Education System Nepal
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Physics Nepal Raju Khanal at SAHEPI 2017.Pdf
Physics Activities in Nepal Raju Khanal Central Department of Physics Tribhuvan University, Kathmandu, Nepal [email protected] [email protected] South Asian High Energy Physics Instrumentation Workshop on Detector Technology and Applications (SAHEPI) 20170620 and 21, KU, Dhulikhel Universities in Nepal Far-western University Kathmandu University Lumbini Bouddha University Mid Western University Nepal Agriculture and Forestry University Nepal Sanskrit University Pokhara University Purbanchal University Tribhuvan University Tribhuvan University Kathmandu 1959 MSc (Physics) courses started in 1965 At present: more than 750 students ! (in 9 Campuses) 26 PhD students (Central Department of Physics) Central Department of Physics Tribhuvan University Kathmandu University November 1991 BSc (applied physics) MPhil PhD Physics Research in Nepal • Astrophysics and Cosmology • Atmospheric Physics • Biomedical Physics • Condensed Matter Physics • Nuclear • Plasma Physics • Seismology • … … … Physics Research in Nepal • Astrophysics and Cosmology • Atmospheric Physics • Biomedical Physics • Condensed Matter Physics • Nuclear • Plasma Physics • Seismology • … … … High Energy Physics ! ICTP - BCSPIN Summer School 1991, Nepal (Photo: Sushan Konar) BCSPIN Summer School improved quality created interests International collaboration … … … Could not be continued; unfortunately ! more than 1200 physics graduates currently engaged abroad (Ref.: CDP, 2016 May 19) ICTP CERN Experimental Physics Masterclass 2014 ATLAS 2015 ATLAS 2015 Kamala High School, Sindhuli 2016 KU 2016 President of Nepal in CERN 17 June 2017 Recently modified courses Includes fundamental courses on Field Theory, Math Physics, Nuclear & Particle, Computational, etc. Computational Condensed Matter Physics The remarkable work was started in collaboration to Prof. TP Das, State University New York, Albany (SUNY, Albany) in 2000. Quantum computational package called Gaussian 98 was introduced in the Department. Now, there are about 10 PhD and 100 MSc students using the package. -
Structure of Leaflet of Pokhara University
Central Library Introduction Nepal introduced the multi-university concept in 1983. The idea of Pokhara University was conceived in 1986. But it was established only in 1997 under Pokhara University Act, 1997 in the second tourist destination city, Pokhara. Right Honorable Prime Minister of the Federal Democratic Republic Nepal is Chancellor, and Honorable Minister for Education is the Pro-Chancellor of the university. Vice Chancellor is appointed by Right Honorable Chancellor and he is the principal executive officer of the university. He is assisted by Registrar in financial management and general administration. Pokhara University, non-profit autonomous institution, is partially financed by the Government of Nepal and partly by the revenue raised from the students and affiliated colleges. Objective of Pokhara University ♦ To produce skilled and qualitative human resource in the area of science, technology, management, law, humanities, education and other professional areas for national development ♦ To encourage private sector participation in the development of higher education ♦ To create healthy, respectful and result oriented and disciplined academic environment by improving quality in higher education ♦ To promote the quality and standard of higher education through the healthy competition in higher education ♦ To contribute to the community development by POKHARA UNIVERSITY operating extension programs Dhungepatan, Lekhnath Kaski, Nepal Vision and Mission The vision of the university is to be a leader in the promotion of education -
CHECK IT 0UT! APASWE No.12 (2011-2013) June
