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मेरो स्कूलमा निबन्ध | Mero school ma nibandh | essay on my school in nepali

मेरो स्कूल स्थान

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History and politics of Nepal’s school education

Ishwari Bhattarai

To understand the historical and contemporary context in which schooling education in Nepal developed, one has to raise certain questions: When and how did formal school education evolve? How did the state regulate the opening of schools before and after the 1950s? How did intersectional dynamics of caste, class, gender and societal politics play in the establishment and expansion of schools? How the state-led ‘nationalisation’ of schools and ‘standardisation’ of curriculum shaped the knowledge and impacted the learning experience of children from diverse social backgrounds? Readers will get answers to these questions in the book ‘School Education in Nepal: History, Politics and Society’ published by Martin Chautari, a Kathmandu-based research organisation.

In the past couple of years, under its book series, Martin Chautari has published a few other volumes on school education in Nepal, namely ‘School Education in Nepal: History and Politics of Governance and Reforms’, and ‘School Education in Nepal: Communityization, Federalism and Disaster’. Recently, another volume focusing on the Financial Aspects of School Education also came out.

The evolution of school education during the later decades of Rana rule from around the 1930s until the end of the Panchayat period in the 1990s is captured thoroughly in ‘School Education in Nepal’. Organised into six key chapters—apart from the introduction that sets a brief tone of the history of school education in Nepal—the book examines how successive regimes during the Rana and Panchayat period used school education as the most important tool to further their interests by restricting and regulating schooling, and the functioning of schools. This historical scholarship uses a wide range of published and unpublished archival sources complemented by interviews and personal accounts. All the chapters offer an intersectional element of dynamics of caste, class and gender and societal politics with the larger political context of the evolution of school education in Nepal.

Caste and school education

Historically class and caste system has played a significant role in determining access to formal schooling in Nepal. The erstwhile upper castes, traditionally placed in the dominant social position, have had greater access to education that helped them capitalise on socially valued resources. While traditional lower castes—such as Dalits and others in the margins—have had restricted access. This volume sheds light on how the caste system school education, influenced the appointment of teachers, development of school curriculum, and teaching style. An elaborate description of the history of upper caste Brahmins' access to school education has been captured by Arjun Panthi in his article on the educational dynamics of Brahmins. Panthi gives the readers an insight into the Harihar Sanskrit School in the erstwhile Gulmi district (now Arghakhanchi), started by a local individual philanthropist almost 100 years ago. Established around 1970 B.S. and later financed by a rich local Brahman man Harihar Gautam, the author pictures the context of student recruitment, curriculum and teaching method, provision for fellowships, its affiliation with a college as well as opportunities for higher education in Varanasi, India.

All these networks of relationships are likely to have shaped the social mobility of Brahmins since the past. The book also illuminates how the students who studied there were socially mobile, entered state institutions and expanded their power and influence, acquiring the necessary cultural capital. The text indicates that a good number of individuals from this region entered state institutions and Nepal’s bureaucracy in contemporary times because their families had the opportunity of early schooling.

While the children affiliated with the Ranas, the affluent class, and the ‘powerful’ families, had opportunities to attend schools, children in Dalit and other communities on the margins were facing many challenges. How did the Dalit students struggle for education in a rigid caste-ordered society? Devendra Upreti and Shivahari Gywali try to answer this question in the article ‘Dalit Education in Hindu Society’ and trace the history of Dalit education from the Rana period. The authors track down an account of the initiatives taken by a few individuals to educate Dalit children. Expansion of Dalit education in various parts of Nepal saw conflicts on multiple fronts. Along with tensions in the community, the chapter sheds light on how Dalit students continuously suffered discrimination in schools, although the nature and scale of discrimination varied across different regions. Reading through the chapter, it becomes evident that social conflicts emerged on the question of segregation/integration of Dalits with other ‘upper caste’ children in the same classroom/schools. Due to persistent discrimination faced by Dalits , there were efforts to open schools exclusively for them in different places.

Gender, school education and politics

The other key theme in the book is the complex relationship between gender and politics in school education. When formal schooling was just introduced, it was, by default, the domain of men. However, there are selected examples where women, particularly those belonging to upper castes/class, began attending schools during the late Rana period. Exploring the issue of women's education in the late Rana period, Lokranjan Parajuli outlines multifaceted debates that took place during this time in his article. Initially, women were missing from formal schooling. Even when there were efforts to expand formal schooling among girls, it was primarily viewed as a complementary effort to support men and reproduce patriarchal dominance. Despite this dominant motive, Parajuli shows how young girls who got a chance to enter schools also participated in the public discourse of freedom and equality, expressing their views in the newspapers and magazines published at that time.

School education evolved with political and social change in and beyond Nepal. There are regional, national and international political context that has shaped the growth of schools. Through formal schooling, the state began to socialise children and aimed to create a common ‘Nepali’ identity. This was done through the standardisation of school textbooks and curriculum that promoted the idea of a common national identity. The state politics on school education had a differential impact across Nepal. The regions where non-Nepali speakers were predominant were highly impacted by the state-led initiatives of ‘standardisation’ and ‘homogenisation’ of curriculum and imposition of the Nepali language as a compulsory medium of communication. The experiential and descriptive account by CK Lal provides the social and political analysis of schooling and its evolution in the southern central Tarai. Lal presents a vibrant picture of how the context of school education changed with local and national political dynamics. He provides a chronological picture and discusses the role played by local elites to educate children during the early period through ‘home schooling’ to the impact of a state-led project of nationalisation of school education leading to ‘homogenisation’ and ‘standardisation’ during the Panchayat period.

While locally powerful individuals and communities took the initiative to establish most of the schools until the early decades of Panchayat they largely operated autonomously. With the phenomenal growth of schools across Nepal after the 1950s, they appeared to be sites for political consciousness. The locally managed autonomous functioning of schools was seen as a threat to the regime by the Panchayat government. The government then converted all of them to ‘national’ schools introducing new policies. The schools turned to a new political battleground. Lokranjan Parajuli in his second article engages the question of the politics of school education during the Panchayat period and argues that by converting community schools into government schools and teachers as salaried ‘government employees’ the government sought to produce citizens loyal to the nation. This deliberate attempt to control and regulate schools was furthered through the introduction of new curricula and mandatory imposition of the Nepali language as a medium of education. Despite significant political changes during the post-Rana period, the author observes that the Panchayat regime continued a controlled and regulatory approach fundamentally not different from the earlier political regime.

The Panchayat government aimed to craft citizens loyal to its regime, and therefore textbooks were designed accordingly. Among these, the history textbooks in particular were deliberately written with an aim to erase Nepal’s diverse historical context and dynamics to produce a ‘homogenous’ monolithic history. Written almost two decades ago in English and its Nepali translation has been included in this volume, Onta engages with the question of how Nepali Rastriya Itihas (the national history of Nepal) was produced and disseminated through school textbooks in the Panchayat period. With an aim to produce uncritical citizens, this article argues that the Panchayat period textbooks crafted selective Nepali ‘icons’ and historical narratives to construct a common ‘Nepali’ and ‘ bir ’(brave) history. In doing so, there was an erasure of ambivalence and contradictions. This selective, hyper-masculine bir history produced during the 1970s and 1980s has had a deep impact on the psyche of young students.

The political changes even after the 1990s did not bring any fundamental alterations in the ideas on school education as the curriculum and textbooks were largely the continuum of the Panchayat past. I recalled my high school days when my experience was exactly the same as the one highlighted in the article. Being socialised into such schooling in the first decade after the fall of Panchayat government, I hardly had any critical approach to knowledge until I joined my university-level education. The Panchayat era was quite successful in producing a large band of uncritical citizens. This continued during the democratic period too. The author concludes this article by delineating a need for a critical reflection on the impact of such distorted histories among the masses through school education.

Although a couple of articles included in the volume are published elsewhere too, it is a welcome addition to the contribution of the history of education in Nepal to regenerate new debates in a contemporary context. Not only does the book document the cultural, historical and political context in which school education evolved but also examines the various facets of it—including political events, social changes and economic conditions happening in Nepal until the 1990s. Overall, it is a valuable resource for anyone interested in the evolution and politics of school education in Nepal and South Asia.

School Education in Nepal: History, Politics and Society

Editors: Lokranjan Parajuli, Pratyoush Onta, Devendra Upreti

Publisher: Martin Chautari

Ishwari Bhattarai Bhattarai is a researcher at Democracy Resource Centre Nepal, Kathmandu.

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Education System Profiles

Education in nepal.

Dragana Borenovic Dilas, Credential Examiner at WES, Jean Cui, Research Associate at WES, and Stefan Trines, Research Editor, WENR

This country profile describes current trends in education and student mobility in Nepal and provides an overview of the Nepali education system. It replaces an earlier version by Nick Clark, published in 2013.

Nepal is an increasingly important sending country for international students. In the United States, the number of Nepali students increased by more than 20 percent in 2016/17 , the highest growth rate among the top 25 sending countries by far. This makes Nepal one of the countries bucking the “Trump effect,” which led to an overall decline in new international student enrollments in 2016/17.

Limited educational and employment opportunities in Nepal are among the factors driving the outflow of Nepali students. Political instability – there have been nine different governments between 2008 and 2016 alone – and devastating earthquakes in 2015 have worsened social conditions in the country. However, the government seeks to improve the education system with reforms, such as the extension of compulsory basic education to eight years of schooling.

Introduction

Nepal is a small country of 29 million people situated on top of the world. Wedged between the mega-countries of China and India, Nepal is home to eight out of the ten highest mountains in the world, including Mount Everest. The mountainous terrain of the land-locked country presents tremendous challenges for socioeconomic development and makes it difficult and costly to expand Nepal’s infrastructure. In 2015, Nepal remained one of the least developed countries in Asia and ranked 144th out of 188 countries in the UN Human Development Index. According to the Asian Development Bank, about 25 percent of the population existed on less than USD $1 per day in 2010/11.

Further impeding socioeconomic development is Nepal’s susceptibility to earthquakes. In 2015, the country was struck by two consecutive earthquakes, one of them the strongest quake in more than 80 years. This catastrophic event killed more than 8,600 people and destroyed or severely damaged large parts of the country’s infrastructure, including almost 500,000 houses and more than 9,300 schools . Hundreds of thousands of families were displaced , and more than 700,000 people pushed into poverty as a result of the catastrophe. The impact on the education system was disastrous, and recovery is progressing slowly . One year after the quake, more than 70 percent of affected people in the hardest hit areas still lived in temporary shelters . Many children had to be instructed in makeshift tents, resulting in a noticeable increase in dropout and grade repetition rates . As of January 2018, only 88,112 private homes and 2,891 schools had been rebuilt .

One reason for the slow progress in recovery is the high degree of political instability and fragmentation in Nepal. Nepali society is still largely agricultural and highly stratified, with upper caste Hindu elites dominating a multicultural society that includes 125 ethnic groups/castes speaking 123 languages (according to the latest 2011 census ). Only 44.6 percent of the population speaks Nepali, the national language of Nepal, as their first language.

Although Hindus constitute a majority of 81.3 percent of the population, there are deep caste divisions within the Hindu populace. The marginalization and deprivation of lower castes, most notably the Dalits (“untouchables”) and other groups like Buddhists and Muslims (10 and 4 percent of the population, respectively), has been a source of conflict for decades. Lower castes and other marginalized groups have less access to basic services and education, and fewer opportunities for social advancement . Similarly, Nepal is characterized by strong regional disparities and urban-rural divides between more developed regions like the Kathmandu Valley and less developed rural regions.

In recent years, Nepal has witnessed a violent 10-year insurgency of Maoist rebels (from 1996 to 2006) and the temporary re-establishment of absolute monarchy in a royal coup d’etat in 2001. A 2006 peace agreement paved the way for the eventual re-democratization of the political system, culminating in the first parliamentary elections in Nepal in 17 years in 2017 .

It remains to be seen, however, if parliamentary elections and the adoption of a federal and more inclusive constitution can help stem political instability and turmoil in Nepal. The political process remains characterized by political infighting and corruption . Both the adoption of the new constitution in 2015 and the run-up to parliamentary elections in 2017 were accompanied by violent protests. But while political dysfunction has slowed progress on many fronts thus far, most experts agree that federalism is the optimal form of government for an ethnically and religiously diverse and fractured country like Nepal. The evolution of the political system is also seen as instrumental in pushing education reforms .

It is also noteworthy that the Nepali economy is growing, political turmoil and natural catastrophes notwithstanding. While the 2015 earthquake hampered economic output and was followed by the weakest economic growth in 14 years in 2016, Nepal’s economy rebounded quickly. According to the Asian Development Bank , Nepal’s GDP grew by 6.9 percent in the 2017 fiscal year and is expected to grow by a further 4.7 percent in the current 2018 fiscal year. While large-scale poverty remains a major problem, poverty rates are declining, as reflected by the fact that the country’s middle class grew from 7 percent in 1995 to 22 percent in 2011 , per World Bank definitions.

International Student Mobility

International student mobility in Nepal is predominantly outbound. While there is little public data available on international student enrollments in Nepal, inbound mobility to Nepal is minor by international standards. The lack of top quality universities, scholarships and post-graduate work opportunities in Nepal’s lesser economy limit the attractiveness of the country as a destination for international students. While neighboring countries are often a source of student inflows, this is not the case in Nepal either – neither India nor China send high numbers of students. In 2011, the only year for which the UNESCO Institute of Statistics (UIS) provides data, there were 107 international degree students in Nepal. The Institute of International Education (IIE) reports that there were 370 U.S. students studying in Nepal in 2016/17 ( Open Doors ).

Outbound Mobility

Outbound mobility, on the other hand, is booming: between 2000 and 2016, the number of Nepali students enrolled in degree programs abroad soared by 835 percent and stood at 44,255 students in 2017 (UIS). And while that number is smaller than the number of international students from major Asian sending countries like China, India or Vietnam, it should be noted that the outbound mobility ratio in Nepal – i.e., the number of international students among all students – is much higher in Nepal than in these big sending countries. Nepal’s outbound mobility ratio almost doubled over the past decade and is now more than twelve times as high as in neighboring India. In 2016, Nepal’s mobility ratio was 12.3 percent, compared to 0.9 percent, 1.9 percent and 3 percent in India, China and Vietnam, respectively (UIS).

