Prof. Dr. Devraj Adhikari, with an extensive 37-year tenure at Tribhuvan University (TU), currently holds the esteemed position of Chairman at the University Grand Commission. He has previously served a full term as the Member Secretary of UGC. Prof. Adhikari diplomatically notes that the challenge of students seeking higher education abroad is not insurmountable; however, the task of ensuring students' active presence in the classroom has emerged as a significant hurdle for universities. The creation of an environment conducive to classroom attendance has become a priority for both universities and colleges. According to his perspective, the issue lies not in the scarcity of students for Nepalese educational institutions. He emphasizes the pivotal role played by Quality Assurance and Accreditation (QAA) in enhancing the overall performance of educational institutions. Colleges that have achieved QAA certification stand out in comparison to those that haven't received such recognition. Thus, Prof. Adhikari advocates for all educational institutions to actively engage in the QAA certification process. Notably, Tribhuvan University permits QAA-certified colleges to apply for additional programs, serving as an incentive for participation in the certification process. In a candid conversation with College Readers, Prof. Adhikari shares his valuable insights on these matters. Here are excerpts from his perspective:

How do you assess the state of higher education in Nepal?
Currently, it's challenging to provide an in-depth analysis of the current status of higher education. However, it's evident that there is a significant requirement for enhancing both the quality of higher education and its administrative practices. Regular and effective knowledge dissemination is crucial and requires improvements. Managing the growing number of campuses is also a problematic issue. Additionally, a challenge lies in attracting qualified professors to lead these institutions. Moreover, there's a need to address how academic counseling is conducted within the higher education system. Encouraging students to engage actively in classroom learning poses yet another challenge.

In the role of the Chairman of the University Grants Commission, what strategies do you propose for addressing these challenges?
As discussions revolve around addressing these challenges, universities are actively engaging in self-improvement, and our commitment to assisting them remains unwavering. Emphasizing the importance of governance, we advocate for the appointment of officials based on merit, an area where universities have conducted research to refine the process further. Progress can be made by making incremental enhancements in this direction, consequently fostering better governance. Collaboratively, efforts are underway to enhance the leadership skills of Campus Chiefs. This involves providing training on effective campus management and instilling Evidence-Based Leadership practices. Sensitization programs are also being conducted for both campus chiefs and staff members. The issue of students seeking education abroad and a declining student population within the country is being tackled through the implementation of academic calendars in universities. These calendars ensure timely exams, results, and classes, and a concerted campaign is in place to encourage students to pursue education within Nepal. An essential aspect is motivating principals to actively engage in research and uphold consistent educational standards, all while managing limited university funds. Introducing a national eligibility test as a prerequisite for university admission is a forthcoming measure. These regulations are on the verge of implementation, with calendars already disseminated to universities and the Nepalese government. Recognizing the limitations of instant transformative change, we acknowledge the need to judiciously utilize available infrastructure and resources to progressively advance our universities.

Higher education in Nepal is experiencing a gradual decline from its previous affluent status, largely due to a significant number of students opting to study abroad. It may be because of a lower pass rate within universities and the inability to align education with students' expectations. What factors contribute to the students' failure to pass their exams?
Enhancing the student pass rates hinges on ensuring consistent student engagement in regular classroom education. When students attend classes consistently and receive a curriculum that aligns with their needs, there will be evident improvements in examination results. Consequently, our focus remains steadfast on elevating the quality of education. We are actively partnering with universities to facilitate the delivery of high-quality education.Our efforts include cultivating the confidence of parents by demonstrating our commitment to providing education of excellence. This entails the timely administration of exams and the prompt publication of results. We are actively urging universities to uphold standards of quality education. Through meetings and the establishment of dedicated committees, we are working towards this goal. However, the challenge lies in establishing and nurturing the trust of parents, necessitating continuous endeavors to gain their confidence.

When posed with this inquiry, university registrars often cite political interference as a factor causing disruptions, including strikes. According to them, this external influence impedes their ability to operate autonomously, resulting in challenges to the smooth functioning of universities. Is this assertion grounded in reality?
Certain aspects of this statement hold validity. The core issue lies in the absence of a well-defined and functional system. Establishing a coherent system would facilitate smoother operations. Political intervention arises through various channels, and our efforts include organizing meetings to mitigate such influences. It's imperative to address these challenges, particularly within the realm of education.

In order to enhance the educational system, what actions should universities, colleges, and political parties undertake?
Clarity in university regulations is essential, alongside a transparent hiring process that encompasses both administrative and academic aspects. A structured appointment system should govern the recruitment of staff members, including campus personnel, registrars, and deans. The Ministry of Education is actively working on devising a comprehensive system, potentially fostering university improvements through collaborative adherence to this framework.

