Formal education in schools and universities became available to ordinary Nepalis only 70 years ago. But even then women were not encouraged to get an education.&nbsp; The 1971 Education Plan laid out a strategy to raise literacy levels, and encouraged girls’ enrollment in schools. Over the decades, female teachers were added to school faculties, girls were given scholarships and free basic education and women’s rights were enshrined in the Constitution.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240317070340_f88f873c913f8f2462393927e5e05021cf1f9819eab883262f3e000895765dec.jpg" data-media-id="editor_0" data-image-id="20240317070340_f88f873c913f8f2462393927e5e05021cf1f9819eab883262f3e000895765dec" data-rendition-name="original" width="6000" height="4000" loading="lazy" alt="age no bar"> <figcaption>ALL PHOTOS: GOPEN RAI</figcaption> </figure>  The progress is undeniable: Nepal now boasts near-equal enrollment rates for both boys and girls at primary level. However, dropout rates for young women is still high in secondary and higher education. The female literacy rate is 69.4% compared to 83.6% for males. Socio-cultural norms, poverty, child marriage and lack of proper sanitation facilities in schools are factors hindering equal access to education.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240317070340_9d99549d1480caacc3aa9ced49dc83cdea6148a5df4a3e53d3297f95e9bf2ff9.jpg" data-media-id="editor_1" data-image-id="20240317070340_9d99549d1480caacc3aa9ced49dc83cdea6148a5df4a3e53d3297f95e9bf2ff9" data-rendition-name="original" width="6000" height="4000" loading="lazy" alt="age no bar"> </figure>  But in a case of better late than never, older women who were denied education when young are enrolling in formal education. “We have studied that men and women are wheels of the same chariot. How can the chariot move forward when one wheel is well oiled and the other is not,” asks Anjana Maharjan, Principal of Shradha Mahila Alternative Secondary School in Swayambhu that offers classes from Grade 1 through 10 for girls 12 years and above.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240317070328_b4438e12d33f45dda5b8f285735c0ffc66230fc2f4e3f27267f4e88da7c1b24d.jpg" data-media-id="editor_2" data-image-id="20240317070328_b4438e12d33f45dda5b8f285735c0ffc66230fc2f4e3f27267f4e88da7c1b24d" data-rendition-name="original" width="6000" height="4000" loading="lazy" alt="Age no bar"> </figure>  “When a man is educated, the house prospers, whereas when a woman is educated, the family prospers. When a family is capable, the village becomes capable. When a village becomes capable, the country develops,” she adds. But the road back to the classroom is not always smooth. Household chores for women often leave little time for studies. The social stigma of starting school later in life or the fear of being judged can be deterrents for some. Many lack of support from their families, and have to lie about going to school.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240317070340_f10385968c6fd0a31856b9e6da39648857c9e039a40265cad19301bbc0cd9a5e.jpg" data-media-id="editor_3" data-image-id="20240317070340_f10385968c6fd0a31856b9e6da39648857c9e039a40265cad19301bbc0cd9a5e" data-rendition-name="original" width="5719" height="3812" loading="lazy" alt="age no bar"> </figure>  “There are students here who come here while telling their family that they are going to work,” says Prabha Chalise, Principal at Prerana Mahila Secondary School in Satdobato that provides classes for young women 14 years and older.&nbsp; Some women stay on after class to finish their assignments and leave their books in school so that no one back home finds out.&nbsp; “Society and family should encourage women, they must inspire them and push them to get an education, not judge them for it,” says Chalise. Meet some of the women achieving their lifelong dream of attending school: Indra Kumari Ale, 71  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240317070320_6074a2419e92ce4ac3d3bf285dd8dcfd6a07121b2622920c64f9acb65919d738.jpg" data-media-id="editor_4" data-image-id="20240317070320_6074a2419e92ce4ac3d3bf285dd8dcfd6a07121b2622920c64f9acb65919d738" data-rendition-name="original" width="3840" height="2416" loading="lazy" alt="Indra Kumari Ale"> </figure>  Every morning, Indra Kumari Ale takes a half an hour walk from her home in Kusunti to Prerana Mahila Secondary School in Satdobato, carrying a blue and purple backpack. Once inside the brown gates, she makes her way to the second floor and takes her place inside the classroom. Growing up in Syangja, Ale got basic education, but her father thought girls did not need education and married her off at the age of 18. Her husband was in the Indian army, and Ale took care of her in-laws while he was away serving.&nbsp; For 25 years, the two maintained a long-distance relationship and her husband would only be home during holidays. Because she herself could not go to school, Ale made sure all her children did. Her two older daughters were married off after completing high school, and her youngest daughter has completed medical school. &nbsp;&nbsp; During all the time she was home looking after the family, Ale yearned to go to school but that dream never materialised until 2015 when her youngest daughter, convinced her to join the school for women. &nbsp; She started in Grade 1, and excelled in studies, got the highest scores in class skipped grades. “It was easy in the lower classes, even till class 7/8, but it is more difficult now more so because of my age, my eyes and ears have started to fail,” she says.