The increasing mobility of Nepali students is not completely surprising. Nepal is very much a country on the move, and the recent surge in student mobility coincides with drastic increases in labor migration from Nepal over the past decade. As much as 28 percent of the Nepali workforce (4 million out of 14 million workers) are currently working overseas. Like these workers, many international students are leaving the country due to limited higher education options in Nepal, high unemployment among youths and the prospect of better education and employment opportunities abroad .

It is likely that outbound student mobility from Nepal is going to increase further in the near term. The country’s population is becoming more affluent and is growing – the government expects the population to increase from 29 million to 33.6 million by 2031 . Demographically, Nepal is currently experiencing a “ youth bulge phase ”: World Bank data shows that the share of university-age youths among the Nepali population (ages 20 to 29) stood at about 36 percent in 2016 and analysts expect Nepal to be among the countries with the fastest growing population of 18 to 22-year-olds in the coming years .

This growth of the youth population will increase demand for education and burden the education system. As ICEF Monitor has noted , the situation in Nepal mirrors mobility patterns in other South Asian countries, in which rapidly growing demand for education outstrips supply. Mobility is expected to grow particularly at the graduate level – a sector that is underdeveloped in Nepal with less than one percent of university campuses offering Ph.D. programs, for instance. The British Council noted in a recent study that Nepal will be one of the top ten countries with the strongest growth rates in outbound mobility over the next decade along with countries like China, India, Pakistan, and Nigeria. The Council anticipates that the number of international Nepali students will increase by another 20,000 students by 2027.

Destination Countries

The most popular destination countries of Nepali students enrolled in degree programs abroad include Australia, India, the U.S., Japan and the United Kingdom (UIS). Over the past years, the number of Nepali students in Australia has surged, making Nepal now the third largest sending country after China and India. As of November 2017, fully 5 percent of the 621,192international students in Australia came from Nepal, according to data released by the Australian Government Department of Education and Training. [1] Factors like a high number of top-quality universities, simplified visa regulations and relatively low costs of study when compared to countries like the U.S. and the U.K. make it all but likely that Australia will continue to be a leading destination for Nepalese students in the future.

In the U.S., the number of students from Nepal has in the past two years rapidly increased as well. While enrollments from other Asian countries like South Korea or Japan declined in 2016/17, enrollments from Nepal increased by more than 20 percent – the highest growth rate among the top 25 sending countries (IIE, Open Doors ) . There have been some downward fluctuations over the past decade, but the number of Nepali students in the country is now almost twice as high as in 2005/06 and Nepal is currently the 13th leading country of origin with 11,607 students .

Nepali students prefer STEM majors by a disproportionally large margin, with math/computer science, physical/life sciences, and engineering being the most popular disciplines . This attraction towards STEM majors is likely owed to the fact that STEM education is still largely underdeveloped in Nepal and graduates in technical fields have better employment prospects when returning home. Most Nepalis in the U.S. are enrolled at the undergraduate level (54 percent), where the recent growth in enrollments has been strongest (34.4 percent were enrolled in graduate programs and the rest in other programs in 2016/17).

Looking forward, Nepal is certainly an attractive and upcoming recruitment market for U.S. universities, even though Nepali students are constrained by limited financial resources and would therefore greatly benefit from targeted scholarship programs. Many Nepali students in states like New York and California reportedly work long hours in odd jobs to finance their studies .

In Brief: The Education System of Nepal

The contemporary Nepali education system did not evolve before 1951 when the country began to transition from an absolute monarchy to a more representative political system, despite various political setbacks over the following decades. At the beginning of the 1950s, education in Nepal was still an exclusive privilege of wealthy elites – the literacy rate stood at only 5 percent , and there were only a few hundred schools with about 10,000 students (less than 1 percent of the population). The country did not have any universities at the time. Women were discriminated against and discouraged from attending school in Nepal’s conservative Hindu-dominated society.

Since then, access to education has expanded greatly. Reforms such as the 1971 National Education System Plan have created a much more modern and egalitarian education system with compulsory public basic education. There are now 35,222 elementary and secondary schools and 10 universities with more than 1,400 colleges and campuses throughout Nepal (2016). Expanding educational opportunities is a priority of the government: its current 2016 School Sector Development Plan seeks to graduate Nepal “from the status of least developed country by 2022 through strengthening … access and quality of education”.

Current Education Indicators – Some Facts and Figures

Much progress has been made. Most Nepali youths today have much better educational opportunities than their parents. Net enrollment rates in elementary education, for instance, increased from 66.3 percent in 1999 to 97 percent in 2016 ( World Bank ). Net enrollment rates in secondary education grew from 44.9 percent in 2007 to 60.4 percent in 2015 before dropping down again to 54.4 percent in 2016, presumably due to the 2015 earthquake. The most dramatic improvements, however, have been made in increasing female participation in education. Between 1973 and 2016, the gender parity index for school enrollments in elementary and secondary education jumped from 0.17 to 1.08, meaning that female entry rates in education improved from being marginal at best to females now enrolling at slightly higher rates than males ( World Bank ).

At the same time, the school system remains plagued by high dropout rates with girls still being more likely to leave school earlier than boys. While retention rates have increased strongly over the past decades, only 76.8 percent of pupils in cohorts that enroll in elementary education survived until the last grade of elementary education in 2015 ( UNESCO ). Most children that drop out of school come from impoverished households or live at great distances from school. Children from poor families are often forced to quit school because they have to help their families with farming work or have to walk long distances to attend classes . Also, the education of girls is still not seen as a priority in some rural households and child marriage is still a relatively common practice even in the cities. According to Human Rights Watch, 37 “percent of girls in Nepal marry before age 18, and 10 percent are married by age 15 ”.

Completion rates in Nepal’s school system generally decrease by level of education: according to the most recent UNESCO statistics , the completion rate in lower-secondary education stands at 69.7 percent (2016) and drops sharply to 24.5 percent at the upper-secondary level (2014). Lower casts and other underprivileged groups also remain underrepresented in the education system and affected by higher dropout rates. In the Terai region at the border with India, for example, only 23.1 percent of Dalits were literate in 2016, compared to 80 percent among the higher casts of Brahmans and Chhetris .

In the country as a whole, the adult literacy rate remains strikingly low and stood at only 60 percent in 2011, far below the global average of 84.6 percent (the youth literacy rate was much higher at 84.8 percent, but still below the global average of 89.6 percent in the same year). Merely 56 percent of the Nepali population over the age of 25 had attained more than lower secondary education in 2011. This is reflected in a very low tertiary gross enrollment ratio of 14.9 percent in 2015 – a number that is less than half the global average and 12 percentage points below the enrollment rate in neighboring India.

Administration of the Education System

Nepal’s system of governance is currently in transition. Since the adoption of the 2015 constitution, Nepal is delineated into seven different states, with political powers, including the administration of education, expected to shift increasingly to states and local governments. However, the implementation of the new federal system is a conflict-ridden and slow-moving process fraught with setbacks and delays. During the current transition period, not all local governments are fully functional yet , and much of Nepal’s education system continues to be administered under the previous system, in which the Ministry of Education oversaw five Regional Educational Directorates, under which there were various District Education Offices and Resource Centers implementing policies at the local level .

The Federal Ministry of Education (MOE) is responsible for developing overall education policies and directives for the country. While it is unclear how exactly the role of the MOE will evolve in the federal system, the responsibilities of the MOE continue to be far-reaching and include curriculum and textbook development, the training and recruitment of teachers, and conceptualizing and administering Nepal’s national school leaving examinations through its National Education Board . [2]

Universities are overseen by the University Grants Commission (UGC) – a regulatory body under the auspices of the MOE. The UGC disburses government grants to universities, advises the government on the establishment of new universities, sets quality standards and formulates policies intended to advance the quality of higher education .

Vocational education and training falls under the auspices of the Council for Technical Education and Vocational Training (CTEVT) – an autonomous body under the MOE. CTEVT oversees and quality-controls technical and vocational schools. It sets curricula, testing requirements and skills standards in various occupations .

Elementary Education

Until 2016, elementary education in Nepal lasted for five years – from grade 1 to grade 5 (ages five to nine). However, a new education bill passed in 2016 extended the elementary education cycle and established a new system of compulsory basic education that is meant to be accessible to every child in Nepal free of charge at public schools. Compulsory basic education now lasts eight years (grades 1 to 8). In addition, children have the option to enroll in public ‘early childhood development centers’ or private kindergartens before entering elementary school at the age of five. Access to early childhood education, however, remains problematic in many parts of the country and participation rates are low .

The basic school curriculum is set in a national curriculum framework , which is currently under review. It includes standard subjects like language education (Nepali and mother tongues), English, mathematics, sciences, social sciences, physical education and some elective subjects in higher grades. Promotion is based on term-end and year-end school examinations, while grade 8 concludes with a district-wide final examination. The academic year runs from April to March/April and is structured around the Nepali New Year in April. Nepal uses a calendar based on the Bikram Sambat system that is different from the Roman calendar (the year 2018 is the year 2074 in Nepal).

The language of instruction in public schools is predominantly Nepali, while private schools often use English. Nepal’s current “ school sector development plan ” seeks to strengthen educational outcomes among marginalized groups and stipulates that minority languages should be used as the primary means of instruction in grades 1 to 3 in areas where these languages are the lingua franca . This change is intended to make it easier for children who do not speak Nepali at home to comprehend the school curriculum. However, a lack of teachers and teaching materials in these languages mean that the reforms are progressing only slowly.

Secondary Education

Prior to the recent reforms, the secondary school system was divided into two years of lower secondary education (grades 9 and 10) and two years of higher secondary education (grades 11 and 12), with both segments concluding with separate national examinations. Under the current system, both stages have been combined into a unified 4-year secondary education cycle. The old national School Leaving Certificate (SLC) Examination held at the end of grade 10 will now be held at the regional level and has been renamed into “Secondary Education Examination” (SEE). Nationally, there will be only one final national school leaving exam at the end of grade 12. These changes have been in the making for quite some time, but were eventually signed into law in 2016 and are currently being implemented.

Admission into secondary education is based on passing the final district-level examination at the end of grade 8. Students can choose between two secondary tracks: general and vocational-technical. The general curriculum includes compulsory subjects like Nepali, English, science, mathematics and social sciences, a vocationally oriented subject and one elective subject (local language, foreign language or another vocational subject). The vocational/technical stream, on the other hand, has a more applied focus in subject areas like agriculture, medicine, forestry or engineering. This stream, however, is still in a pilot phase and is presently only offered at a limited number of schools. According to the 2016 education legislation, students in the vocational track will now also be required to complete an additional one-year practical course after grade 12 to better prepare graduates for employment .

Assessment and promotion is based on examinations throughout the year and one final year-end exam. In order to progress to higher secondary education, students under the old system first had to pass the demanding national SLC exams at the end of grade ten, commonly referred to as the “iron gate” due to the very low pass rates in the exam (in 2015, less than 48 percent of candidates passed). While the system is currently in flux, it appears that the (possibly less demanding) region-level SEE exams at the end of grade ten will still be required for promotion to grade 11 going forward.

Secondary education concludes with an external national examination conducted under the auspices of the National Examinations Board (previously the Higher Secondary Education Board). The final credential awarded upon passing of the examination that is presently called the National Examination Board Examination Certificate (previously the Higher Secondary Education Board Examination Certificate) . Alternatively, students can, after grade ten, enroll in university-preparatory programs offered by universities that lead to a “ Proficiency Certificate, ” a credential that gives access to tertiary education (a similar type of credential may be called “ Intermediate Certificate ” at some institutions). Proficiency Certificate programs are two or three years in length, usually combine general education with specialization subjects, and may require passing of an entrance examination for admission. These programs are being phased out, but are still offered at some institutions.

The grading scale used in the National Examination Board examination is currently slated to be changed to a letter grade system with nine grades( A+, A, B+, B, C+, C, D, E and N). As of 2017, however, the following percentage-based grading system was still in use.

Secondary education in Nepal predominantly takes place in so-called community schools, which are public schools that are either fully government-funded or at least government-subsidized. Enrollments in private schools, called “institutional schools”, are growing but still relatively small. There were 29,207 community schools and 6,015 private secondary schools in Nepal in 2016. According to the UIS , enrollments in private schools accounted for 17.2 percent of all enrollments at the lower-secondary level in 2017 (up from 13.6 percent in 2011). Tuition-funded private schools often provide better quality education. The pass rates of private school students in the SLC examinations, for instance, is much higher and stood at almost 90 percent in 2015 , compared to 34 percent at public schools.

Private education is out of the reach for most Nepalis. But even study at public schools can be expensive for low-income households – a fact that negatively affects participation rates in education. Secondary education in Nepal is neither compulsory nor entirely free. The current constitution guarantees every citizen the right to “free education up to the secondary level from the state,” after the previous interim constitution already guaranteed this right to girls, ethnic minorities, and children from impoverished families. In reality, however, many parents are still required to pay school fees and cover expenses for other items, such as books, teaching materials or uniforms. More than half of all expenditures on secondary education in Nepal were still borne by private households in 2015 .

In addition to community schools and institutional schools, there are a number of religious schools ( Madarasas , Ashrams, etc.) that teach the national school curriculum (in addition to religious studies). There are also a number of international schools in Nepal that teach foreign curricula. The British School in Kathmandu , for example, follows the British curriculum and prepares students to sit for British qualifications, such as the International Certificate of General Secondary Education.

Technical and Vocational Education and Training (TVET)

There are a variety of formal and informal TVET programs on offer in Nepal’s education system. TVET is critical for human capital development in Nepal, especially in light of the country’s looming “ youth unemployment time bomb .” Youth unemployment is rising quickly, and many Nepali youths enter the labor market without marketable skills (or out-migrate from Nepal). The government therefore actively promotes the expansion of the TVET sector. CTEVT, the regulatory authority for TVET, now directly operates 31 technical schools and polytechnics and has accredited hundreds of affiliated private TVET providers . Programs are offered in a multitude of fields, ranging from medical lab technology to agriculture, nursing, culinary arts, automotive technology, hotel management or computer technology. The most common types of programs available are:

Short-Term Certificate Programs

Trade schools, technical schools, and training centers offer short-term TVET programs that usually have no specific admission requirements and last from one week to 10 months, depending on the program. Graduates earn a certificate of completion, but may also opt to obtain a National Skill Test Certificate , which is awarded after passing a practical skills tests administered by the National Skill Testing Board (under the auspices of CTEVT). The National Skill Test Certificate certifies occupational proficiency at four different levels

Formal Secondary-Level Programs

Formal programs at the secondary level usually require at least completion of grade 10 (respectively the SLC) for admission, but may also entail additional entrance examinations. Programs are between 15 and 29 months in length, concluding with a final examination and lead to a Technical School Leaving Certificate (TSLC) awarded by CTEVT.