The University Grants Commission, particularly in relation to both affiliated and constituent campuses, allocates funds for higher education initiatives. The investment made towards advancing higher education begs the question: what outcomes are being yielded from these efforts?
When considering a pass rate of 25%, it's evident that 75% of individuals are falling short. From a numerical perspective, this equates to a significant 75% wastage. However, a geometric analysis is also warranted. Education inherently demands investment, yet investing in the education sector doesn't guarantee the production of capable students. Student quality is a crucial factor. Ultimately, a synergy among investment, quality, conducive environment, infrastructure, and other factors is essential to yield positive educational outcomes.
Does QAA aim to improve the quality of education? Is the student pass-rate major criterion to enter into the QAA process?
Upon entering this framework, if there's a 25% success rate and a 75% failure rate, it becomes imperative to enhance these outcomes. The QAA certification isn't solely contingent on exam scores; it also takes into account various fulfilled criteria. Among these criteria, the student pass rate holds significance, alongside around 108 other benchmarks. Across universities, a 100% pass rate isn't universal. Universities follow either a semester or yearly system. In semester-based systems, some universities achieve an 80 to 90 percent pass rate, while in yearly systems, only 30 percent of students pass. This discrepancy can be attributed partly to a lower student enrollment. The responsibility for this situation doesn't lie solely with campuses; we must concentrate on student retention and the attraction of qualified educators to the education sector. On assessment, universities holding QAA certification generally exhibit positive results and conditions. Occasionally, fluctuations in results might lead to lower pass rates, but overall, the performance remains satisfactory.

When observing from the school level to higher education, private colleges tend to have higher pass rates. In terms of QAA, it's noticeable that a majority of community-affiliated campuses possess QAA certification, while private institutions often don't. However, when considering factors like management and pass rates, private colleges generally lead the way. Does this imply that private colleges fail to fulfill the QAA criteria?
Private colleges are also becoming part of the QAA initiative, primarily due to their affiliation status. Colleges that hold QAA certification are permitted to introduce new programs in accordance with recent announcements, which has encouraged private colleges to participate. While private colleges operate with a different financial model, community colleges encounter certain challenges. Community colleges require support and efforts in areas like infrastructure, library facilities, staff salaries, among others. In managing these aspects, it's important to extend assistance. QAA plays a significant role in attracting community colleges, aiding them in enhancing their operations. However, private colleges function differently by relying on student fees. It's possible that misconceptions arise regarding the quality of education provided, but the certificates granted by affiliated colleges hold significant value for students' future prospects in either its collective, committee and private colleges.

What distinctions can be identified between a campus that holds QAA certification and one that doesn't? Additionally, what other incentives exist to draw private colleges towards participation?
A distinction exists between community campuses that hold QAA certification and the rest. QAA-certified community campuses have observed an increase in both student enrollment and educational quality. Our support extends to private colleges as well, as we offer QAA certification to them unconditionally, utilizing our own resources. Recognizing the success of private colleges, we facilitate their QAA certification. While substantial investment isn't feasible, we aim to ensure QAA certification for private colleges. It's advisable for private colleges to pursue certification promptly, as the future landscape may bring challenges in obtaining QAA certification. Furthermore, students studying in non-QAA certified colleges might encounter questions on the international stage regarding the quality of their education. So they need to stay accredited.

The University Grants Commission provides assistance to universities, community colleges, and constituent campuses. What forms of support are extended to students?
Numerous advantages are in place. Diverse scholarships have been established, encompassing categories such as orphans, physically challenged individuals, Muslim, females, and ethnic groups. It's noteworthy that many students don't even apply for these scholarships. Engineering students are offered internships, spanning across four batches. UGC provides complete financial coverage for engineering students, in addition to supplementary allowances. This support extends to students studying in any university, with their tuition fees being covered by us.

In order to discourage students from studying abroad, we should only grant No Objection Certificates (NOCs) to those whose chosen universities rank within the top 1000 globally. Additionally, it's advisable to refrain from permitting students to pursue language studies abroad. What are your thoughts on this proposal?

It's challenging to entirely prevent students from pursuing language studies abroad. We lack the capacity to reciprocate by attracting foreign students here due to the prevailing conditions in our nation. Foreign countries offer students various amenities that Nepal currently cannot match. Abroad, students often have opportunities for employment while studying, unlike here where jobs usually come after completion of studies. It's important to acknowledge that not all students go abroad solely for education; some seek opportunities for earning as well. While we should be mindful of students opting for international education, our greater focus should be on nurturing and advancing our own domestic universities.

What potentials do you foresee in the realm of higher education?
The possibilities are immense. India's Chandrayaan 3 recently achieved success despite prior failures, showcasing the significance of adaptability and resourcefulness. We, the inhabitants of the subcontinent, are astute. Shifting our mindset and fostering dedication are imperative. Adapting to evolving times is essential. Our potential lies in conducting research on mountainous regions, human life, climate change, and forestry. However, a dearth of human resources persists. Therefore, investing in the development of skilled professionals is crucial. Aligning education with practical application and job opportunities is key.

In conclusion, what message would you like to impart to students intending to study abroad?
Currently, students are greatly influenced by media, which can be enticing. Undoubtedly, foreign countries offer various amenities. However, it's important for students not to perceive studying abroad as the only option due to a perception of limited prospects in Nepal. The truth is, we do have opportunities here, but they require diligent effort. Rather than hastily seeking options abroad, we should focus on gradual, dedicated self-improvement to harness our potential.