&nbsp; Last year, Ale sat for her SEE exams, which she says was “fun”, giving the test with other students who were her grandchildren’s age.&nbsp; “The students as well as the teachers there showed me love and respect as I was sitting for exams at my age. I did not think I would pass, but I did,” she says.&nbsp; Until then not many outside Ale’s family knew she was going to school. When the results were announced, people from her locality came to know that she had passed the SEE exams, and they came together to honour her for her achievement.&nbsp; Now in Grade 11, she is proud of her decision to go to school. “In the past when my neighbours asked where I was going carrying a backpack, I would say I’m going for a walk,” says Ale. “These days everyone in my community knows I go to school and they love and respect me for continuing my education.” Education has not only given Ale recognition in her family and society but has also helped her become more independent. “From reading signboards to hailing buses, I can do all that by myself now,” she says. “Now, I understand English even if I can’t speak it properly yet, I did not think I’d be able to do all this at this age.” Prem Kumari Rajkoti Magar, 55  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240317070320_2f9f1b34ba9ec0f43524398cea9ef85d1f0864310e2434e522d80c0367278885.jpg" data-media-id="editor_5" data-image-id="20240317070320_2f9f1b34ba9ec0f43524398cea9ef85d1f0864310e2434e522d80c0367278885" data-rendition-name="original" width="5880" height="3892" loading="lazy" alt="Prem Kumari Rajkoti Magar"> <figcaption>Prem Kumari Rajkoti Magar, 55</figcaption> </figure>  In the mountains of Palpa, Prem Kumari Rajkoti Magar was known for her dulcet voice and an interest in singing. Villagers would invite her to perform in rodhi, dohori and other programs. She happily obliged. Over the years, she published two albums and played small roles in Nepali tele serials but she was troubled by the fact that she did not know how to read or write. She came to Kathmandu 25 years ago, where her husband landed a job. She also looked for jobs in offices, but they said the most she was capable of was cleaning and mopping floors.&nbsp; “I faced a lot of humiliation because I could not read or write,” recalls Magar. Once, while auditioning for a role in a Nepali movie, she was handed her lines. A younger woman read them out for her so she could memorise them, but not before remarking, “Why would a person who cannot even read the lines apply?” &nbsp; She was embarrassed, and the comment damaged her confidence. She fumbled through the audition and was not surprised when she did not get the role. “Even when singing, I kept thinking that if I knew how to read, I wouldn’t have to struggle to memorise all the words, I could even write my own songs,” says Magar. “All of these life experiences taught me the importance of education.” Magar always wanted to study but growing up she never had the chance to because “education was never a priority in the village” and for her parents. Once she was married, she was too busy taking care of the household.&nbsp; Magar had given up on ever learning to read when she learnt of Shraddha Mahila Alternative Secondary School in Swayambhu, and made up her mind to enroll. Her husband and sons supported her decision, and she got enrolled in Grade 1.&nbsp; “I did not feel embarrassed to study with students who were younger than me, plus there were others who were similar to me in age and older learning their alphabets too,” she says.&nbsp; For nearly two years, she has been taking care of household chores and rushing to school every morning. &nbsp;This year she had to take two months off from school when her daughter-in-law gave birth but is now back in class. Now in Grade 2, Magar diligently attends school from 11am to 3pm every weekday and says she can now confidently sign her name in both English and Nepali, and use her mobile phone. She wants to study as long as she is healthy and can move around. “I am happy that I get to study at this age,” says Magar. “Women should study so that they can be financially and socially independent. When they are educated they will know the ways of the world, they won't get cheated, they can maintain their privacy and more importantly they can voice their opinion.” Shobha Thapa, 60  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240317070324_9e63b29002a8c8a3a5b9409716fba9e810ada69adbf6a3e055f50181b1f76553.jpg" data-media-id="editor_6" data-image-id="20240317070324_9e63b29002a8c8a3a5b9409716fba9e810ada69adbf6a3e055f50181b1f76553" data-rendition-name="original" width="4627" height="3084" loading="lazy" alt="Shobha Thapa"> <figcaption>Shobha Thapa, 60</figcaption> </figure>  When she was young, Shobha Thapa learned to recognise the Nepali alphabets by peeking and eavesdropping on her siblings' lessons. She never got to go to school, and once married got too busy raising children. But she made sure her children would get the best education and enrolled them in English medium schools. “The teachers would talk to me in English,” recalls Thapa. “I couldn’t understand anything but I was too embarrassed to admit it or ask what they meant.” At home, she would often feel excluded when people said she would not understand the issue because she was uneducated. “There are simply too many humiliations for me to recount now. But what they all taught me was that education is important,” says Thapa. She could not muster up the courage to tell her husband about her desire to go to school. But one day he himself brought home a newspaper featuring a story of Prerana Mahila Secondary School. She told him she wanted to enroll, and he agreed.