The Faculty of Humanities and Social Sciences offers Bachelor of Development Studies (BDevS), Bachelor of English and Communication Studies (BECS), Bachelor of Entrepreneurship Development (BED), Master in Population, Gender and Development (MPGD), Master of Development Studies (MDEVS), Master of Arts in English (MA in English), Master of Philosophy in English (MPhil in English), and Doctor of Philosophy in Humanities at its schools, affiliated colleges, and doctoral committee.

Dean, Faculty of Humanities and Social Sciences, Pokhara University

The Faculty of Humanities and Social Sciences offers Bachelor of Development Studies (BDevS), Bachelor of English and Communication Studies (BECS), Bachelor of Entrepreneurship Development (BED), Master in Population, Gender and Development (MPGD), Master of Development Studies (MDEVS), Master of Arts in English (MA in English), Master of Philosophy in English (MPhil in English), and Doctor of Philosophy in Humanities at its schools, affiliated colleges, and doctoral committee.

Mr. Ajay Thapa, Dean of the Faculty at Pokhara University, introduced the first entrepreneurship program at the bachelor’s level in Nepal. Dr. Thapa outlines his strategic plan for advancing the Faculty of Humanities and Social Sciences at Pokhara University to College Readers. Excerpts:

Can you please provide us with information regarding the accomplishments achieved during your tenure as the dean of the Faculty of Humanities and Social Sciences at Pokhara University?

We have made significant progress in expanding our program offerings, including the introduction of two new bachelor's programs. Notably, we launched the Bachelor of Entrepreneurship Development (BED), the first of its kind in Nepal, as well as the five-year program Bachelor of Arts Bachelor of Laws (BALLB). Previously, Pokhara University did not offer PhD programs, but we have since initiated a PhD program in development studies encompassing both courses and research tracks. Our first intake was in the fall of 2022, and we have recently welcomed our second intake.

In 2014, we introduced a PhD program with a research-only track for individuals holding an M.Phil. degree. Although this program was temporarily halted in 2016, we have now reinstated it as of 2023. Additionally, we have conducted a thorough review of our programs and curriculum, incorporating new courses to align with the evolving market demands. Our teaching approach emphasizes a balance between theoretical knowledge and practical applications.

Our curriculum review process has been enhanced, focusing on academics, professional domains, and policy-making aspects. This updated approach involves input from experts in these fields to ensure a comprehensive educational experience. Moving forward, our goal is to integrate knowledge, skills, and governmental policies into our teaching methodology starting in 2024.

To enhance practical learning, we have collaborated with seasoned leaders from various international organizations and NGOs, such as the World Bank, Care Nepal, and UNEFA, each with over 15 years of experience. Approximately 30 to 40% of our courses now emphasize practical and skill-based training to better prepare students for their future careers.

Furthermore, in the Bachelor of Development Studies program, we have introduced a three-month internship opportunity in the final year to provide students with hands-on experience and valuable learning opportunities.

What are your thoughts on the job prospects for students who are currently gaining both theoretical and practical knowledge?

We anticipate that these students will have promising job opportunities in the future. For instance, in the field of development studies, there are approximately 250 international organizations, along with thousands of NGOs and governmental bodies operating in Nepal. During a visit to our university, three representatives from the World Bank were present, with the team lead hailing from Africa and two assistants being Nepalese. I questioned the fairness of having a non-Nepali lead the social development project in Nepal, while locals with deep cultural understanding served as assistants, requiring significant effort to grasp local practices and customs. The response highlighted that while Nepalese excel academically, they often lag in planning and time management skills. Despite similar qualifications, their capabilities can differ in practice. Consequently, I suggested involving them in curriculum enhancement processes to better align with job market expectations. We have even consulted retired government officials for insights on development policies and programs. Additionally, there are approximately 73 US-based INGOs operating in Nepal.

This situation implies that we may not be adequately preparing individuals to meet the demands of these organizations. Is this an accurate assessment?

Indeed, it is. Due to the shortage of skilled resources, organizations are compelled to recruit talent globally. If we address this gap, these organizations would prefer hiring Nepalese candidates. Although this transition may take time, once our students enter the job market in about four years, the impact of these efforts will likely be significant. From a logical standpoint, this outcome appears achievable.

So, do you mean that the market won't trust us until our products enter the market?

