Kabi Prasad Pokhrel... GEOGRAPHY EDUCATION AND RESEARCH IN : CHALLENGES, STATUS/39

GEOGRAPHY EDUCATION AND RESEARCH IN NEPAL: CHALLENGES, STATUS AND OPTIONS Kabi Prasad Pokhrel, PhD Reader, CERID, T.U., Nepal [email protected]

Abstract This paper discusses the development trends of Nepalese Geography and presents the status of geography teaching and research activities at university level. Facts and fi gures, used for discussion were assembled from the review of available geographic literature. Findings of the paper clearly indicate that there is an urgent need to redefi ne its directive principles in its research goals, teaching styles and social relevance. The author opines that Nepalese Geographers have to disseminate and recreate the existing knowledge of geographical science and adopt micro approach for the application of our integrated knowledge to the promotion of human welfare.

Key Words: Geographic research, geotechnologies, social relevance, change adaptation, geopolitical relationship.

INTRODUCTION Since Nepal is in a state of restructuring movement, the need is great for geography education and The dynamics of globalization have strong spatial geotechnologies i.e. geographic information system- implications and geographic dimensions. As we GIS, remote sensing-RS, global positioning system- embark in our journey through the 21st century GPS and other specialists to apply the knowledge we experience the complexity of a world changed and innovation to transgress both disciplinary and through the forces of globalization environmental sectoral boundaries which are ever changing through change and ever growing challenges of livelihoods. the driving forces of global change. These growing Confl icts and terrorism are actively shaping the challenges, opportunities and options require geopolitical relationships among people and places integrative and multidisciplinary approaches to all over the world (Richardson, 2003). Environmental research and location-specifi c education that can problems and natural disasters know no political be possible by incorporating geography knowledge boundaries. Ecosystem healing requires the in school and collage curriculum and research area participation of countries, nations, and communities with integrative problem-solving capabilities of from many political, economic, and social origins. newly developed geotechnologies. It shows that With increased international migration, economic our national education policy and programs need to integration, cultural interaction, and pressures move toward advancing multidisciplinary research of globalization can fracture communities along and education, incorporating within its geographic ethnic, cultural, and religious divides. All these studies both the physical and human perspectives ever increasing issues are begun to call for more at school and university level. For geography integrative approaches to research and education with its GIS technologies, thriving as it does at for understanding the marvelous diversity that the intersection of the physical and social sciences geography education can richly provide. In light of as an inherently interdisciplinary discipline. This these realities geographic research and education trend within the broader research and applications are essential to achieving better interregional and communities generate many fruitful opportunities intercultural understanding along with the strong that need to respond effectively by the state policy feeling of nationality for national unity and its and action of plans. Thus, the technical knowledge implications for addressing economic, natural and theoretical insight of geography science need to resource, and other social and political disparities. extend both in vertical as well as horizontal linkage Many cross-disciplinary researches and societal to promote public welfare in relation to addressing solutions indicate that the analytical power of socio-ecological issues by strong tie with the geographic ideas, techniques and perspectives need philosophy of live and let live. to be incorporated into the curricula of school level (up to grade 12) as core and compulsory subject and major discipline in university level. 40/ The Third Pole METHODS AND MATERIALS remained the borrower of ideas from USA, UK and . It did not experience any paradigmatic The paper is based on secondary sources of upheaval and crisis. A major share of geographic information for tracing out the development trends research in Nepal is similar to Indian context likely of Nepalese Geography education and research duplicate copy of some pioneer works in urban both at school and university level. Issues, options geography, population and settlement geography and obstacles of the development of geography and agricultural geography. Therefore, the science in Nepal have been analyzed by using methodological root of contemporary geographic content analysis methods. Thus, the paper is more research in Nepal is the infl uence of Indian, descriptive and qualitative in nature. American and even British geographers. Up to mid 1980s geography was recognized as one of the core and compulsory subject at secondary school PRESENT STATUS AND CHALLENGES level and Nepal Parichaya (An Introduction to Nepalese Geography, though not very old in the Nepal) as a national geography content was taught global context, has traveled 50 years long journey at certifi cate level. The students in any streams since the establishment of Tribhuvan University became literate in history and in 1960s. In the education it was and earned the basic knowledge that need to a placed as a compulsory and core subject since the conscious citizen to learning to think spatially with