Diploma and Technician Certificate Programs

Diplomas and Technician Certificate programs are more advanced and usually require three years of full-time study to complete. They typically have a greater focus on theoretical classroom instruction and go beyond the TSLC in scope and intent. Admission is based on completion of grade ten (SLC) or the TSLC and often also requires passing of an entrance examination. Most programs are taught at technical colleges and polytechnics, but some universities also offer diploma and certificate programs. Graduates with these types of qualifications may, under certain conditions, be admitted into bachelor’s programs at universities . A three-year Diploma in Engineering, for instance, provides a common pathway into tertiary engineering programs.

Tertiary Education

Higher education institutions (heis).

Higher education in Nepal did not evolve before the 20th century. The first higher education institution, Trichandra College, was established in 1918 but was reserved for privileged members of the ruling Rana family . The first university that was open to the wider public, Tribhuvan University, was not founded before 1959 and remained the only university in Nepal until 1986 . Today, Tribhuvan University is still the largest university in Nepal and enrolls about 79 percent of all Nepali students (2015/16).

The number of HEIs in Nepal has grown considerably since the early days. That is not to say that there are now a large number of universities proper in Nepal. One particular feature of the Nepalese education system is that there are relatively few universities, but a very large number of campuses and affiliated colleges under the umbrella of these universities. As of recently, there were only nine universities and four university-level medical academies (deemed universities). The universities were: Tribhuvan University, Nepal Sanskrit University (an institution focused on Sanskrit education established in 1986), Kathmandu University (founded in 1991), Purbanchal University (1994), Pokhara University (1997), Lumbini Buddha University (2005), Agriculture and Forestry University (2010), Mid Western University (2010) and Far Western University (2010).

In 2015, the MOE proposed to establish three new universities – the Open University of Nepal and two regional universities in the country’s South. The Open University started to operate in 2016, and the creation of Rajarshi Janak University was approved by parliament in 2017 , so that Nepal will soon have 11 universities (the fate of the third proposed university, Nepalgunj University, remains in doubt ). The new universities are expected to increase access to higher education in the provinces. The Open University is designed to reach student populations in remote regions via open and distance learning programs. It just announced that it will offer distance education programs up to the master’s level .

All universities in Nepal are public institutions, even though institutions like Kathmandu University, Purbanchal University, and Pokhara University have a high degree of autonomy akin to the freedom usually only afforded to private institutions . These three universities are also almost exclusively funded by tuition fees. Whereas almost 90 percent of revenues at Tribhuvan University, for instance, come from government funds, Kathmandu University, by contrast, draws 100 percent of its standard operating expenditures from student fees. The distinction between public and private institutions can, thus, be blurry in some cases.

And while all universities are technically public institutions, their campuses (i.e., colleges) are often privately-owned. There are two types of campuses/colleges in Nepal:

• Constituent campuses/colleges (directly managed and financed by a university), and
• Affiliated campuses/colleges : institutions that offer programs that lead to a degree awarded by the affiliated university, but are funded and managed externally.

Affiliated campuses/colleges can be privately owned or publicly subsidized by local communities. Community campuses charge tuition fees, but also receive grants from the UGC. Private campuses, on the other hand, derive all of their funding from student fees. This means that private campuses have a higher degree of autonomy and greater flexibility , even though their academic offerings must still be tailored to the degree programs of their affiliated universities, which determine curricula and assess student performance through external examinations.

Many of the private colleges are also much better-funded and have better facilities and equipment. At the same time, the high tuition fees at private colleges make many of them elitist institutions inaccessible to large parts of the population. The for-profit nature of these colleges also makes them susceptible to academic commercialization and an emphasis on quantity over quality .

The number of campuses/colleges in Nepal has grown strongly in recent years – 705 new campuses were established between 2005/06 and 2012/13 alone . As of 2015/16, there were 777 private, 532 community and 98 constituent colleges throughout the country, with the overwhelming majority of them ( 82.5 percent ) being affiliated to Tribhuvan University. 35.6 percent of tertiary students were enrolled in private colleges, 30.7 in community colleges and 33.7 percent in constituent colleges.

Quality Assurance and Accreditation

Public HEIs in Nepal are established by act of parliament on the recommendation of the UGC and are subsequently overseen by the UGC. The main function of the UGC is the disbursement of government funds (grants) to public institutions. Grant recipients need to meet set quality criteria in order to receive government funding and are audited for compliance. Private campuses, on the other hand, are not overseen by the UGC, but by the affiliated universities. They have full management autonomy, including in matters like the recruitment of teaching staff and the setting of tuition fees.

Internationally, Nepal’s universities are usually not regarded to be of very high quality . While not necessarily a reliable proxy for quality, the standard world university rankings, for instance, do not include a single Nepali university.

In an attempt to increase quality in Nepal’s rapidly expanding higher education environment, the UGC in 2007 established a Quality Assurance and Accreditation Committee (QAAC) tasked with the accreditation of academic institutions and programs. Accreditation by the QAAC is granted for five-year periods. To qualify for assessment by the QAAC, HEIs must be affiliated with a university, must have offered programs for five years (or “produced at least 2 batches of graduates”), and 50 percent of its teaching staff, including the director and department heads, must be fulltime professors . Accreditation by the QAAC is strictly voluntary, however, and remains insignificant in Nepal as of now. Only 19 HEIs held accreditation in 2018.

Student Population

The number of tertiary students in Nepal has increased by 407 percent between 2000 and 2013, from 94,041 students to 477,077 students in 2013 (UIS). Since then, however, the number of students has leveled off and fallen to 361,077 students in 2016. The overwhelming majority of these students ( 88.3 percent ) were enrolled in bachelor’s programs in 2016. The number of graduate enrollments remains small and accounted for only 11.3 percent at the master’s level and less than 0.5 percent in advanced graduate and doctoral programs. This is reflected in the types of academic programs on offer in Nepal. In 2010/11, fully 80 percent of HEIs offered only bachelor’s programs, while 19 percent also offered master’s programs and only the main university campuses (less than one percent of all campuses) had Ph.D. programs in place .

Most students (78.8 percent) were enrolled at programs offered through Tribhuvan University, followed by Pokhara University (7.2 percent), Purbanchal University (6.5 percent) and Kathmandu University ( 4.6 percent ). The most popular majors were management (42.2 percent), education (24.8 percent) and humanities and social studies ( 10.7 percent ). The comparatively low enrollment rates in professional disciplines like medicine or engineering have been attributed to the poor preparedness of high school graduates for technical fields, and the fact that these programs are costly to operate and therefore only offered by a small minority of institutions, which usually charge high tuition fees .

Another problem is a low overall graduation rate in tertiary education. Pass rates in Nepal vary strongly by institution and program, but are low on average. At Tribhuvan University, where the vast majority of Nepal’s students are enrolled, the pass rate in bachelor’s programs stood at only 26.6 percent in 2015/16. Marginalized groups and rural populations also continue to have less access to tertiary education than urban populations and members of upper castes. While gender parity has been achieved , the enrollment ratio in higher education among disadvantaged groups like Dalits was in 2010/11 still disproportionally low .

Education Spending

Government spending on education in Nepal has declined in recent years. Government expenditures on education as a percentage of GDP dropped from a high of 4.6 percent in 2009 to 3.7 percent in 2015 ( World Bank ). Education expenditures as a percentage of total government spending, likewise, decreased from 25.5 percent in 2008 to 17.1 percent in 2015 ( World Bank ). Government spending per tertiary student plunged by almost 82 percent between 2000 and 2015.

When taking into account private expenditures, overall expenditures on education in Nepal have slightly increased over the past years. Aggregating public and private expenditures, UNESCO found that total education spending as a percentage of GDP increased from 8.9 percent in 2008/09 to 9.3 percent in 2014/15. What these numbers demonstrate is that education expenditures in Nepal are increasingly borne by private sources. More than half of all education funding in 2014/15 ( 56.3 percent ) came from private households and, to a lesser extent, aid organizations.

Private expenses are primarily occurred in the school system, but increasingly in tertiary education as well. Kathmandu University, for instance, currently charges first-year undergraduate students fees totaling 211,400 Nepalese rupees (USD $2,036). But since disposable income in Nepal is scarce, and the government-funded Tribhuvan University enrolls the vast majority of students, low public spending levels as they stand today will likely not be sustainable , given that larger youth cohorts are expected to enter the education system over the coming years.

Admission into University

The minimum admission requirement for tertiary degree programs is generally the National Examination Board Examination Certificate (or a similar 10+2 qualification like the Higher Secondary Education Board Examination Certificate or a Proficiency Certificate). Beyond that, admission requirements vary by institution and program. Entrance examinations are common for engineering and medicine programs, but not used across the board in all disciplines. Tribhuvan University uses entrance exams in professional and technical fields and has sought to introduce entrance exams in other majors, but these efforts were met with protests by Nepal’s student unions. Other universities like Kathmandu University, on the other hand, use competitive entrance examinations in other disciplines.

Degree Structure

Bachelor’s degree.

Bachelor’s degree programs in standard academic disciplines can be three or four years in length with a trend towards extending more programs to four years. Three-year programs are primarily offered in liberal arts, humanities, and social sciences, whereas programs in technical fields, agriculture or nursing are more often four years in length. Curricula are usually specialized in the field of study with very limited general education requirements. Common credentials awarded include the Bachelor of Arts and Bachelor of Science, but degree certificates may simply specify the name of the credential as “Bachelor’s degree”. Most programs are run on an annual system with year-end examinations, although Tribhuvan University has recently started to introduce a semester-based system on some campuses. Other institutions like Pokhara University have already fully switched to a semester-based system.

Graduate Education

Master’s degree programs require a bachelor’s degree for admission. They are usually two years in length and commonly studied in the same discipline as the bachelor’s degree. A thesis is often required, although not mandatory in all programs.

Another credential awarded at the graduate level is the Postgraduate Diploma, which is a one-year post-Bachelor program, often offered in more applied majors, but also in other fields like women’s studies, for instance.

The Master of Philosophy (M.Phil.) is an advanced graduate degree that requires a master’s degree for admission. Programs are usually three semesters in length and require preparation of a thesis. M.Phil. degrees prepare students for academic teaching careers and further doctoral studies and may be required for admission into some Ph.D. programs.

The Doctor of Philosophy is the highest academic degree in Nepal . Programs are three to five years in length and require a master’s degree or M.Phil. in a related discipline for admission. Ph.D. programs are usually research programs that entail a dissertation, but no additional coursework.

Professional Education

Professional entry-to-practice degrees in disciplines like medicine, dentistry, veterinary medicine or architecture are long single-tier bachelor’s degree programs of five to six-year duration. Medical and dental programs are only offered at faculties and institutions that are approved by the Nepal Medical Council, of which there are 21 medical faculties and colleges and 5 dental faculties and colleges. Entry is generally based on the National School Board Examination Certificate (or equivalent qualification), but admissions are competitive and require passing of additional entrance examinations.

Medical programs lead to the Bachelor of Medicine and Bachelor of Surgery (MBBS). These programs are most commonly five and one-half years in length, including a pre-medical component and a one-year clinical internship. Dental programs are usually five to five and a half years in length, including a clinical internship, and conclude with the award of the Bachelor of Dental Surgery. In order to practice, graduates must pass the licensing exams of the Nepal Medical Council . Graduate medical education in medical and dental specialties typically involves a further three years of training, concluding with the award of the Doctor of Medicine or Master of Dental Surgery.

Study programs in veterinary medicine are only offered at a small handful of institutions in Nepal. Programs are between five and six years in length and lead to the Bachelor of Veterinary Science and Animal Husbandry. The standard professional degree in law is the Bachelor of Laws, which is earned upon completion of a three-year graduate program, or a five-year program after high school. Licensure to practice law practice requires passing of the bar exams of the Nepal Bar Council .

Teacher Education

Educational requirements for teachers in Nepal vary by level of education. While it is unknown how the current reforms in basic and secondary education will impact requirements for teachers, elementary school teachers could, as of recently, still teach with a 10-year Secondary School Leaving Certificate (SLC), as long as they also completed a practical teacher training program of at least ten months . Lower-secondary teachers could teach with a Proficiency Certificate in Education or a 10+2 upper-secondary qualification plus 10 months of practical training . Upper-secondary teachers, on the other hand, require a Bachelor of Education degree. These degrees can be earned either as a direct-entry degrees after high school, shortened two-year programs for holders of a Proficiency Certificate in education, or as a one-year “to-up” qualification for holders of bachelor’s degrees in other disciplines .

Higher Education Grading Scales

There is no single nation-wide grading scale in use in tertiary education in Nepal. Institutions use different scales, ranging from A to F letter-grading scales to 0-100 percentage-based scales. Tribhuvan University is switching to letter grade systems in its graduate programs, but as of recently still used percentage-based scales at the undergraduate level. One of the more common grading scale variations is listed below.

WES Documentation Requirements

• National Examination Board Certificate, Higher Secondary Education Board Certificate (HSEB) or any other 10+2 certificate – sent directly to WES by the Board.
• Photocopy of Certificate/Diploma – submitted by the applicant
• Academic Transcript (Mark Sheets) – sent directly to WES by the Council for Technical Education and Vocational Training

Higher Education

• Photocopy of Degree Certificate – submitted by the applicant
• Academic Transcript (Mark Sheets) – sent directly by the institution attended
• For completed doctoral degrees – a written statement confirming the award of the degree sent directly by the institution

Click here for a PDF file of the academic documents referred to below.

• National Examination Board Examination Certificate
• Diploma in Engineering, CTEVT
• Bachelor of Arts, Tribhuvan University (3 years)
• Bachelor of Science, Tribhuvan University (4 years)
• Bachelor of Medicine and Bachelor of Surgery, Kathmandu University
• Master’s degree, Tribhuvan University
• Doctor of Philosophy, Tribhuvan University

1. Students in all education sectors. Student mobility data from different sources such as UNESCO, the Institute of International Education, and the governments of various countries may be inconsistent, in some cases showing substantially different numbers of international students, whether inbound, or outbound, from or in particular countries. This is due to a number of factors, including: data capture methodology, data integrity, definitions of ‘international student,’ and/or types of mobility captured (credit, degree, etc.).

