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

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

Nepal’s five little railways

The cost of preserving Nepal’s past

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

Turkish to sponsor women’s volleyball league

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