time of Raja Jaya Prithvi Bahadur Singh when strong feeling of nationality. It is because of the the book on Geography of Nepal was written. It geographical knowledge by its nature. It is easy to formally included in the school curricula since the understand the man and place relation logically by time of SLC Examination Board establishment in dealing man -environment relationship focusing on 1934. Within the framework of formal education why things are where they are and what processes at higher level studies geography started in Tri- are responsible for the changes in the pattern of Chandra Collage in 1947 as an academic discipline development and distribution. in Nepal. Thus, geography was taught at university In the history of national development of the level with traditional lines as a descriptive science country, geographical contribution is great and since mid sixties. But it remained narrowed Nepalese Geographers had contributed in different and receiving higher studies only viewed as an capacities since the beginning of the 1970s and input to further teaching rather than research gained honorable place in national institutions like (Manandher et.al., 1978). Onward seventies, the National Planning Commission (Vice-chairman-4 department of Geography which consisted of and Member-2), Ministries, and senior advisors in number of western- trained geographers started various national and international organizations. the teaching of discipline in little bit modern Nepalese geography did multiyear academic lines. However, research works in geography progress since 1970 to 1990 and made remarkable are very few even today. Consequently, there is a progress in teaching and research and had continued tendency to borrow its philosophical impressed to the development policy particularly in foundations and intellectual rigor from the West the regional development approach in the country. and India for dealing its evolution. Before 1965 Geographers showed their greater competence almost all Nepalese geographers earned their post and confi dence in the use of both of quantitative graduate degrees from the Indian universities such and qualitative methods of analysis and synthesis as University of Patna, Banaras Hindu University, with strong concern for dealing the problems of University of Kolkata, University of Allahabad and development and planning in an interdisciplinary University of . Koirala (2010) raised the frame. Therefore, Nepalese Geographers had issues of methodological contribution of Nepalese occupied key positions in University, National geographers by taking into consideration their PhD. Planning Commission and other governmental research themes and incorporated methodologies he organizations. mentioned that most of the Nepalese geographers earned their Ph.D. degree from Indian Universities In spites of a long journey, of more than half a (46.7%), followed by American Universities (23.3%), century, Nepalese geography has lost its gravity in UK (10%), and Austria (3.3%). Onward 1980 both of educating people in national geography and Geography department of TU started to award policy assessment after 1990s. It suffers by several PhD. degree to Nepalese and foreign scholars in dilemma and debates concerning its disciplinary Nepal. Since 1980s, the Geography Department has aspects, expectation of society and curricular issues, awarded PhD. degree to 20 percent geographers. vertical linkage of courses from school to university However, it is lacking the theory building based level, and scientifi c research. Number of students in on indigenous experiences and methodological geography classroom are declined both at school and inquiries. Therefore, Nepalese geography has been college level. It is due to the lacking of time relevant Kabi Prasad Pokhrel... GEOGRAPHY EDUCATION AND RESEARCH IN NEPAL: CHALLENGES, STATUS/41 teaching contents, high performance research in higher secondary school level. Likewise, geography emerging issues in ecology, economy, social change, discipline is in critical condition at university level. manpower and poverty plan, and failure to acquire Tribhuvan University is only one university out own identity by developing indigenous knowledge of nine universities which has Bachelor to PhD of geography education and research that lay academic programs in geography. There is also a greater emphasis on geosocial changes, social gradual process of declining number of students at equality, cultural diversity, ecological integrity and university level since the lower levels have already demographic stability. Existing global changes and experienced the declining trends. It is because challenges like climate change adaptation capacity of limited access to geography in secondary and development, natural disasters management higher secondary school. The job opportunities and risk reduction, livelihood improvement, for geography graduates have direct impact on environmental management, indigenous or location it has caused a gloomy picture for university. -specifi c knowledge and technology development, Thus, the student number has rapidly declined biodiversity conservation and public policy both at Bachelor and Master levels. Besides these, services are closely associated with spatial context Nepalese geography gradually looses her gravity and within the scope of geography education and and ability to integrate the physical as well as social research. From the perspective of social acceptance dimensions of the geographical problems by way and importance, geography is an essential subject of greater emphasis on human geography rather to be literate in history, culture, economy, ecology then physical geography. It further deteriorates its and