2. The National Examinations Board was created in 2016 as a unified examinations board responsible for graduation examinations at the secondary level. Previously, these examinations were administered separately by the Office of the Controller of Examinations and the Higher Secondary Education Board.

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Student Life Essay in Nepali and English Languages

Hello Dear Students, we are going to share with you the Student Life Essay and the Importance of Student Life Essay in Nepali and English below.

Contents [Shorts]

Short Definitions of Student

Generally, students are called those who are in school, college, and university to fulfill their academic degrees as well as gather the knowledge in the respective field. But it is a narrow definition of a student. Students might be those who are in academic sectors and non-academic sectors to learn sometime new. More preciously, we are always students before die, because we learn many things daily from different sources.

300+ words Student Life Essay in English

Students are those people who study in various educational institutions for the purpose of acquiring education. At the same time, they learn many things and they develop physically and mentally and enjoy their childhood without any worries.

Student life is a very important time for everyone. During this time they learn about life as well as education in school and college. The first task of a student is to study. But most of the students are limited to book knowledge. We need to know book knowledge as well as other external things. A student should take participate in school and community events and programs, read newspapers, do creative work in your spare time, and help your parents with household works that you can.

The house is considered as the first school. So the older members of the family should try to develop good habits, inform them about health and try to remind them in a way that they can understand what to do and what not to do. They are like raw clay. Family members and teachers help them to take the right shape in their life. At the same time, we should also try to keep them away from the company of the wrong friends.

As they get older, they enter college after school. By this time, they have seen and experienced many things. Some students are working and studying, while others are focused only on their studies. Their main goal is to make their life successful by studying well.

Students are considered as the leaders of the future country. So they need to be given proper education, life skills, and training. A good student can go on to do good for society and the country. If we use the student life properly, we can reach the desirable of success soon.

Read Other Article: 50+ Nepali Essay Topics Lists 

Student Life Essay in Nepali

Are you searching Student Life Essay in the Nepali Language? If yes, find below.

Importance of Student Life

Student life is an important part of every student. Almost in this period, it is decided either rock in life or ruin the life of a student. Besides, it is a time of choosing the right career options.

They started to learn many things from their schools, friends, teachers, parents, society, and even more from the internet. Sometimes they are unable to decide what is good and what is wrong for them. If they get the right guide, they will do well and if wrong, they will do like this. So student life is called raw mud which can be given any style.

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Harvard Business School Will Now Update Its MBA Essay

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A full month later than its normal release of application deadlines, Harvard Business School today (June 5) posted its cutoff dates for MBA applicants to the Class of 2027 . The application opens Tuesday, June 25.

Though a change in essays had been expected and sources confirmed that a proposed change went before the dean, Harvard initially stuck with the essay prompt it has used for more than a decade. The prompt with a limit of 900 words: “As we review your application, what more would you like us to know as we consider your candidacy for the Harvard Business School MBA program?” (See MBA Essays That Worked At Harvard & Stanford ).

Two days after posting the new deadlines, however, Harvard said in a blog post that it would, in fact, reveal a new essay prompt on June 25th when the application goes live on the school’s website. “As part of this year’s application, you can expect some updates including changes to the essay prompt, which will be an opportunity for you to bring to life your journey and future aspirations,” according to the blog post .

For applicants who are invited to interview with admissions, the school also maintained its post-interview reflection requirement (see  Samples Of Harvard Business School Post-Interview Reflections ).

Speculation that the new managing director of admissions and financial aid, Rupal Gadhia , who arrived at Harvard last October, would change the application was rife. Some MBA admission consultants even posted videos suggesting a change was imminent. It now seems that will be true in another two weeks.

HARVARD BUSINESS SCHOOL MBA APPLICATION DEADLINE: SEPT 4 FOR ROUND ONE, JAN. 6 FOR ROUND TWO

For round one MBA applicants, Harvard set a September 4 deadline with final decisions out on December 10. Though the school did not post a date when R1 candidates would either be invited to interview or rejected outright, HBS typically notifies applicants in early October. Last year, the date was October 4.

For round two candidates, Harvard set a January 6 deadline, with final decisions out on March 26th. Last year, interview invites and rejections for this round came out on January 31.

Harvard posted the new deadlines without a blog post from Gadhia. (Update on June 7: Gadhia posted this update .)

The school said it would update the application dates for the 2025 2+2 deferred admission process in late summer of 2024.

Harvard Business School MBA application deadlines for 2024-2025

Harvard, of course, has one of the world’s most selective MBA programs. Last year, just 13.2% of the 8,149 people who applied were admitted. Application volume at HBS was down for the second straight year in 2023. Over the past three years, in fact, HBS app volume is down by 1,624 candidates. Only MIT Sloan has lost more applicants during that same time frame: 1,795 (see Acceptance Rates & Yield At The Top 100 U.S. MBA Programs ).

DON’T MISS: 2024-2025 MBA APPLICATION DEADLINES FOR THE WORLD’S TOP BUSINESS SCHOOLS or HOW FIVE INDIAN APPLICANTS OVERCAME THE ODDS AT HARVARD BUSINESS SCHOOL or READ THE ESSAYS THAT GOT THESE WOMEN INTO HARVARD’S MBA PROGRAM

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5 Important Takeaways From The 2024–2025 U.S. News And World Report Best Global University Rankings

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Harvard University

This morning, U.S. News and World Report released their much-anticipated 2024-2025 Best Global University Rankings. These annual rankings are a cornerstone in the field, influencing decisions that range from student applications to institutional funding and providing a glimpse into the current state of affairs in the world of higher education. This list can provide helpful insights into the relative merits of the schools students may be considering adding to their college lists. In order to use this list effectively, however, it is important to understand the nuances of the ranking system and the factors considered therein.

Here is a breakdown of the rankings’ methodology, as well as key takeaways from this year’s list:

Methodology

The U.S. News and World Report Best Global University Rankings are based on a comprehensive methodology that evaluates colleges and universities across thirteen key metrics. These include:

• Global research reputation (12.5%)
• Regional research reputation (12.5%)
• Publications (10%)
• Books (2.5%)
• Conferences (2.5%)
• Normalized citation impact (10%)
• Total citations (7.5%)
• Number of publications that are among the 10% most cited (12.5%)
• Percentage of total publications that are among the 10% most cited (10%)
• International collaboration – relative to country (5%)
• International collaboration (5%)
• Number of highly cited papers that are among the top 1% most cited in their respective field 5%
• Percentage of total publications that are among the top 1% most highly cited papers 5%

In addition to the overall global rankings and country-specific rankings, U.S. News and World Report published a subject-specific ranking list , evaluating schools’ global positions in over 50 individual disciplines.

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These rankings offer quantitative data students can consider when building their college lists, providing a fairly comprehensive picture of universities’ academic prowess and institutional reach. That being said, students using the rankings to build their college lists should note that many of these factors do not capture the qualitative aspects of students’ experiences.

Key Takeaways from the 2024–25 Rankings

1. The number of universities considered rose by more than 10%.

This year, 2,250 universities across over 100 countries were considered—up more than ten percent from the 2,000 schools considered in the previous ranking.

2. Harvard University lands on top.

As in the last cycle, Harvard University claimed the #1 spot in the global rankings list. This prestigious accolade reflects Harvard's unparalleled academic excellence, groundbreaking research, and global influence. Known for its distinguished faculty, cutting-edge facilities, and a tradition of innovation, Harvard continues to set the standard in higher education, making it the leading choice for students and scholars worldwide.

3. The U.S. dominates the rankings for another year.

Nearly half of the top 50 schools in the ranking are located in the U.S., totaling 24 of the top 50 on the rankings list. Additionally, four out of the top five are U.S. schools: Harvard University, Massachusetts Institute of Technology, Stanford University, and University of California, Berkeley. This remarkable achievement underscores the global prestige of U.S. universities, known for their world-class research, innovative academic programs, and extensive resources.

4. UT Austin and Brown University dropped in the rankings.

Both Brown University and The University of Texas at Austin surprisingly dropped in the rankings, falling out of the top 50. Given both schools’ excellence, this shift demonstrates the fierce competition for top spots in the rankings this year.

5. U.S. News and World Report adds new subjects to the rankings.

This year, four new disciplines were added to the subject-specific rankings, including: ecology; green and sustainable science and technology; environmental engineering; and marine and freshwater biology. These additions not only demonstrate the ranking system’s commitment to reflecting the most relevant information in higher education today, but also provide a glimpse into recent trends and changes in the disciplinary offerings at the most prestigious universities in the world.

The 2024–2025 U.S. News and World Report Rankings offer students valuable information regarding the trends in the global higher education landscape. While students should take their personal preferences and the intangible elements of a school’s culture that draw them to a specific school into account, these rankings can be a helpful first step for students as they set their collegiate goals and assemble their college lists.

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Bar Exam Toolbox Podcast Episode 268: How to Avoid Common Bar Essay Writing Mistakes (w/Kelsey Lee)

In this episode, we discuss:

>Kelsey's background and work in the legal space

>Five common mistakes that students make when studying for or executing the writing portion of the See more + Welcome back to the Bar Exam Toolbox podcast! Today, we're excited to have Kelsey Lee with us -- one of our expert tutors from the Bar Exam Toolbox team. Join us as we discuss the most common pitfalls in bar essay writing, and share our top tips for mastering this portion of the exam.

>Five common mistakes that students make when studying for or executing the writing portion of the bar exam

>Five tips for mastering bar exam essay writing

>Private Bar Exam Tutoring (https://barexamtoolbox.com/private-bar-exam-tutoring/)

>Podcast Episode 10: Top 5 Bar Exam Essay Writing Tips (w/Ariel Salzer) (https://barexamtoolbox.com/podcast-episode-10-top-5-bar-exam-essay-writing-tips-w-ariel-salzer/)

>Podcast Episode 28: Balancing Law and Analysis on a Bar Exam Essay (https://barexamtoolbox.com/podcast-episode-28-balancing-law-and-analysis-on-a-bar-exam-essay/)

>Podcast Episode 69: 5 Things We Learned From Writing Bar Exam Sample Answers (https://barexamtoolbox.com/podcast-episode-69-5-things-we-learned-from-writing-bar-exam-sample-answers/)

>Podcast Episode 265: Quick Tips – What If You Run Out of Time While Writing a Bar Essay Answer? (https://barexamtoolbox.com/podcast-episode-265-quick-tips-what-if-you-run-out-of-time-while-writing-a-bar-essay-answer/)

>How To Be a Bar Exam Essay Writing Machine (https://barexamtoolbox.com/how-to-be-a-bar-exam-essay-writing-machine/)

>Legal Writing Tip: Imagine You're Talking to Your Grandma (https://lawschooltoolbox.com/legal-writing-tip-imagine-youre-talking-to-your-grandma/)

>What Are Bar Exam Graders Really Looking For? (https://barexamtoolbox.com/what-are-bar-exam-graders-really-looking-for/)

Download the Transcript (https://barexamtoolbox.com/episode-268-how-to-avoid-common-bar-essay-writing-mistakes-w-kelsey-lee/)

If you enjoy the podcast, we'd love a nice review and/or rating on  Apple Podcasts (https://itunes.apple.com/us/podcast/bar-exam-toolbox-podcast-pass-bar-exam-less-stress/id1370651486) or your favorite listening app. And feel free to reach out to us directly. You can always reach us via the contact form on the Bar Exam Toolbox website (https://barexamtoolbox.com/contact-us/). Finally, if you don't want to miss anything, you can sign up for podcast updates (https://barexamtoolbox.com/get-bar-exam-toolbox-podcast-updates/)!

Thanks for listening!

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Sample Short Essay about My Plan After High School (SLC) in English

Find here a short essay about my plan after school (SLC) or high school. We all know that SLC is supposed as the ‘Iron gate of Life’. After getting the SLC result, we are making a plan for our bright future. This is a short sample essay written by a Nepali guest writer in the English language.

Nepali Sample Short Essay about My Plan After High School (SLC) (About 400 words)

I am Hari Upreti. I am living in Birgunj. I have been very restless after my SLC examination, I don’t have any particular job to do. I’m jobless now. I was so busy until the SLC Exam “The Iron Gate of Life” that I had to prepare my lesson to do my best in the exam. I felt quite excited about discussing questions with my colleagues. Nowadays I don’t meet them. It is quite boring.

I’m thinking of doing something to erase this restlessness and utilize this leisure time. I want to learn some fundamental skills that will aid in my academic career in the future. I know I am weak in English.

So, I’m thinking of learning the English language during this free time. Do hope I will achieve learning language competence and performance in three months.

Besides, I have decided to learn the computer as it is a very important duo to get a job and to further my academic career. It is further said this is the age of the computer. Likewise, I’m very fond of music. So, I’m planning to learn guitar before I join college.

I have made a plan to continue my further study in medical science. I’m sure I will pass the SLC with 70%. I want to serve the country and people being a doctor. So I will study at a +2 majoring in Biology.

I understand that there is a great demand for doctors in our country. So, I will earn the duo name and fame being a qualified doctor. Hence, I will also attend the Bridge Course so that I can get admitted to the best college.

I understand we should not be over-ambitious. However, we should have some ambitions in life. I don’t think a dream to be a doctor in life is not an ambition. I think it is a noble aim in my life.

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This is how I want to best utilize my free time by learning basic skills before I pass the SLC exam and study at a higher level with full spirit and endeavor to bring my cherished dream into a sweet reality.

Author: Hari Upreti

       Essay about Planning life after high school (2000 words)

I recently entered my senior year of high school. I realize this is an imperative year. I have a lot of choices to set aside a few minutes to make them.

These choices will either represent the deciding moment in my life or may even end my educational carrier and I need to ensure that I make them to the best of my capacity because there is no turning back. I have to ensure I unquestionably need to go to college.

The choice is thoroughly up to me. There are numerous positives and negatives of going to college. Go over them, and after that choose. I realize myself better than any other person, and I won’t let any other person instruct me. I will ensure on the off chance that I will go to college that I have something like a primary concern that I will need to do, to prevail.

Facing everyday life after high school is loaded with uncertainty. There is a wide range of ways that one can bring like going straight into the workforce, joining the military, or going to medical, engineering, or in college, or any other field.