CHECK IT 0UT! APASWE No.12 (2011-2013) June From NEPAL Social Work Education in Nepal: One step forward and two steps backward? Bala Raju Nikku, MSW, PhD Access to higher education in in providing further access to students of Nepal- a young republic federal all income groups but has also lead to democratic country involvement of private sector investment that has led to commercialization of Nepal entered its first democratic era only education in the country. Nepal is one of in 1951 and as a result the development the poorest countries in the world with 29 of higher education gained momentum. In million people. The country is going 1952, Nepal had only two colleges but through a series of transitions and is three years later, the number had currently rewriting its constitution through increased to 14; a total of 915 students a constituent Assembly. As a post conflict and 86 teachers attended. The situation country, the vital role that professional changed after 1990 democracy as several social workers could play in nation government and private colleges were building does not need any further established. Currently there are five explanation. universities serving the higher education needs of about 150,000 Nepalese students. Three universities were established only after the 1990 democracy: Kathmandu University in 1991, Purbanchal University in 1995 and Pokhara University in 1996. All five Universities provide affiliation to colleges (a majority of them are set up under the company Act- allowing profits to distribute among share holders, a very few colleges Initiation of Social Work Education: are initiated under community colleges a step forward to craft an inclusive and not for profit mode). -
SSR Approved Heis
UNIVERSITY GRANTS COMMISSION QUALITY ASSURANCE AND ACCREDITATION DIVISION SANOTHIMI, BHAKTAPUR, NEPAL LIST OF THE "SSR APPROVED" HIGHER EDUCATION INSTITUTIONS IN NEPAL, 2076/077 Date of SSR SN Name of the HEIs Province District University Type Approved 1 Balkumari College 3 Chitwan Tribhuvan University Community 5/19/2073 2 Damak Multiple Campus 1 Jhapa Tribhuvan University Community 11/15/2073 3 Siddhanath Multiple Campus 7 Kanchanpur Tribhuvan University Community 12/26/2066 4 Lumbini Banijya Campus 5 Rupandehi Tribhuvan University Community 7/10/2073 5 Kailali Multiple Campus 7 Kailali Tribhuvan University Community 3/9/2074 6 Makwanpur Multiple Campus 3 Makwanpur Tribhuvan University Community 3/9/2074 7 Janapriya Multiple Campus 4 Kaski Tribhuvan University Community 11/3/2074 6/1/2069 8 School of Science 3 Kavre Kathmandu University School 3/13/2075 9 School of Engineering 3 Kavre Kathmandu University School 6/1/2069 10 Shaheed Smriti Multiple Campus 3 Chitwan Tribhuvan University Community 12/10/2068 11 Aadikabi Bhanubhakta Campus 4 Tanahun Tribhuvan University Community 12/10/2068 9/17/2069, 12 Tikapur Multiple Campus 7 Kailali Far-Western University Constituent 3/13/2075 13 Mahendra Ratna Multiple Campus 1 Ilam Tribhuvan University Constituent 9/17/2069 14 Sukuna Multiple Campus 1 Morang Tribhuvan University Community 11/5/2070 15 Sindhuli Multiple Campus 3 Sindhuli Tribhuvan University Community 1/27/2070 College of Biomedical Engineering and 16 3 Kathmandu Purbanchal University Private 1/27/2070 Applied Sciences 17 Madhyabindu -
March 13Th -14Th, 2021 About SONSIK
March 13th -14th, 2021 About SONSIK Since 1990 Nepalese students had started studying in South Korea. However, after 2000 only the students flow at South Korea was increased rapidly. Even after rapid increase of students flow at South Korea there did very few students know each other and less opportunity to share knowledge/ experience gained after coming in Korea. On 2004 group of intellectuals from different university gathered at Sun Moon University, Cheonan Korea, after deep thought and discussion Society of Nepalese Students in Korea (SONSIK) was established and had its first official meeting at Sun Moon University. Initially the goal of SONSIK was to have frequent meeting with different Nepalese scholars in Korea with the changing time the mission which began 17 years ago is still the goal today to share/strengthen the bond and knowledge between more than 5000 fellow members of Korean Universities. Furthermore, the goal is set a step ahead to make SONSIK the only intellectual organization where the policy maker can look up to. Over the past years we have grown beyond Korean peninsula and our effort have not gone unnoticed. For the proper functioning of the organization SONSIK has an annual basis formal structural executive body to manage indented plans. Please click http://sonsik.org.np/ for detail about our organization. SONSIK 8th Educational Seminar 2021 1 Virtual Conference About Educational Seminar The Society of Nepalese Students in Korea (SONSIK), being the sole community of the Nepalese students and academicians in Korea, is working continuously for the promotion of Nepalese students studying in South Korea with different academic, leadership development, social networking, educational seminars, and refreshment programs. -
