himself could not hold the post.
Shah has shown the capacity to take risks when he believes the value justifies the action for the country. Now, he will have to show more strategic thinking on a national scale, as well as understand the delicate geopolitics of Nepal.&nbsp;
He must rise above the kind of crude social media posts that earned him followers on X, but did nothing to erase his erratic and impulsive image.&nbsp;
Some assume that behind his trademark RayBan shades is a closet dictator, and his past remarks about Hitler are still up on social media. He has in the past shown impatience with criticism, unleashing supporters on social media to troll detractors.&nbsp;
Even so, the public seems willing to place their hope on an educated young man with integrity and a proven record for planning at the helm. By tomorrow it will be clear whether the hope Nepalis have held has been fulfilled, and the coming years will show if the RSP will lead Nepalis to a better future.
The voters seem to have shown the door even to the NC despite the fact that under Gagan Thapa, the party had turned a new leaf. A strong government under Prime Minister Balendra Shah heading a carefully selected cabinet and a strong opposition of the NC, UML and other parties for check and balance may be just what we need for a stable Nepal.&nbsp;
Nepalis have collectively always shown maturity in elections. This time they have given a resounding endorsement for integrity and for good governance.

Bells ring all over Nepal

After Thursday’s election, Nepalis are in a wait-and-watch mode. The Election Commission says counting ballot papers will be expedited this time, and the results for the First-Past-The-Post (FPTP) will start being declared within days. In 2022, it took three weeks for the final results to be tallied.&nbsp;
But winning an election is only half the challenge for the parties, forming a government under parliamentary politics is like a complicated mathematical equation.&nbsp;
In 2022, the Nepali Congress (NC) emerged as the biggest party, winning 89 seats. But the UML with 78 seats and the Maoists with 32 formed a minority government. In fact, Sher Bahadur Deuba did not become PM then despite leading the biggest party in Parliament.
This time, there is an unmistakeable Rastriya Swatantra Party (RSP) wave led by its prime ministerial candidate, Balendra Shah. Besides his own popularity, Shah represents change which most Nepalis are clamouring for after decades of corrupt and feckless coalitions that did not deliver.&nbsp;
The past months of campaigning has seen massive youth engagement on social media through memes, AI clips, and viral images. Digital content that appeals to emotion rather than policy debate between candidates shape electoral outcomes in Nepal and elsewhere. &nbsp;
Shah represents GenZ aspirations, and was their candidate for prime minister. It was only when he declined that Sushila Karki was nominated. None of the political parties in the recent past -- new, old, or revolutionary — have won enough seats to go it alone.&nbsp;
The most recent majority government was formed by the short-lived Communist Party of Nepal after the UML-Maoist merger in 2022. But that rare two-thirds majority collapsed after a power struggle between K P Oli and Pushpa Kamal Dahal. The only party to have won a majority was the NC in the 1991 and 1999 elections. But it is near impossible for it to repeat this success now, even with Gagan Thapa's rebranding of the party.&nbsp;
We have compiled these possible scenarios for election outcome in order of likelihood:
RSP gets a majority
RSP hits the magic 138 to form a government entirely on its own. Balendra Shah wins Jhapa-5, and becomes the new prime minister at 35, the youngest ever to hold the office in Nepal. But danger lurks: there could be a personality clash between Shah and Lamichhane who are both equally ambitious. History could repeat itself.&nbsp;
RSP wins but does not get a majority
RSP is likely to sweep the most votes, but what if it does not secure enough seats for a majority? It would need a coalition partner and Nepali Communist Party (NCP) under Pushpa Kamal Dahal could fit the bill, but only if it has the numbers. The RSP is not likely to team up with the UML or NC.
The NCP is relatively untainted by the 8 September events, and also has former UML defectors like Madhav Kumar Nepal and Bhim Rawal who could bag their rural vote banks. After all, there are no permanent foes in politics. If the royalist RPP and Tarai-based Janata Samajwadi have enough seats, those could be options for the RSP. &nbsp;
NC is second
The NC under the new leadership of Gagan Thapa could become the second biggest force and form a government with RSP in a power-sharing deal with Shah. This would be the most stable scenario since the RSP and NC have competent and idealistic young technocrats. Thapa himself embodies a strong combination of both old and new politics to navigate the system for more efficient government. But then Thapa and the RSP's Rabi Lamichhane do not get along.
NC and NCP form a majority
If the NC becomes the largest party but not by a big margin, it could join up with the NCP and Ujyalo. Teaming up with the UML would likely face backlash with the party and outside. If Gagan Thapa becomes prime minister he will face internal pressure from both Deuba loyalists. Same old story.
Minority coalition of NC, UML and NCP
RSP becomes the first party but does not get a majority, paving the way for the three legacy parties to cobble together a minority government. While this is possible in Nepal’s parliamentary system, such a scenario is likely to lead to more instability and dissatisfaction among young Nepalis demanding change, and even trigger street unrest. &nbsp;

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