Picking one of these ways was simple for me; I am certain that I need to set off for college. In any case, choosing which college to go to is an unthinkable choice. In addition to the fact that I have to make sense of which college is the best scholarly fit, I likewise choose which track program suits me best.

When thinking about colleges, the expense of educational costs will, in general, be the obvious issue at hand. It’s a well-known fact that advanced education comes at an extraordinary expense.

On the off chance that understudies aren’t watchful, they can wind up suffocating in understudy loans for a long time after they graduate. Applying for grants and monetary guidance are incredible approaches to diminish and deal with this obligation.

There is various professional career to choose from after high school and yes you needn’t worry about the carrier as we have mentioned the professions as follows in different sectors:

Profession after twelfth Science

Medicinal Courses

So you are an understudy of science and you have done your 10+2 with PCB (Biology). Presently you have the chance to pick the correct profession. Here we have some investigation alternatives after the twelfth.

Have you ever tried to be a piece of the healthcare industry?

Then you can decide on the therapeutic side which is increasingly solid and will suit your subjects. You can pick the restorative field as your territory of intrigue. The restorative field is a standout amongst the best and most noticeable fields for the understudies having science amass in 10+2 standard.

After the twelfth science placement test?

You have to go for a placement test to get a confirmation for the medicinal degree course.

Confirmation in the majority of the expert courses in medicinal fields depends on either merit or through the passage test. There are distinctive selection tests for various courses of medicine. The IOM test, KU test, as well as BPKIHS tests, are the well-known selection test for admission to MBBS/BDS courses.

Rundown of Medical Courses

The best medicinal courses are as the accompanying:

B. B. S. (Lone wolf of Medicine and Bachelor of Surgery) – 5.5 years

MBBS is a four-year college education in the restorative field for a fix and analysis, granted in numerous nations.

D. S. (Unhitched male of Dental Surgery) – 4 years

BDS is an expert degree program in dentistry.

H. M. S. (Single man of Homeopathic Medicine and Surgery) – 5.5 years

BHMS is a four-year certification in Homeopathic Education in India controlled by the National Institute of Homeopathy.

A. M. S. (Single man of Ayurvedic Medicine and Surgery) – 5.5 years

BAMS is a four-year certification in the ayurvedic arrangement of the therapeutic field. In India, Ayurvedic Education is managed by the Central Council of Indian Medicine (CCIM).

M.D. (Specialist of Medicine) – 3 years

This degree is granted to specialists who are doctors. The base qualification for this course is MBBS.

M.S. (Ace of Surgery) – 3 years

This degree is granted to specialists who ace courses in medical procedures. The base qualification for this course is MBBS.

D.M (Medicine’s doctorate) – 2 to 3 years

DM is a doctorate qualification equal to the Ph.D. degree granted by numerous colleges in the USA. Specialists having an M.D degree are qualified for this course.

B.Pharm (Bachelor of Pharmacy) – 4 years

Hopeful more likely than not passed 10+2 with at any rate half stamps with science/arithmetic as one of the mandatory subjects, or D.Pharm (Diploma in Pharmacy). This degree includes the learning of drug stores.

B.Sc Nursing – 4 years

The applicant is more likely than not to pass 10+2 with Physics, Chemistry, and Biology with at least 45% imprints. The thought process of B.Sc. The nursing program is to create certified medical attendants, as an individual from the social insurance group.

B.P.T (Physiotherapy) – 4.5 years

Hopeful more likely than not go in twelfth class or equal with a base half stamps in material science, science, and science. Physiotherapy helps brief impaired individuals in their restoration.

B.O.T (Occupational Therapy) – 3 years

The applicant is more likely than not to pass 10+2 in Physics, Chemistry, and Biology. A few foundations may decide on a selection test. Occupational Therapy encourages the general population to empower in their regular day-to-day existence and treats candidly and physically tested individuals.

B.U.M.S (Unani Medicine) – 5.5 years

BUMS degree is equal to the BAMS, however in Unani drugs. Hopeful more likely than not passed 10+2 in Physics, Chemistry, and Biology. Urdu is mandatory up to the tenth class or equal Education. Hopeful probably accomplished at least 17 years old at the affirmation.

D.Pharma (Ayurvedic, Siddha Medicine) – 2 years

It is a restorative recognition course in the drug store of ayurvedic meds. Hopeful more likely than not passed 10+2 in Physics, Chemistry, and Biology.

BMLT (Bachelor of Medical Lab Technicians) – multi-year

It is a four-year certification of therapeutic research center innovation and contains the whole lab practices of the restorative framework. Hopefully more likely than not cleared the 10+2 test with PCB. Different organizations are putting forth the B.Sc. program in therapeutic research center innovation in India.

DMLT (Medical Lab Technician’s diploma) – 1 year

It is a medicinal confirmation course of therapeutic research center innovation and contains the lab practices of the restorative field. Hopefully more likely than not cleared the 10+2 test with PCB.

Now for those who are seekers to be an engineer:

Okay, prefer to be an Engineer?

You could go to the building study. There are sufficient open doors in the design field:

Is building a decent profession after twelfth science math/PCM?

Truly, every one of your questions exists positive, you can seek after designing with PCM subjects however not with the PCB gathering. On the off chance that you are as yet inspired by a design vocation, you should do the 10+2 again with Mathematics. For designing courses one can show up in IOE and numerous others.

Courses and Eligibility

What are the courses accessible in Engineering Field?

Building courses are accessible at the recognition level, undergrad level, postgraduate and doctoral dimensions.

Recognition Course prompting Diploma in Engineering

It is a 3-year course that understudies can seek after the consummation of 10 years of school training. Recognition holders are qualified for the sidelong section to the third-semester Engineering Courses. Recognition in Engineering is offered in different orders.

College class prompting B.Tech Degree

Lone wolf of Technology (B.Tech) is the 4-year full-time college class in the building. This course should be possible with one of the design orders. Requirements for seeking after B.Tech is 10+2 passed with PCM gathered from the perceived instructive board.

Postgraduate Course prompting M.Tech Degree

Postgraduate course in design brings about the honor of a Master of Engineering (M.E.) or Master of Technology (M.Tech) degree. It is a 2-year course that one can seek in the wake of finishing a 4-year undergrad program in design (B.Tech).

Doctoral Course in Engineering

Doctoral of Philosophy in Engineering (Ph.D.) is the propelled research course in designing that has a span of 3 years. Course length differs from school to school. Understudies admitted to the Ph.D. program ought to have an ace degree in a particular control.

Business Courses

Are you keen on the corporate world for the disposition and demonstrable skill?

You can pick the business world. In this field, there are a large number of presumed courses like

or on the other hand, coordinated BBA courses, and so on where you can gain your fantasies. You should work in a business, organization, selling, and fund condition.

Expressions/Humanities Courses

Rundown of Course

More often than not, the understudies get some information about; After the twelfth Arts stream list.

The best courses after the twelfth expression are as the accompanying (We’ve recorded these courses in the expressions area, it doesn’t imply that these are just for expressions understudies. Science/Commerce/Computer/Math understudies can likewise pick a portion of these courses after the twelfth):

• Air Hostess
• Movement Film Making
• Movement Master
• Movement Standard
• 3D Animation
• Advanced Diploma in 3D Animation-Expert
• Advanced Diploma in 3D Animation
• Advanced Diploma in Fashion Designing
• Advanced Diploma in Interior Designing
• Advance Hair Diploma Holder
• Propelled Diploma in Digital Animation (Diploma in VFX and Animation)
• Propelled Diploma in Multimedia
• Propelled Editing
• Masterful Basic Jewelry Design Program
• B.A. (Praises in Political Science)
• B.A. (Hons.) Economics
• B.A. (Hons.) Humanities and Social Sciences
• B.A (Hons) Marketing
• B.A (Hons.) in Marketing Management
• B.A. (Hons.) in Social Work
• B.A. (Hons) English
• B. A. Program with Functional Hindi
• B.Sc Fashion, Interior and Textile Design degree
• B.A (Honors in Sociology)
• B.A. (Honors) Economics
• B.A. (Honors) History
• B.A. (Journalism)
• B.A (Media and Communication)
• B.A (Psychology)
• B.A – Tourism, History, and Journalism
• B.A. Economic (Hons)
• B.A Hons in English Economics and Hindi
• B.A. (English)
• B.A. (Clothing Design and Merchandising)
• B.A. (Financial matters)
• B.A. (Financial matters, English, Politics)
• B.A. (Expressive arts)
• B.A. (H) English with Journalism
• B.A. (History)
• B.A. (Mass Communication)
• B.A. (Humanism)
• B.A. Financial matters
• B.A. in Mass Communication (BMC)
• B.A. LL.B. (Hons.)
• B.A. Logic Hons.
• B.A. Humanism
• B.A. (Economics, English, Philosophy)
• B.A (Journalism and Mass Communication)
• B.A. in Digital Film Making and Animation
• B.Des. (Adornment Design)
• B.Des. (Style Design)
• B.Des (Textile Design)
• B.Sc (Electronics Media)
• B.Sc (Hons) Digital Art and Technology
• B.Sc (Hospitality Studies)
• B.Sc (Mass Communication Journalism and Advertising)
• B.Sc – Animation (Distance Education)
• B.Sc – Fashion Designing and Apparel Designing
• B.Sc – Jewelry Designing and Management (B.SC. JD&M)
• B.Sc Fashion Technology
• B.Sc Games and Interactive Media from Sheffield Hallam University
• B.Sc in Fashion Technology
• B.Sc in Jewelry Design
• B.Sc in Textile Design
• B.Sc Mass Communication, Journalism and Advertising
• B.Sc Multimedia
• B.Sc Multimedia and Animation
• B.Sc. (Style and Apparel Design)- FAD
• B.Sc. (Style Communication)
• B.Sc. (Style Design)
• B.Sc. (Mass Communication, Advertisement, and Journalism)
• B.Sc. (Mass Communication, Advertising, and Journalism)
• B.Sc. in Fashion Technology
• B.Sc. in Interior Design
• B.Sc. Mass Communication, Advertisement, and Journalism
• Certificate in Retail Management
• Certificate in Textile and Leather Designing
• Certificate in Human Resources
• Certificate in Banking
• Certificate in Company Secretary dispatch
• Confirmation in Infrastructure and Construction
• Confirmation in Marketing
• Confirmation in Interior Designing
• Confirmation in Entrepreneurship
• B.B.M (Bachelor of Business Management)
• B.A (Fashion Communication)
• B.M.M. (Bachelor’s Degree in Mass Media)
• The unhitched male of Business Administration (BBA) + Graduate Diploma in Retail Management (DRM)
• The unhitched male of Business Administration (BBA) – Hotel Management
• Organization Secretary (CS)
• 5 years coordinated MBA course
• Style Designing
• Inside Designing
• Inn Management
• Unhitched male in Environmental Management
• The unhitched male of Foreign Trade Management
• Aeronautics and Hospitality Management
• The travel industry Management
• The unhitched male of Management ponders
• Design Technology

These are the various choices one may choose after high school. Graduation is an important part of everybody’s life so we at imnepal.com suggest all our lovely readers choose their profession as your wish and not under anybody’s pressure.

These are the guest posts I have published on this site. If you have any posts, articles, essays, information, tips, ideas, etc. then please send or submit us. Will will publish it on this site. Thanks.

Author: Abhishek Jha

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Hillary clinton to release essay collection about personal and public life.

Hillel Italie

Associated Press

This cover image released by Simon & Schuster shows "Something Lost, Something Gained: Reflections on Life, Love and Liberty by Hillary Rodham Clinton. The book will be released Sept. 17. (Simon & Schuster via AP)

Hillary Clinton’s next book is a collection of essays, touching upon everything from marriage to politics to faith, that her publisher is calling her most personal yet.

Simon and Schuster announced Tuesday that Clinton’s “Something Lost, Something Gained: Reflections on Life, Love and Liberty” will be released Sept. 17.

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Among the topics she will cover: Her marriage to former President Bill Clinton, her Methodist faith, adjusting to private life after her failed presidential runs, her friendships with other first ladies and her takes on climate change, democracy and Vladimir Putin.

“The book reads like you’re sitting down with your smartest, funniest, most passionate friend over a long meal,” Clinton’s editor, Priscilla Painton, said in a statement.

“This is the Hillary Americans have come to know and love: candid, engaged, humorous, self-deprecating — and always learning.”

Clinton, the former first lady, U.S. senator and secretary and presidential candidate, will promote her book with a cross country tour. “Something Lost, Something Gained” comes out two months before Bill Clinton’s memoir about post-presidential life, “Citizen.”

Financial terms were not disclosed. Clinton was represented by Washington attorney Robert Barnett, whose other clients have included former President George W. Bush and former President Barack Obama.

Clinton’s previous books include such bestsellers as “It Takes a Village,” “Living History” and “What Happened.”

Copyright 2024 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed without permission.