Annual Report 2074-075
UNIVERSITY GRANTS COMMISSION ANNUAL REPORT 2074/75 | 17/18 Sanothimi, Bhaktapur, Nepal Website: http://www.ugcnepal.edu.np UN IV ERSITY E-mail: [email protected] UNIV ERSITY GRANTS Post Box: 10796, Kathmandu, Nepal GRANTS Phone: (977-1) 6638548, 6638549, 6638550 COMMISSION Fax: 977-1-6638552 COMMISSION ANNUAL REPORT 2074/75 17/18 UNIVERSITY GRANTS COMMISSION (UGC) Sanothimi, Bhaktapur, Nepal Website: www.ugcnepal.edu.np ACRONYMS AND ABBREVIATIONS BPKISH B.P. Koirala Institute of Health Sciences CEDA Centre for Economic Development and Administration CERID Research Centre for Educational Innovation and Development CNAS Centre for Nepal and Asian Studies DoE Department of Education GoN Government of Nepal HEMIS Higher Education Management Information System EMIS Education Management Information System HSEB Higher Secondary Education Board IAAS Institute of Agriculture and Animal Sciences IDA International Development Association IoE Institute of Engineering IoF Institute of Forestry IoM Institute of Medicine IoST Institute of Science and Technology J&MC Journalism and Mass Communication KU Kathmandu University LBU Lumbini Buddha University NAMS National Academy of Medical Science NPU Nepal Public University NSU Nepal Sanskrit University PAD Project Appraisal Document PAHS Patan Academy of Health Sciences PokU Pokhara University PRT Peer Review Team PU Purbanchal University QAA Quality Assurance and Accreditation QAAC Quality Assurance and Accreditation Committee RBB Rashtriya Banijya Bank RECAST Research Centre for Applied Science and Technology SFAFD Student Financial Assistance Fund Development SFAFDB Student Financial Assistance Fund Development Board SHEP Second Higher Education Project RMC Research Management Cell SSR Self-Study Report TU Tribhuvan University TUCL TU Central Library UGC University Grants Commission CONTENTS SECTION I: UGC, NEPAL: A BRIEF INTRODUCTION ..................................................... -
QAA Annual Report 2075/76
HEQAAC 68 Annual Report 2075/076 (2018/019) HIGHER EDUCATION QUALITY ASSURANCE AND ACCREDITATION COUNCIL ANNUAL REPORT 2075/076 (2018/019) UNIVERSITY GRANTS COMMISSION QUALITY ASSURANCE AND ACCREDITATION DIVISION SANOTHIMI, BHAKTAPUR, NEPAL HEQAAC 2075/076 (2018/019) Annual Report 69 ANNUAL REPORT OF HIGHER EDUCATION QUALITY ASSURANCE AND ACCREDITATION COUNCIL, 2075/076 Copyright © : University Grants Commission, Quality Assurance & Accreditation Council, Sanothimi, Bhaktapur, Nepal Edition : December 2019 (Second) Printed Copies : 500 Layout : Digital Print Nepal, 014332600 Printed at : HEQAAC 70 Annual Report 2075/076 (2018/019) FROM THE DESK OF THE CHAIRMAN igher education is the backbone of development and the future of a nation. Its primary aim is to Hproduce qualified, creative and competitive citizens nationally, regionally and globally. To achieve this aim, governments are making their best efforts through introducing various policies, acts, rules and guidelines and by establishing necessary institutions to manage the system. In Nepal, the University Grants Commission (UGC) was established in 2050 BS (1993 AD) as an apex institution to provide grants and coordinate regulate activities related to higher education. Education policies provide road map to the prosperity of the nation and over the last seven decades i.e., since 1950 the country has also implemented at least eight progressive education policies of Nepal and the ‘National Education Policy 2076’ is the latest one. At present, Nepal has 11 operating Universities, six health-science Academies and 1425 higher education institutions (HEIs) under these universities and academies. More than a hundred HEIs are offering academic programs of foreign universities as well. However, the enrolment rate in higher education is quite low (i.e. -
Education Management Information System
