Bhawani Prasad Poudel is an experienced professional in the field of education holding an experience of many years in the field. He currently serves as the Principal of Jaya Multiple Campus, a leading educational institution of Nepal. At this capacity, he oversees the academics and administrative functions of the institution, besides providing leadership to the faculty and staff members. Mr. Paudel is also the President of Nepal Tug of War Association and is involved in many other services and educational initiatives. As the President of HISSAN (Higher Institutions & Secondary Schools' Association Nepal) of Bagmati Province, he holds a position of great responsibility in education sector. He discusses with College Readers about his action plans for systematizing the HISSAN. Excerpts:

What are the different ideas you have for the upcoming development and progress of HISSAN Bagmati Province?

As the newly elected President of HISSAN Bagmati Province, I have an important role to play in the development and progress of the education sector of our province. Our first aim is to extend HISSAN to all the places in Bagmati Province. This shows our dedication towards improving the educational landscape of the Province. To achieve this goal, it is crucial to prioritize the responsibility and duty of HISSAN office bearers, and streamline the training the organization imparts. We need to ensure that the members of HISSAN are aware of their roles and responsibilities, and that they are provided with adequate training and support to carry out their duties effectively. This will help us build a strong foundation for HISSAN, which can then be expanded to other areas. Coordination and cooperation are also key to the success of HISSAN in Bagmati Province.  We will work closely with other educational bodies in the province, such as PABSON, engineering and nursing colleges and other institutions. By collaborating with these organizations, we can share resources, knowledge and expertise, and create a more cohesive educational system that benefits everyone. It is essential to ensure that the other centers are engaged with HISSAN and understand the value of the work being done by the organization. This can be achieved by building strong relationship within this organizations and involving its members in HISSAN events and activities. By fostering a culture of mutual cooperation and engagement, we can build a more robust and effective educational system in Bagmati Province. My goals and objectives as the President of Bagmati Province involves my commitment to improving education in our community. By focusing on coordination, cooperation, and engagement, I shall aspire to create a more comprehensive and effective educational system that benefits all students in the Province.

HISSAN is an association constituted by its founders. What are the academic plans of the association?

The Higher Secondary Schools' Association Nepal (HISSAN) advocates for and assists secondary schools throughout the nation. The organization is guided by a group of leaders and administrators who strive to advance the needs of both secondary schools and their students in Nepal. Studying abroad can be a valuable experience for students, as it exposes them to different cultures and educational systems, broadens their perspectives, and enhances their career prospects. However, it can also lead to brain-drain if students do not return to their home country after completing their studies. HISSAN aims to address brain drain and study abroad by providing resources and opportunities for students to pursue their education and career goals within their home country. This may involve creating incentives for students to stay in their home country after graduation, and this can include job placement assistance or access to funding and resources for entrepreneurship. HISSAN also works to improve the quality of education and career opportunities within the country, making it more attractive for students to stay and contribute to the growth and development of their home country, Nepal.

 The decision by NEB to cancel grade 11 exams has caused harm grade 12 students. What further steps should NEB take to streamline grade 11 examination?

\Nepal Curriculum Development Center (CDC) is a government organization responsible for designing and developing curriculum for schools in Nepal whereas NEB  is another government body responsible for conducting examinations for secondary and higher secondary level students. As provisioned by the education system in Nepal, the CDC has the authority to decide the syllabus and course content for each grade, subject, and level. The NEB, on the other hand, has no direct involvement in the syllabus making process.  Categorizing students based on their actions, behavior, socialization, struggle, hard work and other non-academic factors can provide a more comprehensive view of a student's abilities and potentials. For example, a student who may not excel academically but exhibits strong leadership and social skills, and a strong work ethic may have greater potentials for success in future. Similarly, a student who struggles academically but displays greater determination, perseverance, and resilience may also have greater potential for future success. We are following the international system and not taking 11 exams. We request the NEB to take 11 examinations too for better evaluation of students and quality enhancement. As HISSAN President, I am considering advocating for your school to include board examinations at the end of 11th grade, even if the National Examination Board (NEB) does not require it. In order to do this, we need to work with the Curriculum Development Center (CDC) to gain approval for this change.

In recent times, the Higher Secondary Education Board (HSEB) has been replaced by the National Examination Board (NEB). Unlike HSEB, which had control over all aspects of curriculum, examinations, and monitoring, NEB's role is limited to monitoring and conducting exams. This change has had an impact on the education of 11th and 12th grade students. What’s your opinion on this?