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मेरो स्कूलमा निबन्ध | Mero School ma Nibandh

 स्कूल भनेको स्थान वा शिक्षाको घर हो, मतलब त्यो ठाउँ जहाँ सिक्ने ठाउँ हुन्छ। हाम्रो संस्कारमा, विद्यालाई देवीको स्थान दिइयो र स्कूललाई ​​'मन्दिर' सादृश्य दिइयो।मेरो स्कूल एक विषय हो जसमा मलाई प्राय: निबन्ध आदि लेख्न दिइन्छ। हामी हाम्रो जीवनको सबैभन्दा महत्त्वपूर्ण समय हाम्रो स्कूलमा बिताउँछौं। हाम्रो धेरै सम्झना स्कूल संग जोडिएको छ। तसर्थ, स्कूल सबैको जीवनमा धेरै महत्त्वपूर्ण हुन्छ।

मेरो विद्यालयमा निबन्ध - १(३०० शब्दमा)

भनिन्छ कि जीवनको सबैभन्दा महत्त्वपूर्ण अंश भनेको हाम्रो बाल्यावस्था हो। बाल्यावस्थाको प्रत्येक पल खुल्ला जीवन बिताउनु पर्छ। त्यहाँ जिम्मेवारीको कुनै बोझ छैन न त क्यारियरको तनाव। मेरो लागि मात्र अर्थ। जीवनमा यस्तो रमाईलो समय फेरि कहिले आउँदैन। र यी सबै रमाईलो क्षणहरू हाम्रो स्कूलको गवाही छन्।

मेरो स्कूल स्थान

मेरो स्कूलको नाम बाल निकेतन हो। यो एक धेरै शान्त वातावरणमा अवस्थित छ, शहरको हंगामा र हलचलबाट टाढा। यसको चारै तिर हरियाली छ। जसको कारण वातावरण शुद्ध रहन्छ र हामी पनि शुद्ध हावा प्राप्त गर्दछौं। खाजा समयमा, हामी किनारको साथ रूखहरूको छाया मा खेल्छौं।

मेरो घर मेरो घर बाट केहि टाढा छ। त्यसैले म पैदल हिड्ने स्कूलमा पुग्छु। मेरो स्कूलको व्यास धेरै ठूलो छ।यसको वरिपरि सुन्दर फूल ओछ्यानहरू छन्। यसको छेउमा एक ठूलो खेल मैदान पनि छ, जसलाई खेल मैदान भनिन्छ।

मेरो स्कूल सरकारी हो, यो सबै सुविधाहरु संग सुसज्जित छ। हाम्रो स्कूलको नतिजा प्रति वर्ष १००% हो। मेरो स्कूल शहरको सब भन्दा राम्रो विद्यालयहरु मध्ये गनिन्छ। प्रत्येक वर्ष मेरो स्कूलमा वार्षिक उत्सव हुन्छ, जहाँ विभिन्न सांस्कृतिक कार्यक्रमहरू आयोजना गरिन्छन् जसमा हरेक प्रतियोगितामा सफल हुने बच्चाहरूलाई पुरस्कृत गरिन्छ। म उत्सुकतापूर्वक त्यो क्षणको लागि प्रतीक्षा गर्छु, किनकि म हरेक वर्ष मेरो कक्षामा प्रथम आउँछु। र यस अवसरमा, ठूला अधिकारीहरू आउँछन् र मेधावी बच्चाहरूलाई आफ्नै हातले पुरस्कृत गर्छन्।

त्यो क्षण अत्यन्तै अविस्मरणीय हुन्छ जब तपाईंको नाम हजारौं बच्चाहरूको बीचबाट बोलाइएको हो, र तपाईंलाई स्टेजमा जाँदा गर्जनसाथ प्रशंसाका साथ स्वागत गरिन्छ। तपाईं अचानक आमबाट विशेष बन्नुहुन्छ। सबैले तपाईंलाई चिन्न थाल्छन्। यो एक अद्भुत अनुभव हो, जुन शब्दहरूमा थ्रेड गर्न सम्भव छैन। यो धेरै राम्रो लाग्छ कि म यस स्कूलको विद्यार्थी हुँ।

मेरो विद्यालयमा निबन्ध - २ (४०० शब्दमा)

परिचय

मलाई मेरो स्कूल धेरै मन पर्छ। हाम्रो स्कूलले हाम्रो भविष्य सुधार गर्न महत्वपूर्ण भूमिका खेल्छ। कसैले पनि यसको उपयोगितालाई वेवास्ता गर्न सक्दैन। यो स्कूल आफैं हो, जसले हामीलाई सामान्य भन्दा बढी विशेष बनाउँदछ। हाम्रो लुकेको प्रतिभा पत्ता लगाउँदछ। हामी आफैंले अन्तर्वार्ता लिन्छौं।

स्कूल परिभाषा

स्कूल अर्थात स्कूल वा शिक्षाको घर। शिक्षण र सिकाई मार्फत शिक्षा प्रदान गरिएको स्थान।

विद्यालय दर्शन

विद्यालयको परम्परा नयाँ छैन। हाम्रो देश शताब्दीयौंसम्म ज्ञानको स्रोत भएको छ। हामीसँग गुरुकुलको परम्परा रहेको छ। महान् राजा महाराजासमेत आफ्नो भव्य महिमा छोडेर ज्ञानको प्राप्तिका लागि गुरुकुल जानुहुन्थ्यो। श्री कृष्ण र भगवान राम, भगवानका अवतार, अध्ययन गर्न गुरुकुल आश्रम गए। गुरुको स्थान परमेश्वरभन्दा अग्लो छ, यसप्रकारले संसारलाई सिकायो।

स्कूल भूमिका

जीवनको सबैभन्दा महत्त्वपूर्ण समय भनेको हाम्रो बाल्यावस्था हो। यो त्यस्तो समय हो जब हामी केवल आफ्नो लागि बाँचिरहेका छौं। साथी बनाउनु साथीहरु संग हाँस्न, रुन। जीवनको वास्तविक आनन्द अनुभव गर्नुहोस्। हाम्रो स्कूल आनन्दको यी सबै क्षणहरूमा हामीसँग छ।

कहिलेकाँही हाम्रा शिक्षकहरू हाम्रा अभिभावकहरू भन्दा नजिक हुन्छन्। हामी प्रत्येक पाइलामा समात्न र मद्दत गर्न तयार छौं। अभिभावकको डरका कारण धेरै बच्चाहरूले आफ्ना समस्याहरू आफ्ना शिक्षकहरूलाई मात्र बताउँछन्। केवल शिक्षकले विद्यार्थीको जीवनको सही तरीका देखाउँदछ।

निष्कर्ष:

स्कूल दुबै सार्वजनिक र निजी हुन्। आजकल, यो त्यस्ता व्यक्तिहरूको विश्वास भएको छ कि केवल निजी विद्यालयहरू मात्र पढाइन्छ। यो धारणा गलत छ। दुई स्कुलका विद्यार्थीहरूले यही कुराको फाइदा लिन्छन्। प्रत्येक अभिभावक आफ्ना बच्चाहरूलाई उत्तम शिक्षा दिन चाहन्छन्। तर सबैको स्थिति यी स्कूलहरूको मोटा शुल्कहरू भर्न पर्याप्त छैन।

आजकल शिक्षा व्यवसायिकरण गरिएको छ। सबैजना आफ्नो जेब भर्ने प्रयास गर्दैछन्। कोही पनि बच्चाहरूको भविष्यको बारेमा चिन्तित छैनन्। दिनहुँ शिक्षाको स्तर झर्दै गइरहेको छ। स्कूल एक मात्र मार्ग हो जहाँबाट देशको भविष्य सिर्जना हुन्छ। सरकारले यस सम्बन्धमा धेरै नियम बनाएको छ। तर सामान्य जनताले यसलाई अनुसरण गर्नु पर्छ।

मेरो विद्यालयमा निबन्ध - (५०० शब्दमा)

मेरो स्कूलको नाम उच्च माध्यमिक स्कूल हो। मेरो स्कूलको क्याम्पस एकदम ठूलो छ। मेरो स्कूलमा दुई वटा फ्लोरका चार वटा भवनहरू छन्। यसका चारैतिर ठूला रूखहरू छन्। यसमा पचास भन्दा बढी कोठाहरू छन्। प्रत्येक कोठामा ठूला झ्याल र दुई ढोका छन्। त्यहाँ तीन ठूला खेल मैदानहरू छन्। यससँगै बास्केटबल कोर्ट पनि छ।

हाम्रो स्कूलमा पचास भन्दा बढी शिक्षकहरू छन्। सबै धेरै सौहार्दपूर्ण र समायोजित छन्। सम्भव भएसम्म बच्चाहरूलाई मद्दत गर्नुहोस्।

विद्यालयले विद्यार्थीहरूलाई अनेकौं सुविधाहरू दिन्छ । धेरै विद्यार्थीहरूलाई पूर्णत : निःशुल्कता प्रदान गरिन्छ । शिक्षक एवं विद्यार्थीहरूको लागि एउटा सानो पुस्तकालय छ । यी सुविधाहरूको अतिरिक्त विद्यार्थीहरू फुटबल , भलिबल र बास्केटबल जस्ता खेल खेल्छन् । खेलको निरीक्षण एउटा शारीरिक शिक्षकले गर्दछन् । नयाटाको बारेमा

मापदण्ड अनुसार केही सुविधाहरू निम्नानुसार छन्: 

• त्यहाँ शान्त वातावरण हुनुपर्छ।
• प्रवृत्ति शिक्षक हुनु पर्छ।
• स्कूल बोर्ड परीक्षामा उत्कृष्ट हुनुपर्छ।
• नियमित गृहकार्य दिनु पर्छ।
• विद्यार्थीहरूको मूल्यांकनको लागि निरन्तर मुल्यांकन विधि अपनाउनु पर्दछ।
• त्यहाँ स्वयं अध्ययनका लागि पुस्तकालय र पढ्ने कोठा हुनु पर्छ।
• अतिरिक्त - अतिरिक्त क्रियाकलापमा जोड दिइनु पर्दछ।
• विभिन्न विषयहरूमा प्रतिस्पर्धी परीक्षाको व्यवस्था गर्नुपर्दछ |
• कोठाहरू प्रशस्त हुनुपर्दछ र शिक्षणको लागि राम्रोसँग भाँडोयुक्त हुनुपर्दछ।
• सफा पिउने पानीको उचित व्यवस्था हुनुपर्दछ।
• उचित शौचालयको व्यवस्था गरिनु पर्दछ।
• त्यहाँ शारीरिक, योग, नृत्य र संगीत शिक्षा को लागी उचित व्यवस्था हुनु पर्छ।
• विद्यार्थी बहस र मानसिक विकासको लागि बहस प्रतिस्पर्धा आदि आयोजना गर्नुपर्दछ।
• स्कूलको वार्षिक पत्रिका प्रकाशित गर्नुपर्दछ, जसले प्रत्येक क्षेत्रका मेधावी बच्चाहरूको उल्लेख गर्नुपर्दछ।
• सबै कक्षा कोठाहरूमा स्मार्ट कक्षाकोठा प्रणाली हुनुपर्दछ।

स्कूलको प्रकार:

बाल्यावस्थादेखि हामी हुर्किसके सम्म हामीले बिभिन्न स्कूलहरूमा पढेका थियौं। त्यहाँ धेरै प्रकारका विद्यालयहरू पनि छन्, जस्तै

आंगनवाडी - आंगनवाडीमा, सामान्यतया यो साना केटाकेटीलाई बसेर अन्य आधारभूत कामहरू गर्न सिकाईन्छ।

प्राथमिक विद्यालय - प्राथमिक विद्यालयको एकदेखि पाँच कक्षा हुन्छ।

माध्यमिक विद्यालय - यस प्रणालीमा, पहिलो देखि आठौं सम्म शिक्षा दिइन्छ। कहिलेकाँही यो कक्षा छ देखि आठ सम्मको पनि हुन्छ।

उच्च माध्यमिक विद्यालय - कक्षा १२ सम्म शिक्षा यहाँ सञ्चालन गरिएको छ।

जब हामी स्कूलमा भर्ना हुन्छौं, त्यस बेला हामी सानो बोटबिरुवाहरू हुन्छौं। हाम्रो स्कूल आफैले सिंचाइ गर्दछ र ठूला रूखहरू बढाउँदछ। र यसलाई यस संसारमा बस्न योग्य बनाउँछ। हामी हाम्रो स्कूल मा हाम्रो जीवन को सबै भन्दा महत्वपूर्ण घडी खर्च गर्दछ। जब हामी ठूला हुन्छौं, हामी स्कूलमा बिताएको क्षणहरू मात्र सम्झन्छौं।

मेरो स्कूलमा निबन्ध 

बिद्यालय यस्तो ठाउँ  हो  जहाँ  मानिसहरु सिप सिक्न, पढ्न, शिक्षा र ज्ञान लिन जान्छन्। स्कूलमा, एक वा बढी शिक्षकहरू र प्राध्यापकहरूले  विद्यार्थीहरूलाई  शिक्षा लिन, सिप सिक्न र पढ्न सिकाउन सहयोग गर्छन्। शिक्षा हाम्रो जीवनको एक अनिवार्य अंश हो। हामी ज्ञान बिना केहि पनि छैनौं, र शिक्षा नै हामीलाई अरूबाट अलग गर्दछ। शिक्षा हासिल गर्ने मुख्य चरण भनेको स्कूलमा भर्ना हुनु हो। अधिकांश मानिसहरूको लागि स्कूल पहिलो शिक्षा र ज्ञान प्राप्त स्थान हो ।

स्कूल पृथ्वीमा यस्तो मिठो स्वर्ग हो जुन साना दिमागहरूलाई ठूला कार्यहरूका लागि तयार गर्दछ। राम्रो स्कूलहरू एक राष्ट्रको साँचो सम्पत्ति हुन् । स्कूलले राम्रोसंग बाँच्न र भोलिको लागि प्रगति गर्न शिक्षा प्रदान गर्दछ। अहिलेको युगमा, प्रायजसो देशहरूले बच्चाहरूलाई  धेरै वर्षको लागि स्कूल जान आवश्यक गरेकोछ, जसले गर्दा उनीहरूले जीवनमा पछि चाहिने आधारभूत कुराहरु जस्तै पढ्ने, लेख्ने, र  गणित सिक्न सक्छन । 

मानिसहरू पैसा कमाउन जागिरमा काम गर्छन् र जागिर पाउन हामीलाई सीप चाहिन्छ। स्कूलहरूले मानिसहरूलाई रोजगारको लागि चाहिने सीपहरू सिकाउँदछन्। केही व्यक्ति अरू भन्दा लामो समय सम्म स्कूल जान्छन्कि नभने केहि रोजगारहरु लाई अरु भन्दा धेरै प्रशिक्षण चाहिन्छ। 

विद्यालयले आत्मविश्वासलाई बढावा दिन्छ र मित्रता कायम गर्न र यसलाई कायम कसरि राख्न भन्ने कुरा  सिकाउँछ, र कसरी समूहको रूपमा मिलेर काम गर्ने तरिका सिक्न भन्ने सिकाउँछ र योकुराहरुलेनै मानिसहरुलाई जिन्दगिमा सफल बनाउछ।

स्कूलमा, विद्यार्थीहरूले आफ्नो व्यक्तित्व विकास गर्छन्। शिक्षकहरुले विद्यार्थीहरूलाई धर्म र नैतिकताको बारेमा सिकाउँछन्। स्कूलहरूले मान्छेहरुलाई सामाजिक रूपले मान्यता र व्यवहार पहिचान गर्न मद्दत गर्दछ। बिधालयले शिक्षा मात्र प्रदान गर्दैन येसले देसको निर्माण गर्छ। यो राष्ट्रको चरित्र निर्माण गर्ने  एक उपकरण हो।

आजका बच्चाहरू देशको भविष्य हुन् अर्थात् तिनीहरूलेनै  देशको निर्माण, विकास गर्छन र  देशको नाम र ख्याति बढाउनेछन्। त्यस किसिमको काम गर्न बच्चाहरूसंग उचित शिक्षा, सीप र प्रशिक्षण हुनुपर्छ। तेसैले, स्कूलले शिक्षा, कौशल र प्रशिक्षण प्रदान गर्दछ।

प्रत्येक बच्चाहरुले स्कूल जान जरूरी छ किनकि स्कूलले हामीलाई पाठ सिकाउँछ जुन अरु कतै अधिग्रहण हुन सक्दैन।  शिक्षाको साथसाथै हामी अन्य धेरै चीजहरू पनि सिक्छौं जस्तै समाजीकरण, अतिरिक्त पाठ्यक्रम गतिविधिहरू र अधिक।

बिधालय जाने धेरै कारण हरु छन् जस्तै बिधालयले हामीलाई नया ग्यान, सीप र तालिम दिन्छ र बिधालय नजाने कारण छैन। बिधालयमा हामीले ज्ञान  पाउँदछौं जसले गर्दे हामी जीवनमा सफल हुनासक्छौ। अनि ग्याननै सक्ति हो। हामी ग्यान बिना केहि पनि हैनौ।

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Religion and Spirituality in East Asian Societies

1. religious landscape and change, table of contents.

