Newsletter of University Grants Commission (UGC), Nepal Volume 5, Issue 1 (Shrawan/Bhadra, 2073) 2016
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With a View to Ensuring This Fundamental
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Nepali Lifeworld and Its Higher Education System: a Critical Assessment of the Dis/Connection
CHAPTER 3 Nepali Lifeworld and Its Higher Education System: A Critical Assessment of the Dis/Connection Kapil Dev Regmi Abstract Higher education is understood as a key educational sector for preparing young adults to fulfil the human resource needs of the global capital market. This chapter, using Habermasian theorisation of the lifeworld, challenges this understanding as inade- quate for its ignorance of cultural, social and individual needs and argues for making the higher education sector responsive to the local contexts. Keywords Nepal – lifeworld – Habermas – higher education 1 Introduction A dominant body of literature (OECD, 1996; World Bank, 2002) takes higher education as a vehicle for creating competitive knowledge-based economies (KBE). However, in recent years, scholars (Brown-Luthango, 2013; Hall, 2009, 2019; McMahon, 2009; Murray, 2009; Regmi, 2019c; Strier, 2014) have critiqued the idea of creating competitive KBE and focussed on making higher educa- tion more responsive to the needs of local communities, especially in develop- ing countries such as Nepal. Higher education system in Nepal started with the establishment of Tri- Chandra College, the first higher education institution of Nepal, established in 1918. The curricula used by Tri-Chandra College were borrowed from Patna Uni- versity, an Indian university established by the British colonial rulers (Regmi, 2019c). The first university of Nepal, Tribhuvan University, was established in 1959. As its main objective was to produce graduates capable of getting employ- ment in the job market, almost nothing was done to connect its teaching and research to Nepal’s contemporary community contexts. Some of the Faculties © Kapil Dev Regmi, 2021 | doi: 10.1163/9789004459076_004 This is an open access chapter distributed under the terms of the CC BY-NC 4.0 License. -
Education System Nepal
The education system of Nepal described and compared with the Dutch system Education system | Evaluation chart Education system Nepal This document contains information on the education system of Nepal. We explain the Dutch equivalent of the most common qualifications from Nepal for the purpose of admission to Dutch higher education. Disclaimer We assemble the information for these descriptions of education systems with the greatest care. However, we cannot be held responsible for the consequences of errors or incomplete information in this document. With the exception of images and illustrations, the content of this publication is subject to the Creative Commons Name NonCommercial 3.0 Unported licence. Visit www.nuffic.nl/en/home/copyright for more information on the reuse of this publication. Education system Nepal | Nuffic | 1st edition, December 2014 | version 1, January 2015 2 Education system | Evaluation chart Education system Nepal Education system Nepal Ph.D. L8 (university education) 3-5 Master L7 (university education) 1-2 postgraduate Bachelor L6 (university education) 3-5½ undergraduate Proficiency Certificate L3 HSEB (Migration) Certificate L4 Diploma/Certificate/I.Sc.Ag L4 (Tribhuvan University) (senior secondary general and (senior secondary vocational education) vocational education) 2 2 3-4 School Leaving Certificate L2 Technical School Leaving Certificate L3 (secondary education) (secondary vocational education) 2 2½ lower secondary education L2 3 primary education L1 5 0 Duration of education Education system Nepal | Nuffic | 1st edition, December 2014 | version 1, January 2015 3 Education system | Evaluation chart Education system Nepal Evaluation chart The left-hand column in the table below lists the most common foreign qualifications applicable to admission to higher education. -
Education Management Information REPORT on HIGHER EDUCATION 2016/17 A.D
EDUCATION MANAGEMENT INFORMATION REPORT ON HIGHER EDUCATION 2016/17 A.D. SYSTEM (2073/74 B.S.) NEPAL Published in 2018 by: University Grants Commision Sanothimi, Bhaktapur, Nepal Post Box : 10796 Telephone : (977-1) 6638548, 6638549, 6638550 Fax : 977-1-6638552 E-mail : [email protected] Website : www.ugcnepal.edu.np Design : Surya Budhathoki (9841190718) [email protected] Print at : Jugal Printers & Traders Anamnagar, Kathmandu Ph. : 01-5705529 Email : [email protected] EDUCATION MANAGEMENT INFORMATION SYSTEM / Report on Higher Education 2016/17 A.D. (2073/74 B.S.) FOREWORD he development of Higher Education Information System (HEMIS) has been one of the crucial tasks of UGC in its endeavor towards implementing the national Higher Education Policy that emphasized on credible and Taccountable system of higher education by ensuring its quality, increasing the relevance to national priorities, making it equitable in terms of access, and enhancing academic competitiveness. Higher Education Reform Project (HERP, 2014-2020) supported by the World Bank facilitates the policy implementation including the development of HEMIS. The publication of annual statistical report is one of the main aspects of HEMIS development. This report is the tenth publication in this line. The development of HEMIS is based on a framework of systemic and program indicators, tools for data collection, and parametric, situational as well as trend analyses. This report covers major parts of the H-EMIS indicators and analyses. With the efforts put on higher education system development, stakeholders are increasingly feeling the importance of verifiable data relating to national higher education policy, emphasis on ensuring the access to higher education on the basis of aptitude and equity, criteria based quality assurance, priority based relevance, research based innovation and development, performance based public funding, and shared ownership with public and private stakeholders in the development, operation and management. -
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). -
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 ..................................................... -
Journal of Development Innovations Vol. 4, No. 1, 2020
Journal of Development Innovations Vol. 4, No. 1, 2020, 151– 178 ©2020 KarmaQuest International, Canada www.karmaquest.org/journal (ISSN: 2371-9540) Higher Education Reforms in Nepal: Review, Reflection, and Requisition Raj Kumar Bhattarai1 ABSTRACT This paper prepares a centennial timeline of key milestones in the higher education reforms of Nepal. Reflection of the initiatives on structure of higher education institutions, standing of the universities, students’ enrollment and production, creation of intellectual property, addition of new businesses, and commercial value addition from high technology exports have been assessed. Critics on the standings and reflections of the reforms have been revealed in consideration of the status of impactful research, knowledge and skills transfer, employment generation, students’ perceptual judgement on their own future in their own country. In anticipation of development and innovation in the higher education system of Nepal, a requisition note for the addition of a few higher education institutions and operationalization of a Scholastic Authority has been furnished. An outline of the Authority establishment and implementation framework is suggested for further discussions. JEL Classification: I23, O34, R38, J61 Keywords: Higher Education, Education Reforms, Intellectual Property, Immigrant Workers, Scholastic Authority 1Associate Professor of Management, Tribhuvan University, Nepal Commerce Campus, Kathmandu. E-mail: [email protected] Journal of Development Innovations Vol. 4, No. 1, 2020 1. Introduction The quest for excellence is seemingly a captive of self-centered tendency of the leaders and policy makers. Such tendency reduces the chance of reciprocal interdependence among the actors. Congruence in decisions and actions of higher education providers, industrial actors and public policy makers is essential because adaptive reflection of knowledge and skills necessitates for their thought and value preference. -
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. -
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.