&nbsp; Her youngest son had just come home after graduating from an engineering college, so she asked him to take her to the school for admissions. Thapa finally started school at age 50.&nbsp; “I cannot describe the feeling of happiness on that first day,” says Thapa who is now in Grade 11. “I felt that I had already achieved a lot.” Her zeal was so strong she would have her books open when she was cooking or doing laundry.&nbsp; Thapa was the top performing student till the pandemic hit. “I did not know how to use a laptop, but managed to take online classes,” says Thapa who was much happier when physical classes resumed. She says she still needs to work on her English.&nbsp; After passing her SEE exams last year, she has felt a shift in people’s attitude towards her. “People who called me hariyo kakro (why eat green cucumbers when it’s time to die) now show respect and ask me for help,” she says.&nbsp; Thapa wants to continue in her path and is proud of what she has achieved. She doesn’t hesitate to tell everyone that she is in school or encourage other women to start studying. She adds, “Education opens up the world. It is what makes us human beings and it is especially important for women because she needs to be strong to face the world.” Surya Kumari Shrestha, 67  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240317070344_315fbecadb75acba0c8abd602bcc3d53d5bc0bb98e60ec378e942022b3a9d447.jpg" data-media-id="editor_7" data-image-id="20240317070344_315fbecadb75acba0c8abd602bcc3d53d5bc0bb98e60ec378e942022b3a9d447" data-rendition-name="original" width="4344" height="2866" loading="lazy" alt="Surya Kumari Shrestha"> </figure>  As a child, Surya Kumari Shrestha never went to school even though there was one in her village. She did attend kindergarten, writing on slates with chalk. But she never continued in school. Later when her contemporaries went on to hold jobs and some worked as teachers, she regretted not studying, and spent most of her life thinking ‘what if’. 20 years ago, she moved to Kathmandu. In her new home, there was a telephone that her family members used often. “Everyone dialed different numbers to talk to different people and I wondered how they did that,” remembers Shrestha. “I had no idea how it worked.” Today, she comfortably uses her mobile and talks to her daughters and video calls her son in Japan. “I dial the numbers myself and call whoever I want to call,” she says. “Maybe I cannot do everything, but I can do more now than when I did not go to school.” A student of Grade 8 at Shraddha Mahila Alternative Secondary School, for Shrestha the decision to join the school was not just to study but also for companionship.&nbsp; With her son abroad and her daughters married, Shrestha lives alone with her dog Pinki. “If I don’t come to school, I don’t have anyone to talk to. Here I have friends and I get to learn new things,” she says.&nbsp; Her children, relatives and neighbours all know that she is attending school and support her decision. On days when she is at home, her neighbours ask why she is missing class.&nbsp; Education has given her the confidence to face the world as a single woman. Recently when she was asked for her thumbprints on a document, she replied that she could sign her own name.&nbsp; Says Shrestha, “I want to sit for SEE exams and then go to college. Education has brought about many positive changes in my life.” Nirmala Chhetri, 56  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20240317070324_0335aab1fa79e1f2a4bd421c12538054a5c571d9fec53b1d199c281882781a12.jpg" data-media-id="editor_8" data-image-id="20240317070324_0335aab1fa79e1f2a4bd421c12538054a5c571d9fec53b1d199c281882781a12" data-rendition-name="original" width="6000" height="4000" loading="lazy" alt="Nirmala Chhetri"> <figcaption>Nirmala Chhetri, 56</figcaption> </figure>  Nirmala Chhetri is a social activist and an entrepreneur. Over the years, she worked at various hotels, opened and operated a women’s cooperative, ran her own tailoring business and is now with the Godavari Chamber of Commerce and Industry.&nbsp; On the outside, her life looked good, but Chhetri secretly yearned to continue her education. After her high school exams, she had learned to type. Her accuracy and speed brought in an offer for a government job, but she had to turn it because her family’s disapproval.&nbsp; In 1985, she passed her SLC exams and joined Namuna Machhindra College for her IA, but she had to put her studies on hold and get married. Her home life took precedence as she brought up her children. Because she could not study to her heart’s content, she made sure all three of her children, especially her daughter went to school. Two of her children are now in Australia and her son works with Nepal Airlines. “I always wanted to continue my studies,” says Chhetri. “But when I joined the Chamber of Commerce and Industry, the men there were much more educated than me. This made me feel a bit inferior, but it also made me more determined.”&nbsp; She joined Prerana Mahila Secondary School in Grade 11 and plans to continue on to do a bachelor’s in law.&nbsp; “I feel happy. I feel proud of myself and have regained my confidence,” says Chhetri. “I now think I can do much more in life.” Chhetri's family is fully supportive, and with her children all grown up, she feels this is the time to invest in her own personal growth. &nbsp; “We women have reached this point by sacrificing a lot, so our family and children had opportunities,” says Chhetri. “Why should we give up opportunities at this point in our lives too? Women are now free, we should make the most of it.”