• Religious switching in the region
• Religious switching in East Asia compared with the rest of the world
• Common beliefs and practices
• How former Buddhists in East Asia compare with lifelong Buddhists
• Other key findings in this report
• Religious composition
• How religious identity differs by age
• Religious switching
• Which groups have the biggest shares of new entrants?
• Persuading others to switch
• Attending Christian and Buddhist schools
• Feeling connected to one or more religions or philosophies
• How many religions can be true?
• Personal importance of religion
• Importance of religion around the world
• What people say Buddhism is – and is not
• Belief in unseen beings
• Belief in god
• Belief in angels and demons
• Belief in spirits inhabiting the physical world
• Belief in fate
• Belief in karma
• Belief in miracles
• Venerating religious figures and deities
• Rates of prayer
• Daily prayer around the world
• Visiting spiritual and religious sites
• Home altars
• Reflecting on life and the universe
• Fortunetelling
• Ancestor veneration rituals
• Communicating with ancestors
• Family gravesites
• How important are traditional funerals?
• Cremation and burial
• Belief in rebirth and nirvana
• Belief in heaven and hell
• Religion's role in society
• Religious leaders in politics
• Free speech and social harmony
• Should societies be open to change?
• Acknowledgments
• Methodology
• Appendix A: Sources

Typically, East Asia is considered to encompass China, Hong Kong, Japan, Macau, Mongolia, North Korea, South Korea and Taiwan. In geopolitical terms, Vietnam is often categorized as part of Southeast Asia. But we surveyed Vietnam along with East Asia for several reasons, including its historic ties to China and Confucian traditions . Moreover, Buddhists in Vietnam practice the same strain of Buddhism (Mahayana) found across East Asia.

Throughout this report, the term “East Asia” refers to Hong Kong, Japan, South Korea and Taiwan.

When discussing trends throughout the broader “region,” we include Vietnam.

For legal and logistical reasons, we did not survey several other places that are generally considered part of East Asia. At present, China does not allow non-Chinese organizations to conduct surveys on the mainland, and public opinion surveys are not possible in North Korea. Conducting nationally representative surveys in Mongolia is difficult due to the nomadic lifestyle of a large part of its people. We did not survey Macau because its population is relatively small.

Most people in the five Asian societies surveyed either identify as Buddhist or say they have no religion. But substantial shares in South Korea and Hong Kong identify as Christian, and Taiwan has a sizable number of Daoists (also spelled Taoists).

Religious “switching” – changing from one’s childhood religion to a different religious identity in adulthood – is quite common in Hong Kong, Japan, South Korea and Taiwan . Switching is less common in Vietnam.

People who were raised in a religion but no longer identify with any religion account for most of the switching in the region.

For example, in Hong Kong and South Korea, roughly half of adults say they have left the religion in which they were raised; many have given up Buddhism or Christianity and are now religiously unaffiliated.

In all five places, however, most people who say they were raised with “no religion” have retained that identity, remaining unaffiliated in adulthood.

Despite this region’s relatively high levels of religious switching, public attitudes toward proselytizing are mixed. Large majorities in Japan and South Korea say it is generally unacceptable for people to try to persuade others to join their religion. In Hong Kong, Taiwan and Vietnam, respondents are more supportive of conversion efforts.

In three places surveyed, the religiously unaffiliated are the largest group: Most adults in Hong Kong (61%), and roughly half in South Korea (52%) and Vietnam (48%), say they have no religion. 6 Substantial shares in Japan (42%) and Taiwan (27%) say the same.

Buddhists also are prevalent in the region. We find that 46% of Japanese, 38% of Vietnamese and 28% of Taiwanese adults identify as Buddhist, while 14% in both Hong Kong and South Korea are Buddhist.

Christians are not the largest religious group in any of the five places surveyed, although roughly one-third of South Koreans identify as Christian, as do 20% of Hong Kongers and 10% of Vietnamese adults.

Overall, the religiously unaffiliated, Buddhists and Christians account for roughly 90% of adults or more in four of the places surveyed. In Taiwan, those three religious groups make up 62% of adults, and an additional 24% are Daoist.

We did not ask respondents to say which of the three major strands of Buddhism they follow, though past research has shown that Mahayana Buddhism is prevalent in Japan, South Korea and Vietnam . Mahayana, which originated in China, teaches its followers to strive to become bodhisattvas , or “wisdom bodies,” who work toward enlightenment for themselves and all beings. The other major strands of Buddhism – Theravada and Vajrayana (also known as Tibetan Buddhism) – are more prevalent in places such as Thailand, Sri Lanka and Nepal.

Evangelical Christians

Adults who self-identify as Christian were asked a follow-up question: “Would you describe yourself as a born-again or evangelical Christian?”

About half of Christians in South Korea say they are born-again or evangelical. Smaller shares of Christians in Vietnam (44%) and Hong Kong (36%) give the same answer.

In South Korea, older Christian adults are more likely than those under 35 to say they are evangelical (54% vs. 38%). Christians without a college degree, as well as South Korean women, also are more likely than their counterparts to describe themselves as born-again or evangelical.

In Taiwan, only 8% of Christians describe themselves as born-again or evangelical.

Christians also were surveyed in Japan, but the number of Christians in our sample of Japanese adults is too small to allow their characteristics or views to be analyzed and reported separately.

Younger adults (ages 18 to 34) are consistently more likely than older adults not to identify with any religion. In Taiwan, for instance, younger adults are almost twice as likely as older adults to be religiously unaffiliated (41% vs. 22%).

Younger adults also tend to be less likely than older adults to identify as Buddhist.

Among Christians, there are no wide age gaps except in South Korea, where 25% of younger adults and 35% of older ones identify as Christian.

When demographers study how a society’s religious mix is changing , they typically consider five factors that drive change over time: religious switching (the voluntary choices people make about which religious groups they belong to, if any); age structure (differences in the age and sex composition of groups); fertility rates (how many children are born to women in different religious groups); mortality rates (whether people in some religious groups live longer than others); and migration rates (how many people in each religious group are moving into and out of a particular place).

This report does not attempt to measure differences in fertility, mortality or migration between religious groups. However, we measured religious switching by asking respondents two separate questions:

• What is your religion, if any?
• Thinking about when you were a child, in what religion were you raised?

The responses to these two questions allow us to calculate what percentage of the public has left a religious group (or “switched out”) and what percentage has entered (or “switched in”).

Switching can go in multiple, and partially offsetting, directions. In Hong Kong, for example, 26% of adults say they were raised as Buddhists, but just 14% currently identify as Buddhist. This is because 17% of adults in Hong Kong were raised as Buddhists but now identify with some other religion (or with no religion), while 4% were not raised as Buddhists but have entered Buddhism as adults.

On balance, the survey finds that religious switching has resulted in an overall (or “net”) loss to Hong Kong’s Buddhist community of 12 percentage points, after rounding to the nearest integer.

Net gains and losses for each religious group

Across the region, the religiously unaffiliated population generally has experienced the biggest net gains from religious switching, drawing large shares from every other religious category in all places except Vietnam.

In South Korea, for example, 23% of adults surveyed say they were raised without a religion, but 52% currently identify as religiously unaffiliated – a gain of 29 points. This is because 35% of South Koreans have left their childhood religion to join the ranks of the unaffiliated, while just 6% who were raised unaffiliated have joined a religion.

Only in Vietnam is this pattern of net growth among the religiously unaffiliated reversed. There, the share who claim no religious identity has fallen 7 points between respondents’ childhoods and today (55% vs. 48%).

Meanwhile, Buddhism has experienced net losses in Hong Kong, Japan and South Korea. For instance, 57% of adults in Japan say they were raised Buddhist, while 46% are currently Buddhist – a net loss of 12 points (after rounding). This is because people who were raised Buddhist have left the community at a higher rate than people have entered Buddhism from other religious backgrounds. While 17% of Japanese adults were raised Buddhist but no longer identify as Buddhist, just 6% have switched into Buddhism after being raised in some other religious tradition.

In Taiwan and Vietnam, on the other hand, Buddhism has experienced slight net increases due to religious switching. Also in Taiwan, Daoism has shrunk dramatically due to switching: 42% of adults say they were raised Daoist, compared with 24% who identify as Daoist today.

The percentages who identify as Christian have fallen over people’s lifetimes in Hong Kong (net loss of 9 points) and South Korea (down 8 points).

Retention rates or ‘stickiness’

Another way of measuring religious change is to look at retention rates: What percentage of all the people raised in a group remain in that group today? This is sometimes referred to as how “sticky” a group is.

Across the region, among survey respondents who say they were raised without a religion, most still do not identify with any religion today. Retention rates among the unaffiliated range from 64% in Taiwan to 84% in Japan.

Retention rates for Buddhists vary widely. Most people raised as Buddhists continue to identify with Buddhism in Vietnam (87%), Japan (70%) and Taiwan (67%). But far fewer have stuck with Buddhism in Hong Kong (37%) and South Korea (32%).

Meanwhile, Christians have relatively low retention rates in Hong Kong (40%) and South Korea (51%) but a higher rate in Taiwan (63%) and an exceptionally high rate in Vietnam (95%).

Across the region, most people who have left their childhood religion tend to be unaffiliated, no longer identifying with any religion. (Switching from having a religion to having no religion is often called disaffiliation. For figures on disaffiliation across Asia and other parts of the world, turn to the Overview of this report .) In Vietnam, for instance, 13% of people raised Buddhist have left Buddhism, and most of them (10% of all people raised Buddhist) now have no religion; 2% have become Christian and 1% identify with other religious groups.

Conversely, among those who were raised without a religion and have taken on a religion in adulthood, most have become either Buddhist (as in Vietnam) or Christian (as in South Korea.)

Yet another way of looking at religious change is to consider which religious groups have the largest percentages of new entrants, sometimes called an “accession rate.”

In general, the religiously unaffiliated are more likely than other groups to be composed of newcomers. For example, in Japan, 49% of the unaffiliated were raised in some religious community, while just 12% of Japanese Buddhists were raised outside Buddhism.

Once again, Vietnam bucks the trend. While 9% of Vietnam’s unaffiliated adults grew up with a religion, 25% of Vietnam’s current Buddhist adults were raised outside Buddhism. And most of these converts to Buddhism say they grew up unaffiliated.

Across the region, at least half of all Buddhists and Christians were raised in the religious community they identify with today.

People across East Asia and Vietnam express widely differing views on whether proselytizing (i.e., seeking religious conversions) is acceptable.

Most adults in Japan (83%) and South Korea (77%) say it is unacceptable for a person to try to persuade others to join his or her religion. This includes vast majorities of the religiously unaffiliated and Buddhists in both places. Most Christians in South Korea (70%) also oppose proselytization.

People in Taiwan and Vietnam are more divided about conversion efforts. In neither place do a majority say such efforts are acceptable or unacceptable.

Hong Kong is the only place surveyed where a majority of respondents say it is acceptable to proselytize (67%).

Most adults throughout the region say they did not attend any school with a religious affiliation during the course of their education.

Hong Kong is an exception, with half of adults there saying they have attended a school associated with a Catholic or other Christian church. (This may be in part due to a large increase in church-run public education starting in the 1960s . Government statistics in 2022 showed that about half of primary school students in Hong Kong attended a school associated with a Catholic or other Christian church .)

In general, it’s more common for people in the places surveyed to have attended a school with Christian connections than one associated with a Buddhist organization.

In addition, Christians are more likely to have attended Christian schools than Buddhists are to have attended schools with Buddhist ties. For instance, 22% of Taiwanese Christians attended a school associated with a Christian or Catholic church, while 10% of Taiwanese Buddhists ever attended a school connected to a Buddhist organization.

• The religious identification question in this survey asked: “What is your religion, if any? Buddhist; Catholic, Protestant or other Christian; Muslim; Daoist; Confucian; Local religions/Indigenous religions; No religion; or Some other religion.” In Japan, “Shinto” was also listed as an answer option. (In Vietnam, we began the question with “Regardless of how the government records your religion, …”) People who answered “No religion” are categorized as having no religion or as being religiously unaffiliated. This question was worded slightly differently in Asia than in some other Pew Research Center surveys – particularly our U.S. surveys – which don’t offer a “No religion” option but, instead, offer three separate choices – atheist, agnostic and “nothing in particular” – that are combined into a “religiously unaffiliated” category. In this report, we refer to people with “no religion” and the “religiously unaffiliated” interchangeably. ↩

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Buddhism, islam and religious pluralism in south and southeast asia, religion in india: tolerance and segregation, being christian in western europe, religious belief and national belonging in central and eastern europe, most popular, report materials.

• Questionnaire
• Japanese main findings: 東アジア社会における宗教と精神性
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• Korean main findings: 동아시아 사회에서의 종교와 영성(靈性)
• Korean overview: 동아시아 사회에서의 종교와 영성(靈性)
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• Vietnamese overview: Tôn giáo và tâm linh trong các xã hội Đông Á
• East Asian Societies Survey Dataset

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Writing essays: Motives, Processes and Structures (in Nepali)

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Essay on Culture Of Nepal

Students are often asked to write an essay on Culture Of Nepal in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Culture Of Nepal

Introduction.