geopolitical existence of the country and to quality itself due to inadequate leadership, lack of enhancing social welfare by expressing the set collective teamwork, narrowing role of the national of time and space variables in spatial scales from institutions like Central Department of Geography, the local to global level. In application of spatial Geographical Society of Nepal and even the Alumnae dimension in day to day life individuals must be of Geography with low academic performance in aware about the basic functioning of nature- the national development sectors. Now, it suffers by fl ow pattern of energy, the bio-geo-chemical cycle poor data base, week techniques of analysis and and the signifi cance of biodiversity in maintaining irrelevant content of teaching for contemporary the health and integrity of socio-ecological system society. Most remarkably, cartography seems to have which has a complex interconnected form of spatial reached its dead end. In this cold fact, one can easily -temporal - sectoral - ecological - technological and be stated that after the fi fty years academic journey cultural linkages (Singh. 2003). and hard work it has no place in society due to Despite the large geographical diversities on missing methodology, fi zzing physical geography, biophysical, socio-cultural and ecological aspects and feeble fi eldwork. It is also indicative that the exist in the country, the importance of geographic traditional approach to descriptive geography does knowledge and skills is shadowing due to the not promote an interdisciplinary frame to integrate carelessness of policy makers level to identifying physical and social issues into public concerns. core and fundamental subjects in school curriculum. We study geography but not live with it. So the Geography was excluded from the core subjects and content of the discipline is not actively practiced but placed as optional subject group in school level. Very passively learnt. Geographic literacy is the matter few portion of geography content has been included of negligence at grass-roots level where school in social studies with less than 20 percent wastage geography is in hopeless shambles. It is divorced from of geography course. There is general practice university geography. Public image of geography is to handle the social studies by non-geography not worth preserving. Most serious point is that the graduate teacher who has no basic knowledge about useful works of the discipline are stored in the room geographic techniques such as scale, map drawing of senior geographers and their affi liated NGOs. techniques and bio-geo-chemical characteristics There is a great gap to communicate to the people of a place. Lack of trained geography teacher and in general, the planners and administrators in extra requirements like instruments, resources particular, about what Nepalese geographers have school management discourages student in offering and are doing, and in which manner it is important geography and students themselves do not feel easy for society. All this makes us very poor sales clerks to choose geography as optional subject due to the and no bothered about convincing the community reason of practical courses with some cartographic of our worth. Now, grounding in philosophy of works. Problem to design curriculum focusing on geography is not adequate. contemporary issues and practicability to the present Basically, the heart of geography i.e. physical context remains another reason to be less attractive geography is suffering from unjustifi able neglect in in geography study. All these caused to decline the both teaching and research so that we lost ground number of students in geography at secondary and to geology, climatology, environmental studies and 42/ The Third Pole economics. We have not only ignored the physical environment and livelihood improvement issues geography from the preferential area of research at national and local levels. It only provides the but also failed to formulate indigenous models philosophical foundation for the solution of location and construction of rational ecological systems in specifi c problems in sustainable practice (Raza, mountainous perspective. Consequently, it looks 1989). All this evinces that geography discipline out booth capture position by advancing research can play the important role to frame the policy frontiers of other professional courses and social and plans for meeting the needs and aspirations science disciplines. Because the historical evidence of contemporary society with due consideration of on scientifi c fi elds and specialties shows that environmental balance. However, Nepalese scenario disciplinary boundaries are constantly changing does not prove this in the ground reality and shows with other specialties: that frequent scientifi c that geography is almost detached with national migration, technological innovations and research. concerns and lacked to contribute the country Pointing out the current status of Nepalese through intellectual productivity of geographical geography, Subedi (2010) has critically discussed research. As mentioned above, there are many the general public perceptions and detached causative factors that rendered geography at poor position of Nepalese geography with respect to its methodological position and nobodies knows what discipline foundation, research inputs and academic Nepalese geographers do in their professional life. performance to address the burning national issues It cannot shine the rays of new aspirations for new and academic competency in national context. generation towards the more competitive modern Similarly, Late Hark Gurung (nd) stressed the world. In this context, the time