Sahina Shrestha

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Age no bar to go to school

The daily 10-hour curfew at Tribhuvan International Airport from 8 November that will last five months has affected tourism during Nepal’s peak season, with some hotels and trekking agencies here reporting cancellations into spring next year. The reduced hours at Nepal’s main aviation gateway till 31 March means that a third of all flights have been cut. This has also caused ticket prices to surge by up to eight times of normal fares. For example a Kathmandu-Delhi ticket that used to cost Rs12,000 is now listed at Rs50,000, and even then seats are not available.&nbsp; “Especially if they are here to trek, change in flight dates can cause tourists to miss their connections,” says Jagan Timilsina, who runs a trail running and outdoor education business. &nbsp; Pokhara is feeling the brunt as hotels report last-minute cancellations for November because of flight disorders. Some hoteliers also say although there have been some cancelled trips, most itineraries have been rescheduled.&nbsp; Hari Prasad Sharma Gaire of the local chapter of the Hotel Association of Nepal says the Kathmandu airport closure should have been timed for the off-season. He told us: “Starting construction during the peak tourist season was a mistake and will cause the tourism industry to lose a lot of business. The upgrade could have been spread out over a longer time but closed for fewer hours at night so that disruption was minimal.”&nbsp; Nearly a third of the 1.2 million tourists who visit Nepal annually come to Pokhara, which is also the gateway to Mustang, the Annapurna treks and pilgrimage tourism to Muktinath. Located by scenic lakes with a range of adventure sports like hot air ballooning, paragliding, canyoning, bungee and ziplines, Pokhara is also popular among diaspora Nepalis. “Besides its own attractions, Pokhara is really the hub for central Nepal, and we have been trying to get visitors to extend their stay here,” says Timilsina, who started out as a trekking porter and rose up the ranks to be an expedition guide and entrepreneur. &nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2024111603114_0e071ce63ea9b0a9a7ee76f8c3cea0ff08c6767c41dd09f6bc4413d2db067a60.jpg" data-media-id="editor_0" data-image-id="2024111603114_0e071ce63ea9b0a9a7ee76f8c3cea0ff08c6767c41dd09f6bc4413d2db067a60" data-rendition-name="original" width="3500" height="2333" loading="lazy" alt="Pokhara's tourism woes NT"> <figcaption>Tourist arrivals in Pokhara have slumped since the disruptions at Kathmandu airport due to upgrading work. Photo: KRISHNA MANI BARAL/NEPALI TIMES ARCHIVE</figcaption> </figure>  Even without the Kathmandu airport closure affecting tourist arrivals, Pokhara was already suffering from a decline due to many factors like the poor state of the Prithvi Highway, the shortage of luxury accommodation for high-end tourists, and the reluctance of international airlines to start direct flights to Pokhara despite an expensive new airport that was inaugurated two years ago.&nbsp; “There was a lot of initial excitement on the construction of the international airport,” says Timilsina, “but it hasn’t delivered as expected due to politics. People have invested in nearby businesses, and have faced losses.” India has blocked direct flights from its cities to Pokhara because the facility was built by a Chinese company. Although tourists and pilgrims from India hit record levels this year, the poor state of the highways and the Indian bus accident on the highway to Kathmandu in July that killed 27 pilgrims from Maharashtra state dampened arrival figures. Gaire says, “While tourist arrivals to Pokhara are now approaching pre-Covid levels, we haven’t seen the improvement we were expecting. We need a better marketing strategy. What are our embassies abroad doing?”&nbsp; Indeed, Pokhara used to be a favourite destination for Chinese tourists. There was a boom in arrivals from China before Covid, especially after a popular Chinese tv serial was shot on location here. But arrivals from China have not really recovered since the pandemic because of the economic slowdown there. Promoting Pokhara airport to handle direct flights from Chengdu or Kunming could revive Chinese arrivals.&nbsp; Nepal’s Civil Aviation Authority (CAAN) has used the Kathmandu airport closure as an excuse to arm-twist international airlines to start flying to Bhairawa, which has barely been in operation for two years since it was inaugurated. So far, Fly Dubai, Thai AirAsia, Jazeera and Qatar are flying to Bhairawa, but most use it as a hop before flying on to Kathmandu, which does not reduce congestion at Kathmandu.&nbsp; An ideal situation could have been to get Pokhara to run to full capacity while Kathmandu is partially out of action. Pokhara entrepreneurs are puzzled why the CAAN and the national government have not taken more interest in promoting Pokhara as an alternative to reduce the congestion in Kathmandu. Nepal’s football team that was flying to Dushanbe this week couldn’t get tickets via Delhi, and took a domestic flight to Bhadrapur, crossed over to Bagdogra and flew on to Delhi to catch their flight to Tajikistan.