As mentioned earlier, HSEB previously had the authority to manage and regulate all aspects related to curriculum, examinations, evaluation, and monitoring. As an autonomous body, it had the freedom to make independent decisions without interference from the Ministry of Education. However, with the introduction of the National Examination Board (NEB), the situation has changed. NEB is now solely responsible for conducting exams and monitoring the examination process, while other aspects such as curriculum development, evaluation, and monitoring are outside its jurisdiction. This change has led to several problems. For instance, there is now a lack of coordination and coherence between different aspects of the education system. The absence of a single governing body responsible for overseeing all aspects of education has resulted into confusion and difficulties for students, teachers, and administrators. Moreover, with NEB's focus being primarily on conducting exams, other areas of education, such as skill development and critical thinking may be overlooked. While NEB plays a vital role in conducting exams, there is a need for a more holistic approach to education that addresses all aspects of curriculum, evaluation, and monitoring.

Why is there disputes going on between PABSON and HISSAN while both of these organizations have a common objective?

It is commendable that both PABSON and HISSAN have a common objective of promoting the interests of private and boarding schools and improving the quality of education in these schools. It is also essential that both organizations work together and collaborate to achieve their goals. During our interaction and meeting with PABSON, we expressed our view that PABSON should be responsible for controlling, monitoring, evaluating, and other related activities for private and boarding schools in Nepal. This view is based on the fact that PABSON and National PABSON were established to serve students in Grade 8 and 10, respectively. Therefore, PABSON should not interfere in the examinations and other issues connected with Grade 11 and 12, which are under the purview of HISSAN. While this approach may have its merits, it is also important to consider the challenges that may arise if PABSON were to assume control over the entire education system. For example, PABSON may not have the necessary expertise and resources to manage and regulate all aspects of education, which could result in a decline in the quality of education in private and boarding schools. Additionally, there could be issues of accountability and transparency, as PABSON may be perceived as favoring certain schools or individuals. Therefore, it is essential to strike a balance between the roles and responsibilities of PABSON and HISSAN. While PABSON can play a critical role in advocating for the interests of private and boarding schools, HISSAN should continue to be responsible for managing and regulating examinations and other aspects of education for Grade 11 and 12. A collaborative approach between the two organizations can ensure that private and boarding schools in Nepal receive the necessary support and resources to provide quality education to students.

HISSAN is associated with international schools operating in Nepal. However, an issue of genuine concern is the existence of a quota system that restricts Nepalese students' access to education, while international schools are free to provide and receive education. This creates a discrepancy in the educational opportunities available to different groups.

Nepal has a total of 14 universities in operation, including government, private, and public campuses. These universities play a crucial role in providing quality education to students and preparing them for the challenges of the future. One of the primary goals of education in Nepal should be to provide research-based education to students. This means that students should be encouraged to explore their interests and engage in research activities that expand their knowledge and skills. By providing research-based education, universities can equip students with the necessary skills and competencies to compete in a rapidly changing job market. Moreover, the provision of research-based education can also reduce the need for students to move abroad for further education. Many Nepalese students leave the country in search of better educational opportunities, which can be costly and not accessible to everyone. However, if universities in Nepal provide quality research-based education, students can receive the education they need without having to leave the country. To achieve this, it is essential that all universities in Nepal prioritize research-based education and invest in resources and facilities that enable students to conduct research. It is also important to provide faculty members with the necessary training and support to conduct research and guide students in their research activities. By doing so, Nepal can create a knowledge-based society that promotes innovation and development. Yes, it is an issue of general concern that Nepalese students face a quota system that restricts their access to education, while international schools in Nepal do not have the same restrictions. The quota system limits the number of students who can enroll in government-funded institutions, leaving many students without access to quality education. This creates an imbalance in the educational opportunities available to Nepalese students, with some having greater access to education than others. It also raises questions about equity and fairness in the education system. While international schools are free to provide education without any such restrictions, Nepalese students should also have access to quality education without facing unnecessary barriers. It is important for policymakers to address this issue and work towards providing equal opportunities for all students. This could include investing in the expansion of government-funded institutions and increasing resources for education, as well as considering changes to the quota system to ensure that all students have access to quality education regardless of their background.

Universities do not take much application from students in Nepal. TU only takes the application of QA achiever. So, students are compelled to go abroad to study the disciplines they like. What is your take on this?

Indeed, universities in Nepal have limited capacity, and admission can be highly competitive, making it challenging for students to secure a place in their preferred program, especially if they do not have an impressive academic record. For instance, Tribhuvan University (TU) has a restricted the number of available seats for each program, and admission is mostly based on merit, which can make it more difficult for other students to secure a place. Consequently, many Nepalese students opt to study abroad to pursue their desired program or have better access to quality education. Studying overseas can offer students access to a more comprehensive range of universities and programs and enable them to learn from diverse cultures and experiences. Nevertheless, studying abroad can be costly, and not all students can afford it. Furthermore, studying abroad may require students to leave their families and communities behind, which can be emotionally challenging for some. To ensure equal opportunities for Nepalese students and enable them to pursue their desired programs, it is crucial for universities in Nepal to increase their resources and capacity. The government could also invest in programs such as scholarships to make education more accessible to a wider range of students. This would enable students to achieve their full potential without having to go abroad.