has knocked the method to uncover the social process and relations door to rethink, reframe, renovate, and to make of power that lie beneath geographical patterns. revolutionary changes in geographic curriculum, Subedi (2005) elaborated his views to link it with methods of teaching and research in order to methodological paradigm shift including ethnic regain its high status as it did in past. Thus, the diversity, settlement systems, population location main purpose of this conceptual paper is to explore and resource relation in order to make it meaningful ways to make geography as a core and compulsory discipline in the Nepalese context. Pandey (nd) subject at secondary and higher secondary school argued that Nepalese geography remains the fi ction level as well as collage and university level so far of science to address the issues and methods of as possible. mountain environment and potentiality of altitude geography. OPTIONS AHEAD There are many bright spots of research in geomorphology, climate change, watershed Being a mountainous country, there are many management, natural resources appraisal, regional options and opportunities to apply geographic and spatial planning, environment and ecosystem knowledge, skills, methods and techniques to studies by applying modern techniques of research address the burning issues of climate change, like geographic information system (GIS) global natural resource management, conservation and position system (GPS) and remote Sensing (RS). continuation of ecosystem services, biodiversity Poudel (2010) pointed out the importance of conservation, framing eco-region for national and GISience in mountain perspective. It also seems regional planning, and poverty reduction. The shy of analyzing the spatial implications of policy prevailing global concerns on economic growth, decisions, which sometimes radically transform macroeconomic stability, trade liberalization, the cultural and economic geography of area. Most privatization, deregulation, and structural reform remarkably, it is lacking of research on ongoing have also left little room for local and geographical issues of social change, poverty incidence, food investigation to address location –specifi c needs insecurity, climate change hazards and natural of local communities. Many parts of the country disaster, state restructuring, social inclusion, lag behind in development and to value local and national unity. Thus, the question of social products with the appreciation of ecologically intact relevance of the geographic discipline stands as the landscape. Since the earlier past of the twenty fi rst big challenge to us, especially those who search for century, there has been a growing interest in local professional carrier in geography science, though and national development with rising environmental it has the power to integrate the natural and social awareness and concerns for the degradation of the dimensions of the location specifi c problem in an environmental resources. Global warming, climate interdisciplinary approach to study. However, there change, biodiversity loss, and changes in livelihoods are many worldwide successful evidences that prove and economics, which are seriously threatening that the science of geography is only discipline, the ability of national government to provide which has unique capability of integrating ecology, the goods and services upon which humanity Kabi Prasad Pokhrel... GEOGRAPHY EDUCATION AND RESEARCH IN NEPAL: CHALLENGES, STATUS/43 depends. In this connection, geographic research level information for the use of planners, decision dealing with policy frame for concrete action makers, and educating community people about plan towards sustainable development providing their rights and responsibilities to promote better guidance to governmental and non-governmental administration and location of public facilities to organizations on how to improve the livelihood of offering service that is more effi cient to the society grass root people, protect ecosystem services, and and plan with people (Harvey, 1989). The most use available resources wisely. Emerging issues and important task of geographers to the nation and challenges, which are mounting by globalization, educational sector is to establish and promote the environmental change and by population dynamics, best quality and ability to synthesize the materials have been creating a number of options ahead from a wide range of sources, analyze multilateral to the geographic knowledge and research in and complex phenomenon, derive information from Nepal. Some important aspects are creating local diverse sources, focus on spatial pattern analysis, knowledge base to develop the problem-solving and establish the tradition of environmental studies approaches, strengthening local ecosystem services in the discipline. and regional cooperation, develop the successful modality for sustainable livelihood improvement at community level by integrating global markets, NEED OF ASSESSMENT local institutions and policies for change and Geography is a dynamic subject. The goal, method development. It is evident that if the government and content of geography are changing as men of Nepal could commit to make it as core subject see the objective of geography as the same as that and geographers do continues efforts, rigorous medicine to postpone death and reduce suffering. analysis, and promote the discipline honesty in Thus the themes of geography education and professional life, lot of opportunities and fertile fi eld research have to change from the location of for geography education and research are still virgin super markets and highways to poverty and in national and regional