New products in the market are often neglected, with only a few people willing to try them. Despite our efforts in entrepreneurship, it still lacks priority. People need to understand the importance of studying BBA and entrepreneurship. Studying is not just about finding jobs - BBA focuses on job search while Entrepreneurship focuses on job creation. This can contribute to the national economy. Entrepreneurship offers numerous opportunities, but many are unaware of it. Parents usually encourage their children to become doctors or engineers, rather than entrepreneurs who can create jobs. As a result, Nepal's economic development is falling behind, with industries being run by experienced individuals rather than degree holders.

Due to the lack of opportunities to earn while studying, many students are going abroad for further education, leading to a decline in higher education in Nepal. Do you think that the proposed changes in courses can motivate students to study in Nepal?

We believe that these course changes can address such issues. Earnings increase through production, which relies on industrialists and entrepreneurs. Without the production from entrepreneurs, economic prosperity in Nepal is unattainable. Entrepreneurship is not limited to manufacturing; it involves innovating in any field. In the 21st century, universities must embrace entrepreneurship to thrive. It's not just about offering entrepreneurship programs at different academic levels, but it's about fostering a mindset that analyzes situations, identifies opportunities, leverages strengths, and fosters creativity and innovation. Unfortunately, we are not approaching this aspect effectively. We have launched an entrepreneurship program in collaboration with Nabil Bank for financing, along with the Nepal government. Such partnerships with the government are rare. The Ministry of Industries and Pokhara University have jointly launched a program as well. We need to set examples, like the Nabil School of Entrepreneurship, and lead by creating a conducive environment. We must assess whether these initiatives are beneficial for the country.

So, just to clarify, your point is that to provide students with a compelling reason to study in Nepal, institutions and universities need to work together to launch programs that promote entrepreneurship in every field.

 Yes, that's correct. Our programs should focus on both learning and earning, as job opportunities and earning potential are not the ultimate goals of education and obtaining a university degree.

Regarding humanities, it has been observed that all programs to date have been knowledge-based and not found to be particularly applicable. Why is it so?

Humanities and social sciences require a different approach to teaching than traditional methods. While we may be a small unit, we have made efforts to differentiate ourselves. Typically, humanities subjects include English, Nepali, history, economics, and social studies, but we have incorporated an application-based approach as well. In the field of development studies, we have a clear progression from bachelor's to PhD. We offer an English program, but instead of English literature, we have a bachelor's in English and communication studies. Since English is the primary language of communication in the globalized world, communication skills are essential. It's not just about knowing the language, but also about the content. Good communication requires knowledge about the culture, religion, history, geography, media, interpretation, and technology of the place.

So, you're saying that you've used new methods instead of traditional ones?

Yes, that's correct. In terms of achievements, last year we organized an international conference on sustainable development (ICSD-2023) in Pokhara, and a student in their sixth semester did an excellent job of managing the program. She was enthusiastic and confident, and she outperformed many professionals. Our students are also extremely talented as language translators and interpreters. I hope that clarifies things. Let me know if there's anything else you need assistance with.

Lastly, what advice would you give to students who are still pursuing further studies abroad?

In the 21st century, the world has become a global market, and students are becoming global citizens. Although studying abroad is not necessarily a bad thing, it is important to note that political boundaries can have an impact on development. Therefore, if the subjects that interest you are available in Nepal, it may be better to study there. Studying in Nepal is relatively easy, and if you receive a full scholarship or your family can afford the expenses, you can study anywhere you want. However, if you can only afford to pay for six months of tuition and are then forced to work in order to support yourself, you may struggle to balance work and studies. This is often the case for Nepali students who study abroad, particularly those who take out loans to pay for their education. Studying abroad can be expensive, which means that students often feel pressure to work hard to support themselves and their families back home. This can leave them with very little time to study or even take care of themselves. As a result, many students fail to perform well academically and struggle to keep up with their coursework. By contrast, studying in Nepal can be a great option for many students. While the academic environment may not be the same as in foreign countries, there are still many possibilities for students who choose to study in Nepal. For example, students who study in Nepal can still get scholarships to attend prestigious institutions like Harvard University. To encourage more students to study in Nepal, we have launched a new initiative in partnership with the Institute for Integrated Development Studies (IIDS), the National Rural Municipality Association, Pokhara University, and Kathmandu University. Under this initiative, students who enroll in our MDS and MPGD programs have the opportunity to participate in paid internships in rural municipalities. These internships are designed to help students gain valuable experience and develop important professional skills. Additionally, we provide training for professional development that lasts around two months. Ultimately, we believe that our approach to education is more effective than the traditional methods used in humanities and social sciences. So, we encourage students to join us and take advantage of the many benefits that our programs have to offer.