Pokhara’s tourism woes

An excerpt of a conversation between an anthropologist and linguist Mark Turin, PhD and Lava Deo Awasthi, PhD, the first Chairperson of the Language Commission of Nepal. Nepali Times: What is the role of Nepal’s Language Commission and when was it formed? Lava Deo Awasthi: The Constitution of Nepal (2015) created a Language Commission (LC) with the following four core mandates: (a) to develop eligibility criteria for gaining status as an official language and offer recommendations to the Government of Nepal about the official language(s) in each province; (b) to offer recommendations to the Government about measures to be taken for the conservation, promotion, and development of languages; (c) to suggest possible ways of using mother tongues in education by assessing their stage of development; and, (d) to conduct studies, carry out research and perform monitoring functions about the response to the constitutional provisions for the federalisation of languages in Nepal. The Commission was founded in 2016 and I was appointed as the Chairperson of the Commission in September of the same year by the Cabinet of Ministers. What in your own professional and educational background helped to prepare you for the role? I have worked with the Government of Nepal for about 30 years, alongside holding teaching appointments at universities in Nepal. Prior to assuming the role of the Chairperson of the Commission, I served as permanent Secretary to the Government of Nepal and worked as the Chief Administrator of the Central Development Region. I was appointed as Director General of the Department of Education and completed my assignments as Joint Secretary at the Planning, Monitoring and Educational Administration Divisions of the Ministry of Education.&nbsp; In addition, I have taught courses as a visiting professor at Tribhuvan University and Kathmandu University for more than three decades. Later, I also started supervising MPhil and PhD students at the Far Western University in Mahendranagar, Kanchanpur. My PhD project from the Danish University of Education was dedicated to making sense of Nepal’s social construct and commitment to multilingualism, exploring the persistence of monolingual school practices in the face of constitutional promises and state commitments to multilingualism. I conducted a survey of Nepal’s languages and carried out a qualitative study of the Tharu language in the district of Bardia. I analysed language policy statements and explored classroom pedagogies in schools. I documented how teachers showed a tendency to resist change and maintain the status quo because they were not consulted when new educational language policies were introduced. Teachers also exhibited a deeply-held adherence to the Gurukul education system which appears to have been harnessed as a way to resist newer pedagogical ideologies imported from the West. Recognising how engrained these rich traditions of knowledge transmission are, I wanted to know how students’ engagement in the learning process appeared to have dwindled, creating a gap between children’s home languages and the language(s) of the school. Whilst statutory provisions for education in the mother tongue were oriented towards promotion, classroom pedagogies remained resolutely monolingual and exclusionary. The result was that multilingual education policies that had been introduced in Nepal did not result in meaningful changes in classroom practices. My research was also a reflection of childhood traumas I had experienced at the earliest stage of formal education. My home language, Baitadeli, has a strong oral tradition and no written literature. English is my fifth language in terms of exposure and competence, and my home district of Baitadi is well-known for its loyalty to the local language. I had to drop out of school after completing my sixth grade. Staying at home, I received much attention from my family and had much greater exposure to my native language, culture and environment. My overall impression is that dropping out of school had a surprisingly positive impact on my life. The opportunity offered a surprising dividend for me as I gained mastery in my mother tongue and received extensive exposure to folk literature and Indigenous knowledge and survival skills, cultivating my interest in language, culture, literature and local cosmologies.&nbsp; Now that I reflect on it, I appreciate how language has always played a key role in my life. I grew up in a multilingual environment: brought up with Baitadeli, Hindi, Sanskrit, Nepali and English. Language played a major part in my decision to leave school and my later success is closely linked to my competence in several languages. It was rewarding to be at home with my family as I deepened my understanding of native language and culture, which in turn helped me to harness and refine my art of living. Languages matter so much to me because they are both software and hardware. Later, when I was in secondary school, I realised that my command of my home language contributed significantly to enhancing my Nepali and English. I used my mother tongue as a form of linguistic capital to strengthen my competence in both English and Nepali.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2024111811110_5400ba54792bf9e4854e1c1effde8bf09804e99647f23513700b450cc49adc4a.jpg" data-media-id="editor_0" data-image-id="2024111811110_5400ba54792bf9e4854e1c1effde8bf09804e99647f23513700b450cc49adc4a" data-rendition-name="original" width="1000" height="1500" loading="lazy" alt="Dr Lava Deo Awasthi"> </figure>  In your term as the Commission’s first Chairperson, what were your strategic goals and objectives? My first strategic goal was to create an environment conducive to implementing the provisions of the Constitution of Nepal in relation to language. My priority was to prepare a detailed action plan for my six-year tenure in consultation with language stakeholders, including language experts, professionals, activists, Indigenous community members and representatives of relevant national and local-level institutions. The Commission formed a body of high-level advisors to ensure that the Chairperson’s work was well-informed and credible. The advisors to the committee had highly visible professional and social reputations in Nepal and had much experience in the field of language conservation, promotion, research and development. Another strategy we adopted was to establish close institutional linkages with federal, provincial, and local level governments for collecting opinions and disseminating information widely.&nbsp; What critical issues did you have to consider while discharging your duty? When Nepal’s new Constitution was drafted, a number of concerns could not be adequately addressed. These related to the conservation of languages, the recognition of official languages at the provincial level, and the use of mother tongues at federal, provincial, and local levels. These unresolved issues and matters pertaining to the federalizsation of Nepal’s languages were passed on to the Language Commission to address and resolve.&nbsp; Regarding the recommendations for official languages, a five-year timeline had been set by the Constitution. With great effort, we succeeded in having all provinces agree to recognise their official languages as per the recommendations of the Commission.