Nepal, a small country in South Asia, is known for its rich cultural diversity. It is a blend of various ethnic groups, each with unique customs, traditions and languages. This makes the culture of Nepal colorful and fascinating.

Religions in Nepal

Nepal is a religious country with Hinduism and Buddhism being the main faiths. There are also followers of Islam, Christianity, and other religions. These religions influence the daily lives, festivals, and rituals of the Nepalese people.

Languages of Nepal

Nepal is a multilingual country. The official language is Nepali, but more than 123 languages are spoken. Each ethnic group has its own language, adding to the cultural richness.

Traditional Clothing

Nepalese people wear traditional clothing. Men wear ‘Daura Suruwal’ and women wear ‘Sari’ or ‘Kurta Suruwal’. The clothing reflects their ethnic identity and is worn during festivals and special occasions.

Festivals of Nepal

Nepal is known for its numerous festivals. Dashain, Tihar, Holi, and Buddha Jayanti are some of the major festivals. These festivities bring people together in celebration, strengthening social bonds.

Art and Architecture

Nepalese art and architecture is influenced by Hinduism and Buddhism. Temples, palaces, and sculptures display intricate designs and craftsmanship. This showcases the artistic skills of the Nepalese people.

Cuisine of Nepal

Nepalese cuisine is a mix of flavors. Dal Bhat, a lentil soup with rice, is the staple food. Momos, Gundruk, and Dhido are other popular dishes. Each region has its own special dish, reflecting the diversity.

The culture of Nepal is a beautiful mix of various elements. It is a symbol of unity in diversity. Despite the differences, the people of Nepal live in harmony, respecting each other’s cultures.

250 Words Essay on Culture Of Nepal

Introduction to nepal’s culture.

Nepal, a small country in South Asia, is famous for its rich and diverse culture. It is home to various ethnic groups, each with its unique traditions, languages, and customs. This makes Nepal a place where different cultures blend together, creating a beautiful mix.

Religion and Beliefs

Religion is a big part of life in Nepal. Most people follow Hinduism or Buddhism. These religions influence many aspects of daily life, like food, clothing, and festivals. People visit temples and shrines regularly, showing their deep faith.

Language and Communication

Festivals and celebrations.

Festivals are a major part of Nepal’s culture. They bring joy and unity among people. Dashain, Tihar, and Holi are some of the main festivals. During these times, people gather with family, exchange gifts, and enjoy special meals.

Nepal’s art and architecture are unique and beautiful. You can see this in the temples and old buildings. They are often decorated with detailed carvings and colourful paintings. This highlights the artistic skills of the Nepalese people.

Food and Cuisine

In conclusion, Nepal’s culture is a colourful mix of traditions, beliefs, and customs. It is a symbol of unity in diversity, making Nepal a truly special place.

500 Words Essay on Culture Of Nepal

Introduction to nepalese culture.

Nepal, a small country nestled in the heart of the Himalayas, is known for its rich and vibrant culture. The culture of Nepal is a unique mix of tradition and novelty. It is a fusion of ancient history and modern influences. The culture is deeply rooted in the people, their rituals, their beliefs, and their daily lives.

Religions and Festivals

Language and literature.

Language is an essential part of any culture, and Nepal is no exception. The official language is Nepali, but more than 123 languages are spoken here. This shows the cultural richness and diversity of the country. Nepalese literature is also diverse, with works ranging from ancient scriptures and epics to modern novels and poetry.

Nepal is famous for its distinctive art and architecture. The country is full of ancient temples, palaces, and monuments that reflect the skills of the Newar artisans. Kathmandu Valley, in particular, is a treasure trove of such architectural wonders. The intricate woodwork, stone carvings, and metal crafts are a testament to the artistic prowess of the Nepalese people.

Nepalese cuisine is as diverse as its culture. The food varies from region to region. Dal Bhat (lentil soup with rice), Gundruk (fermented leafy greens), and Momo (dumplings) are some popular dishes. The food is not just about taste but also carries cultural and religious significance.

Music and Dance

Music and dance form an integral part of Nepalese culture. Folk music and dances are popular, with each ethnic group having its unique music and dance forms. Instruments like Madal and Sarangi are commonly used. The dances are usually performed during festivals and special occasions, adding color and rhythm to the celebrations.

Clothing and Attire

Traditional Nepalese clothing is unique and varied. Men typically wear Daura Suruwal while women wear Gunyu Cholo. These outfits are often worn during festivals and special occasions. The clothing reflects the country’s cultural heritage and identity.

In conclusion, the culture of Nepal is a beautiful blend of various elements. It is a culture that respects diversity and celebrates unity. It is a culture that values tradition while embracing change. The culture of Nepal is a mirror of its people – warm, welcoming, and vibrant.

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Toxic Moonshine Leaves at Least 53 Dead in India’s South

Consumption of tainted bootleg alcohol has caused several instances of mass deaths in recent years as drinkers seek out illicit liquor to save money or evade the law.

By Mujib Mashal and Hari Kumar

Reporting from New Delhi

The death toll from tainted liquor in the southern Indian state of Tamil Nadu has reached 53, officials say, and is likely to rise, with many others in critical condition. The victims were sickened by drinking a bootleg alcohol with a high content of methanol.

Rajat Chaturvedi, the police superintendent in the Kallakurichi District, where the past week’s deaths have occurred, said that 98 people had been hospitalized. “The dead and hospitalized people are mostly daily wage laborers,” he said.

The first death, from drinking local alcohol sold in small pouches for about 50 cents, Mr. Chaturvedi said, was reported on Wednesday. The village of Karunapuram was the worst hit, with more than a dozen victims receiving last rites in a mass cremation on Thursday.

Consumption of tainted alcohol has caused several mass-casualty events across India in recent years. In some states that prohibit alcohol, people turn to smuggled or unregulated liquor. Elsewhere, villagers choose the bootleg product because of its lower price.

In 2019, at least 150 people died in two districts of the northeastern state of Assam from drinking bootleg alcohol. Weeks earlier, 100 people had died in the states of Uttar Pradesh and Uttarakhand.

In August 2020, at least 120 people died in Punjab from drinking toxic local alcohol, with 92 of the deaths in just one district.

In December 2022, at least 70 people died from drinking tainted alcohol in the eastern state of Bihar. Bihar has banned the sale and consumption of alcohol since 2016, but people consume illegal smuggled alcohol or cross the border into Nepal for cheap local alcohol.

Last year, at least 22 people died from consuming similar toxic local alcohol in two other districts of Tamil Nadu, where liquor sales are legal but the number of outlets is restricted. The latest mass casualty has put the state’s government under pressure from opposition leaders as well as from the state’s high court. Opposition lawmakers, who arrived at the assembly dressed in black, called for the resignation of Tamil Nadu’s chief minister, M.K. Stalin.

Mr. Stalin announced an investigation headed by a retired judge and ordered the police across the state to crack down on the homemade liquor trade.

The man accused of making this week’s batch of poisonous alcohol has been arrested, along with his wife and at least one other person, according to police officials. The Kallakurichi District’s top civilian official has been transferred, while several police officers have been suspended.

Local residents have said that the police were complicit, taking a cut from the bootlegger’s peddlers who brought the alcohol to the villages, according to the Indian news outlet The News Minute .

“We cannot say direct involvement of local police, but due to their lack of action, police people were suspended, right from constable to deputy superintendent of police,” said Mr. Chaturvedi, who took charge of the district’s police force after the tragedy.

Mujib Mashal is the South Asia bureau chief for The Times, helping to lead coverage of India and the diverse region around it, including Bangladesh, Sri Lanka, Nepal and Bhutan. More about Mujib Mashal

Hari Kumar covers India, based out of New Delhi. He has been a journalist for more than two decades. More about Hari Kumar

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Sweeping changes in Nepal-China relations

Author : Hari Bansh Jha

Expert Speak Raisina Debates

Published on jun 18, 2024.

The current political climate has led to unprecedented cooperation between Nepal and China, bringing them closer than ever. This partnership is likely to strengthen further. 

China, which has been nurturing unity among the left political parties in Nepal, seems highly satisfied with Nepal’s new political dispensation. In 2018, it not only played a crucial role in uniting the CPN-UML led by KP Sharma Oli and Maoist Centre leader Pushpa Kamal Dahal, but it also facilitated the merger between the two parties, which was renamed the Nepal Communist Party (NCP). However, the unity between the two parties could not last long because just within three years the two erstwhile parties, i.e. the CPN-UML and the Maoist Centre were separated due to the intervention made by Nepal’s Supreme Court. On 4 March this year, Beijing again successfully brought the CPN-UML and the Maoist Centre together and enabled them to form a new coalition government. In this effort, the Maoist Centre had to sever its 15-month-long alliance with the Nepali Congress, the single largest party in Nepal, and form a new government with the CPN-UML that had withdrawn its support to Dahal in February 2023. 

To woo Nepal, China reopened all 14 trade points with Nepal, including the Kimathanka transit point in Sankhuwasabha district for trade with Nepal. Those border points were lying closed for nearly four years following the outbreak of COVID-19 in 2020. The Nepalese traders, seasonal workers and border inhabitants living in the northern part of Nepal were affected most due to the closure of the border. Most of the border inhabitants living in Nepal’s northern region are largely dependent on the market across the border in China to meet the daily necessities of life. Commenting on this development, Chen Song, Chinese ambassador to Nepal observed , “That will greatly boost cross-border trade and improve residents’ livelihoods and connectivity.”

In Nepal, China happens to be the largest source of FDI . Chinese FDI in Nepal include projects like Hongshi Shivam Cement ,  Pokhara International Airport, Upper Trishuli hydropower project, and West Seti Dam. Several small shops have also been opened by Chinese investors in major tourist hubs in Nepal, including Thamel in Kathmandu and Pokhara to attract Chinese tourists. Recently, Nepal signed two memorandum of understanding (MoU) with this country on the occasion of the Third Investment Summit of Nepal Nepal (28-29 April). The first MoU was signed between Next-Gen Management Solutions Pvt Ltd of Nepal with MABC Investment Pvt Ltd of China; while the second MoU was signed between the Federation of Nepalese Industry and Commerce (FNIC) of Nepal and the Dongguan Jingliang Lighting Product Company Ltd. of China. 

In Nepal, China happens to be the largest source of FDI. Chinese FDI in Nepal include projects like Hongshi Shivam Cement, Pokhara International Airport, Upper Trishuli hydropower project, and West Seti Dam.

In the meantime, the Tibet Autonomous Regions of China assured Nepal that it would provide funds to Nepal for five years for building schools, health posts, solar electricity , etc. for those Nepalese living in 15 districts bordering China. Before this, China provided US$1.53 million annually to Nepal between 2014 and 2018 for the livelihood support of the people in northern Nepal in the health, education, and road sectors.

Furthermore, China launched a new platform known as Silk Roadster under the Belt Road Initiative (BRI) for Nepal. Accordingly, China is expected to launch small projects in Nepal to impart technical training, promote overseas study programmes, foster cooperation between enterprises, and organise cultural exhibitions and exchange visits. Involvement of the Nepalese political parties and social organisations is expected in the implementation of some of these activities. 

China also declared that it would exempt visa fees for the Nepalese from 1 May. It promised to launch commercial flights from China to Pokhara and Bhairahwa International Airports of Nepal. As it is well known, the Pokhara International Airport was constructed through Chinese funding worth US $216 million and it was opened on 1 January 2023. Similarly, the Gautam Buddha International Airport in Bhairahawa was built by Chinese contractors with a loan amounting to US$76.1 million . But both the Airports in which China was involved failed to handle international flights simply for the reasons that India did not provide air routes for such activities. Now the Nepalese have been given the impression that the air route-related issues would cease to exist as the Chinese airlines would enter and exit these airports from the northern and eastern border points of Nepal without entering into Indian space. 

China also declared that it would exempt visa fees for the Nepalese from 1 May.

Nepal signed the BRI agreement with China on 12 May 2017. In the beginning, Nepal proposed 35 projects under BRI, which is now reduced to nine . Major projects under the BRI , include Kathmandu-Kerung Railway (US$2.15 billion), Rasuwagadhi-Kathmandu Road upgradation, Kimathanka-Hile Road and Dipayal to South of China Road. Besides, Nepal also wants China to construct the Tokha-Bidur Road, Galchhi-Rasuwagadhi-Kerung 400kv Transmission Line, Tamor Hydropower Project, Madan Bhandari Science and Technology University and Phukot-Karnali Hydropower under BRI. 

In the wake of his official visit to China between 24 March and 1 April, Nepal’s Deputy Prime Minister and Foreign Minister Narayan Kaji Shrestha proposed to the Chinese to develop the Nepal-Tibet-Chongqing-Sichuan Development Corridor to foster economic growth and enhance connectivity between the two countries. The Chinese side also exhibited an interest in resuming the Kathmandu-Lhasa direct bus service . Apart from this, vital agreements were signed between the two countries for forming a Joint Commission at the Foreign Minister level to discuss issues related to Nepal-China and to finalise the BRI Implementation Plan at the earliest. 

Vital agreements were signed between the two countries for forming a Joint Commission at the Foreign Minister level to discuss issues related to Nepal-China and to finalise the BRI Implementation Plan at the earliest.

Over the years, China has supported Nepal in several activities ranging from education, health, culture, infrastructure development and hosts of other areas. However, never before had the two countries been as active in promoting cooperation in certain areas as seen now. Such cooperation between the two countries is bringing the two countries closer. The probability is high that under the present political dispensation, the relations between the two countries would reach a greater height especially if all deals are carried forward in a transparent manner , be it the BRI implementation plan or other strategic issues. Such a move could safeguard Nepal’s long-term interests considering the geoeconomic and geopolitical realities in the region.

Hari Bansh Jha is a Visiting Fellow at the Observer Research Foundation.

International Affairs

• Belt and Road Initiative
• BRI Initiative
• Hongshi Shivam Cement
• Nepal Communist Party
• Nepal-China Relations
• Pokhara International Airport

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Hari Bansh Jha

Hari Bansh Jha is a Visiting Fellow at ORF. Formerly a professor of economics at Nepal's Tribhuvan University, Hari Bansh’s areas of interest include, Nepal-China-India strategic ...

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