EDUCATION MANAGEMENT INFORMATION SYSTEM REPORT ON HIGHER EDUCATION 2018/19 AD (2075/76 B.S.) NEPAL UNIVERSITY GRANTS COMMISSION FOREWORD igher education is the key to the overall development of a country such as Nepal whose population is passing through a demographic transition. Currently, a total of 11 Huniversities, four health academies and 1432 higher education institutions associated (constituent or affiliated) with them are providing mainstream higher education in the country. However, on the one hand, providing access of higher education to the increased number of eligible population still remains a challenge, while on the other hand the quality of higher education and its relevance to market and national priority has been a concern. In the meantime, planners, policy makers and researchers need timely and relevant data in order to meet the challenge faced in their respective sectors. One of the important tasks of University Grants Commission (UGC), Nepal is the development of Higher Education Information System (HEMIS) and publication of its annual EMIS report. This publication is twelfth in its series of HEMIS report published by UGC. The data and information presented in this report provide several information like: number of students studying in each province, faculty, level of education; distribution of campuses of universities in each province; programs of faculties taught in each province; trend of student enrollment in each faculty and many more. All these information are of utmost importance for improving access and enhancing the quality of higher education by supporting stakeholders in making informed decisions and criteria based allocation of resources. A comprehensive and coordinated HEMIS is of utmost importance for the country and UGC is making its effort towards this. -
Mid-Western University School of Law
Mid-Western P r o s p e c t u s University School of Law (L-School) Surkhet, Nepal 2077/078 (2020/2021) WELCOME TO MID-WESTERN UNIVERSITY SCHOOL OF LAW Welcome to MU School of Law, Surkhet under the aegis of Mid-Western University-a unique institute of professional learning and academic excellence. As a young law school, it is a commendable effort that will bring overall personality development of every student. In the endeavor of fulfilling the dreams of our Student, MU School of Law is dedicated to its responsibility of creating a global knowledge disseminating hub transgressing national and International borders and territories thereby transforming every student into a "responsible Human" by igniting the "cause of Justice" in their minds. Clarence Darrow once remarked, “The trouble with law is lawyers”. A sarcastic and yet an introspective quote. Such lawyers did not come from another planet but emerged from the law schools. The MU School of Law is under short time of period has set its sight on contributing to the much-desired quality legal education. A small group of dedicated academicians in the school are focused to carve a niche for this law school towards such a mission. This is possible with the active participation of a motivated student community who are brimming with energy and are committed to walk the extra mile. To inspire budding legal professionals we have many eminent legal personalities including Judges and senior Advocates who come and share their experiences with students. MU School of Law’s academic programs are based on contemporary legal developments merged with traditional doctrines and Jurisprudences, unlimited academic freedom and diverse choices of course combinations. -
Education in Nepal: Development of Management
International Journal of Management and Applied Science, ISSN: 2394-7926 Volume-3, Issue-5, May-2017 http://iraj.in EDUCATION IN NEPAL: DEVELOPMENT OF MANAGEMENT MS.MANISHA POUDEL Career Wings Pvt. Ltd Abstract: Development of management education is fairly new phenomenon in Nepal. Within a life of about six decades it has witnessed many important developmental phases. As of 2009/10 a total of 568 institutions are providing higher education in management and the number is expected to increase further as Nepal has adopted multi-university policy and invited private sectors and communities to invest in education development. With the increasing global competitiveness because of globalization and technological advancement, management education in Nepal is struggling meet the standard. This paper analyzes status and spatial distribution of management institutions and gender diversity of management students in Nepal. The results conclude that management institutions are confined in the central region, dominated by private sectors in numbers of institutions while public institutions hold more than 80 percent students and gender disparity is decreasing but still males are dominating. BACKGROUND management institutions in the context that Nepal has adopted decentralizing the education facilities and This paper primarily addresses four major objectives. services. The paper further analyzes public, private First, it briefly summarizes the development of And community participation in management management education in Nepal. Second, it shades education. The idea of this analysis is to find the key lights on spatial distribution of management players in management education in Nepal and education institutions. Third, it makes analysis of the acknowledge their roles. In the context that Nepal has involvement of public, community and private officially adopted social inclusion policy in every sectors. -