&nbsp; What were your greatest achievements during your term? One of the greatest achievements was that we succeeded in setting a language agenda at all levels. Nepal’s language communities and other stakeholders expressed the view that this was the first time their languages were recognised and their voices heard by the state. People participated in debates and discussed issues relating to language that in all likelihood had never before happened in their lifetimes, at least not in ways that were supported by the state. We encouraged people to speak in their own language(s) and provided translators during plenary sessions and group discussions. Another major achievement was developing criteria for the status planning of languages at federal, provincial, and local levels, and to recommend 11 province-level official languages, in addition to the Nepali language. Similarly, a notable achievement was recognising Indigenous languages spoken by smaller communities, all of whom faced ongoing marginalisation and high levels of endangerment. The Commission identified 9 new languages that had not been reported in the 2011 census, and provided a framework for recognising official languages within a municipality. The commission emphasised the need for documentation and digitisation of languages for developing corpora and archives at national and sub-national levels.&nbsp; Languages of historical importance as well as classical languages were given recognition for their protection, growth, and development. Recommendations were made for the conservation, promotion and development of Nepal’s marginalised languages that are threatened by majority languages and for those languages that hold particular power at local and global levels. Recommendations were also made for how best to safeguard Nepal’s languages from the ever-growing spread of English and other powerful, globalising languages.&nbsp; A further important aspect of the Commission’s work was to emphasise mother tongue medium instruction in schools across the nation. Recognising the role of language in children’s cognitive, socio-emotional and academic development, the Commission suggested strategies for linking schools with ward-level language clusters for use in the classroom. The importance of nurturing and respecting a child’s first language was reiterated in the Commission’s recommendations for children’s learning and all-round development. By the end of my term, a remarkable change could be observed in terms of building trust within and across Nepal’s diverse language communities. A network of language groups and stakeholders across the country proved to be a powerful way of bringing all language communities under one roof for a collective review of and response to the process of federalising language policy. The many language stakeholders across Nepal appreciated the opportunity to work within a coordinated framework, and—feeling empowered by this—seemed genuinely enthusiastic about the initiatives taken by the Commission.&nbsp;  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/2024111811114_b45297fdd2fedf17bdb6313e495a1062c0d87f1a19fa5349f871f220b75f93ab.jpg" data-media-id="editor_1" data-image-id="2024111811114_b45297fdd2fedf17bdb6313e495a1062c0d87f1a19fa5349f871f220b75f93ab" data-rendition-name="original" width="1500" height="1000" loading="lazy" alt="Dr Lava Deo Awasthi NT"> </figure>  What were the most significant challenges for you as Chairperson? One of the major challenges was winning people’s trust in advocating for the mission of the Language Commission. I faced considerable resistance as I sought to emphasise the use of native languages in families and communities. While the Commission advocated for multilingualism and promoted linguistic diversity, the prevailing policy circles and central level institutions had been deeply influenced by a one-language discourse and ideology of Nepali only. The spread of English also poses a huge threat to Nepal’s languages. However, people in power do not seem to see this as a problem. They tend to abandon their own languages in preference for English. The way that Nepal’s municipalities are increasingly introducing English as a medium of instruction at the earliest stage of a child’s school-based education has proven to be detrimental to their cognitive development, socio-emotional wellbeing and academic success. Most of Nepal’s elites have been heavily influenced by the spread of English and remain unaware about its impact on their home languages as well as on the inter-generational transmission of Indigenous languages in the country. I wish that we could have produced more compelling evidence to show the consequences of making poor policy choices for our children’s education. Demystification calls for a collective response. To make change happen across this entire, complex and federalising country was daunting work and left like a race against time. I feel that I could have done more to offer concrete examples in favour of using the mother tongue as a medium of children’s education at the earliest stages of a child’s education. What do you see the Language Commission achieving in the next 5-10 years? The Language Commission will have to ensure that all of its key recommendations are implemented at all levels of government. In 10 years’ time, all seven of Nepal’s provinces will have their official languages in place. These languages will also be recognised as languages of federal business, alongside Nepali. I anticipate that all official languages in the federal and provincial systems will have a national portal for inter-language corpora using machine translation to fulfil their federal, provincial and local level language functions, and that all languages spoken in Nepal will be represented through a digital database in the national archive. The Office of Statistics will monitor the status of Nepal’s languages over time. By the end of the next decade, each municipality in the country will have recognised one or two official languages at the local level, based on speech populations. Other local languages will have received community-level legal recognition and official status to fulfil their functional roles. Languages that are highly endangered or at risk will be entitled to receive state grants for enhancing local level capabilities to encourage families and young learners to speak the language. Incentive schemes will be introduced in municipalities that promote language within the family and at home. Inter-generational transmission of languages will have received welcome and timely attention across Nepal. It is my hope that all schools—public and private—will have introduced mother tongue medium instruction at the earliest stage of school education, at least up to class five. Nepali, English and other national as well as classical and foreign languages will be taught as subjects. The existing policy of English medium education at the early stage of education will be abolished. The Government of Nepal will be held accountable if the number of speakers of any language decreases or if local communities face language loss and greater endangerment. Under the aegis of the Language Commission, a Centre for Language Research and Innovation will be created with world-class facilities for language documentation and archiving in collaboration with Tribhuvan University’s Central Department of Linguistics and other relevant institutions. Harnessing the vastness of Nepal’s linguistic diversity, the Language Commission will morph into a centre of excellence for national and international communities to engage in collaborative language research, to share experiences and document best practices at in service of global linguistic diversity and Nepal’s many Indigenous languages.

Languages are both software and hardware

Nearly 750,000 Nepalis went abroad for employment in the past year, and more than 100,000 left on student visas. Most of them were young Nepali men and women, and the number has been increasing every year. As with other sections of society, Nepal’s security agencies also face a recruitment crisis. Nepal Police opened recruitment for 64 inspectors in September, and received 2,239 applications, compared to 2,718 candidates last year. Police also invited candidates for 256 assistant sub-inspectors this year for which it received 17,756 applications – down from 19,932 last year. It is the same story in the Nepal Army, the number of applicants for the post of Officer Cadet (Second Lieutenant) went down from 6,144 for 400 open seats in 2019 to 4,390 in 2020. Meanwhile, applicants in the paramilitary Armed Police Force went down from 857 applications for 75 posts in 2021 to 536 applicants for 99 posts last year. While the number of applicants appears higher than the demand, the data shows a significant decrease in applications for vacancies in Nepal’s law enforcement agencies. Security personnel are recruited on the basis of rank and age in Nepal, and the age cutoff for entry into Nepal’s security agencies is typically 25 years. Sociologist and migration expert Ganesh Gurung says that the demographic of young, physically fit Nepalis emigrating abroad in search of better opportunities has impacted recruitment into law enforcement and the military here at home. “The returns from working in Nepal’s police and army are minimal, whereas overseas job opportunities are more attractive,” Gurung says. “The work may be physically demanding abroad, but the pay is a lot higher.”  <figure><img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241116041148_a7e477e0ee2f56acf16c2559fdb24d8f0377f7bc1f9e56138bc40108fc4fa33f.jpg" data-media-id="editor_0" data-image-id="20241116041148_a7e477e0ee2f56acf16c2559fdb24d8f0377f7bc1f9e56138bc40108fc4fa33f" data-rendition-name="original" width="800" height="534" loading="lazy" alt="Nepal Police"><figcaption>Nepal Police</figcaption></figure>  Nepal Police spokesperson DIG Dan Bahadur Karki agrees that the physical and mental demands of a law enforcement job is incomparable to the income that security personnel earn. “A young Nepali who works in Dubai earns enough to build a home in the village within four years, while a Nepali with the same qualifications and physical ability in a security agency here barely makes enough to survive,” says Karki. “Obviously the youth prefer foreign employment.” Security agencies are now worried about the quality of inducted manpower. “There is a difference in work ethic between an applicant chosen from a competitive pool of 50 candidates versus one chosen from a pool of three candidates,” explains Gurung. “Unmotivated employees hamper the overall performance of the state apparatus.” Nepal Army spokesperson Brigadier General Gaurab Kumar KC says recruitment has not been hampered by outmigration: “We have still been getting more than three times the applicants than there are open posts, so we are not yet worried.” Even so, the passing rates of aspirants have gone down for security forces after the Public Service Commission began examinations for military recruitment in 2015. In fact, the Nepal Army complained about the Commission’s involvement in recruitment. Still, the number of vacant military posts tends to exceed the number of passing candidates. Nepal Army’s KC says that the military will not compromise on intake criteria even if there are fewer passing applicants. “Unqualified persons will not be admitted even if there are less-than-required passing candidates. We will re-advertise if that is the case.” But Nepal’s security forces now also have to worry about retention of existing personnel. About 900 Nepal Army, 600 Nepal Police, and 300 Armed police personnel resign every year before the completion of their tenure.  <figure><img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241116041148_b8cd62f70eea3aac7d3d3778615a5b70b1e20550c9bd76321f051f9c766fd2a9.jpg" data-media-id="editor_1" data-image-id="20241116041148_b8cd62f70eea3aac7d3d3778615a5b70b1e20550c9bd76321f051f9c766fd2a9" data-rendition-name="original" width="750" height="378" loading="lazy" alt="Armed police forces"><figcaption>Armed Police Force</figcaption></figure>  In 2020, Home Minister Ram Bahadur Thapa recalled almost 1,000 police personnel who had been deployed for the security of VIPs after long-standing criticism that security forces were being misused to cater to political and bureaucratic leadership. However, security personnel have continued to be assigned to high-ranking officials as glorified housekeepers. In December 2022, Rabi Lamichhane’s Home Ministry had instructed its offices to recall unauthorised security personnel assigned to high-ranking officials, following which 500 officers from Nepal Police and Armed Police Force were withdrawn from their details. But the Nepal Army does not have to follow such rules, and the practice of army personnel serving high-ranking active-duty and retired military personnel remains. Conditions here are dire enough that many active duty officers in Nepal’s military and police forces have chosen to leave their jobs to serve in the Russian Army to fight in the Ukraine war. The hierarchical culture and chain of command of politics, bureaucracy, law enforcement and military has also meant that abuse and mistreatment of subordinates is rife in Nepal’s security forces. “Feudalism is alive and well within our security institutions,” says Gurung. “When soldiers and security forces who swore to protect and serve the nation are made to be at the beck and call of politicians and bureaucrats, it is easy to understand why they are disillusioned with their jobs and why they choose to quit and find jobs abroad.”