Management Education in Nepal: a View from the High Country
Nepalese Management Education: A View from the High Country Al Rosenbloom, PhD. Dominican University River Forest, IL Bijay K.C. Kathmandu University Kathmandu, Nepal Paper prepared for and presented at the Business Education and Emerging Market Economies: Trends and Prospects Conference, Atlanta, Georgia, USA November 7, 2003 1 Nepal is a small, landlocked country that straddles the Himalaya mountain range in south Asia. To its north, Nepal shares a common border with China and to its south, it shares a common border with India. India and China dwarf Nepal in both scale and scope. As a result, Nepal is often overlooked when talking about Asia, in general, and south Asia, more specifically. Numerous examples exist of Nepal’s “invisibility” in the academic and professional business/management literature. One current illustration will suffice. In the World Economic Forum’s most recent Global Competitiveness Report (Porter, Schwab, Cornelius, 2003), Nepal is omitted in the large appendix of country profiles. It’s as if Nepal does not exist. A review of the global management literature reveals a similar pattern. Few if any books or articles explore the special management issues and challenges relative to Nepal. This paper begins to fill-in that gap. This paper is specifically about management education in Nepal – how it developed and how various Nepali institutions of higher learning have responded to the evolving needs of Nepali businesses for expertly educated managers. The paper weaves together two ideas throughout: that market needs should be the essential driver for management program development and that those management programs which are entrepreneurial and innovative have the best chance of surviving and thriving long term. -
Nepal Education in Figures 2015
1 COUNTRY CONTEXT 1. GENERAL BACKGROUND Area 147,181 Sq Km. Latitude 26o 22' N to 30o 27' N Longitude 80o04' E to 88o 12' E 2. POPULATION Description Total Female Male 2068 2058 2068 2058 2068 2058 Total 26494504 18491097 13645463 9270123 12849041 9220974 In % 100 100 51.5 50.1 48.5 40.9 Eastern 26494504 4446749 13645463 2228589 12849041 2218160 Central 5811555 6183955 3021072 3147894 2790483 3036061 Western 9656985 3770678 4815361 1821499 4841624 1949179 Mid-Western 4729133 241414 2522802 1200192 2206331 1210122 Far-Western 3744314 1679301 1951598 822700 1792716 856601 DevelopmentRegions Central Bureau of Statistics, Population Census 2001 & 2011. 3. SOCIAL GROUPS Caste/ Ethnics 125 Language 123 Religion 10 Central Bureau of Statistics, Population Census 2011. 4. GENERAL SOCIAL SCENARIO Crude Birth Rate 21.8 per 1000 population ** Crude Death Rate 7.3 per 1000 Population** Total Fertility Rate 2.5 In person** Infant Mortality Rate 40.5 per 1000 live birth** Life Expectancy at Birth 66.6** years Human Development Index 0.541*** Value Population below poverty line 23.8* Gini Index of Income Inequality 0.328* Real GDP at Basic Prices (Constant) (2014/15P*) 690349 in Million Rs. Per capita Income (2013/14P) 717 In US $ *Economic Survey 2014/15, Ministry of Finance **Population census 2011, CBS ***Human Development Report 2014, UNDP P = Preliminary, P* = Preliminary after earthquake Source: Central Bureau of Statistics, 2015 2 OVERALL EDUCATION STATUS OF NEPAL 1. LITERACY RATE WITH EDUCATION ATTAINMENT Description Total Female Male Total Literates of 5+ Yrs 65.94 57.4 75.1 Yrs Primary (1-5) 39.04 40.23 38.06 + Lower Secondary (6-8) 20.29 20.61 20.03 Secondary (9-10) 11.54 11.28 11.75 SLC or Equivalent 10.16 9.69 10.55 Intermediate or Equivalent 6.44 5.94 6.85 Graduate or Equivalent 2.84 2.08 3.47 Post Graduate or Equivalent 0.98 0.55 1.35 Non-formal Literate 4.15 4.95 3.49 Educational Attainment of 5 Educational Central Bureau of Statistics, Population Census 2011 2.