Job insecurity in security forces

Earlier this month, Nepal received Rs1.6 billion from the World Bank as part of its <a href="https://nepalitimes.com/news/will-nepal-ever-be-paid-for-saving-trees">Forest Carbon Partnership Facility (FCPF)</a>, rewarding the country for increasing its carbon sink capacity. Nepal is the first in South Asia to benefit from this facility, and it is specifically to recompense the country for increasing forest cover in 13 Tarai districts between 2018-2024. “We are also trying to get another Rs13 billion from the facility while also preparing for free market-based carbon trading in the international market,” says Nabaraj Pudasaini of the REDD (Reducing Emissions from Deforestation and Forest Degradation in Developing Countries) Implementation Centre. Big emitters of greenhouse gases are under pressure to reduce their carbon emissions, and many have signed agreements to do so by investing in decarbonisation projects in developing countries. Countries that emit more than a specified amount of carbon would be able to buy emission rights from countries that emit less. Nepal is internationally known for its community forestry program which has been largely credited for <a href="https://nepalitimes.com/banner/tree-mendous">increasing tree cover to over 45%</a> in less than three decades. But this achievement had not been adequately recognised or rewarded internationally before. Forests, especially in the tropics, absorb and store large amounts of carbon while releasing oxygen in a process known as photosynthesis. <a href="https://www.fao.org/forest-resources-assessment/en/">Preventing deforestation</a> and increasing canopy cover is considered a much more achievable goal than reducing emission in the scale necessary to limit global average temperature to 1.5°C above pre-industrial levels. COP11 in Montreal in 2005 first proposed reducing carbon emissions by improving forest quality by halting degradation. By 2015, a new mechanism of financial assistance was created to help less developed countries with sustainable management of forests <a href="https://www.un-redd.org/">(called REDD+)</a>. Under this new mechanism, countries receive aid based on their efforts to prevent forest degradation and increase carbon sink, and in 2021 the World Bank was entrusted with implementing it. Nepal’s FCPF receipt this month was calculated on the basis of 2.4 million tons of carbon stored at a rate of $5 per ton. In the second phase, Nepal will receive more than Rs4 billion within the next year for storing an additional 7 million tons of carbon. Eighty per cent of this amount obtained from carbon trading needs to be spent on local beneficiaries and indigenous communities.&nbsp; But carbon trading is not easy, Nepal needs to prove that protected forests will not be destroyed in future.  <figure> <img src="https://publisher-publish.s3.eu-central-1.amazonaws.com/pb-nepalitimes/swp/asv65r/media/20241121091132_c8a381c9a95aa86fec558951650d97bb87914741f01766982ba2b086af001f16.jpg" data-media-id="editor_4" data-image-id="20241121091132_c8a381c9a95aa86fec558951650d97bb87914741f01766982ba2b086af001f16" data-rendition-name="original" width="1500" height="999" loading="lazy" alt="Greenbacks for greenery NT "> <figcaption>Photo: KUNDA DIXIT</figcaption> </figure>  Explains carbon trading expert Yugan Manandhar. “Forests should be handed over to the community and shown that they are managed sustainably. Proving this will be particularly challenging; forest encroachment and degradation is rife in the Tarai.” <a href="https://nepalitimes.com/multimedia/nepal-is-going-up-in-smoke">Deliberate forest fires</a> have also added to the challenge because they increase carbon emissions and reduce the sink capacity of forests. The basis for the amount that Nepal received was set five years ago by calculating the carbon reserves of forests in the 13 Tarai districts. In the meantime, sustainable forest management, tree plantation, forest destruction and erosion control were prioritised to increase carbon reserves in those forests. Nepal is signing another carbon trading agreement during the ongoing Baku climate conference. The <a href="https://www.leafcoalition.org/">Lowering Emissions by Accelerating Forest finance (LEAF Coalition) </a>proposes to sell the carbon stored in the forests of Bagmati, Gandaki and Lumbini provinces. For this, Nepal signed the letter of intent three years ago at COP26 in Glasgow. The target is to store 70 million tons of carbon in 32 million hectares of forest in the three provinces per which Nepal will receive Rs13 billion in four years at $10 per ton with provisions to increase the rate if various conditions are met. However, the agreement in itself doesn’t guarantee the amount. According to the targets set by Nepal, forest degradation should be stopped and carbon reserves increased by protecting tree cover. Preparations are also underway for clean air carbon trade because it has offset fossil fuel use by introducing 30,000 electric vehicles. Nepal has been selected for the first round to receive $40 million within one and a half years through the Clean Air System of the World Bank. Given that most of Nepal’s energy mix is from biomass, replacing them with electric stoves can significantly improve health by reducing indoor pollution as well as strengthen the country’s capacity for carbon trade. “Nepal's goal now is to sell carbon in the free market where carbon credits are bought and sold based on supply and demand in an open and transparent manner,” adds Pudasaini of the REDD Implementation Centre. “Nepal can now set its own price and bargain with interested buyer countries and organisations.” Lately, India has been discussing setting up a carbon market. Nepal has exported Rs12.72 billion worth of electricity to India so far this fiscal year, which can be traded under Nepal’s carbon market. “Carbon trading can create significant economic benefits for Nepal, which will help reinvest in development and environmental protection projects,” says Manandhar. “But we must prioritise sustainable management of forests, cutting older trees and allowing regrowth as well as promoting electric stoves and electric vehicles.”

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Languages are both software and hardware

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Greenbacks for greenery