context. Postmodernism race relation. This is visualized by the growing has also ushered in a paradigm shift in the concept economic uncertainty and hardship that become of development from structural transformation in source of grievance against government and the economy to the transmogrifi cation of a society inspiration for civil rights movements. Meeting including sustainability and equality. these needs require an urgent and concerted efforts The modern concept of development is a process of educational institutions, governmental agencies, of expanding real freedom that people enjoy by and other stakeholders to place geography as the putting life before money (Sen, 1999). Therefore, the core and compulsory subject at school level and main task of Nepalese Geography is to transform the multidisciplinary fi eld of geographic research for society to put people their needs, their aspirations personal career and national building. It is important and their capabilities at the centre of development to explore the new opportunities as US Department efforts by strong tie with the philosophy of natural of Labor recognized geotechnologies as evolving sciences. Similarly, we should aware on our rational new fi eld as biotechnologies and nanotechnology. and logical contribution to the social welfare, and Thus, the prime focus of national education policy sustainability of the biophysical system. Because has to re-evaluate the existing geography curricula of sustainable development is meaningless for the at both school and university level and to place it developing countries like Nepal that has neither at the center for providing a reliable roadmap for sound economic growth nor healthy environment. integrated, inclusive and sustainable progress, In this context, more emphasis has to be given to peace and prosperity of Nepal. Enhancing economic planning of ecosystem services and conservation effi ciency, social equity, cultural diversity and of natural resources by linking physical geography ecological integrity all are possible by the application with environmental issues in order to meet the of geographic knowledge and geotechnologies standard of high quality research on development properly. Therefore, following tasks are to be done planning and social change. In future, the regional in order to materialize the contribution of geography scenes of mountain ecology, economy, society for the nation building. and polity are going to be more complex. These • It is essential to make national education calls for a higher-level competence capacity on the policy to place geography as a core and part of geographers to comprehend describe and compulsory subject at secondary and higher explain the emerging scenario (Dikshit, 1997). Thus, secondary school level for every citizen Nepalese geography must strengthen its refl exes by including policy makers, planners and way of responding to new issues and challenges. executives should study it and be literate in This situation demands the role of geographers different aspects of geography. as a delver and dovetailer to provide ground 44/ The Third Pole • In order to make geography education and to integrate rural-urban linkages into research more time and space relevant for regional framework addressing poverty Nepalese society, new and current themes alleviation, environmental conservation need to be explored by reframing syllabus and management of population dynamics. at school, collage and university level with Thus, geography course and syllabus need great emphasis on the philosophy of natural to redefi ne for incorporating planning of sciences for the national unity in diversity. ecosystem services, management of natural resources and to develop the research • Issues pertaining to continuity and culture to work out on public policy, change in land use, ecosystem services, inclusive development, social change and decentralization and centralization of restructuring the nation. Thus, the vital development activities, good governance, task should be on policy research on social confl ict between development and ecology, relevance to improve its visibility and make ethnic and political boundaries, and the locale its presence felt. Thus, emphasis needs to of an individual in the emerging scenario of develop model academic framework in order globalizing economy, regionalizing polity to bridge the gap between regions at different and localizing society need to be deliberated levels of development and people belonging to contribute substantially to the welfare of to different sections of society. Nepalese society. • Nepalese Geography further needs to • There is a need to incorporate climate concentrate more on those dimensions change adaptation, natural disaster and of disciple in which geographers have environmental resource management, greater competence. In the line with mountain development, regional planning, this, eco-development, climate change, inclusive growth, social change and mountain ecosystem services, area studies, sustainable development into the geography environmental and public policy analysis, curriculum. and environmental education have to incorporate in the syllabus and curriculum • Methods of teaching and research have to be of geography discipline at the school and changed from traditional descriptive to apply university levels. to diversify its sequence of contents through rigorous training in multidisciplinary • The greatest strength of geography is in techniques of research to produce qualifi ed its eye for spatial diversity and instinct for manpower in this fi eld. regional synthesis. Thus, the need is to reinvent the syllabus of Nepalese Geography • Nepalese Geography has a great absorptive by way of redefi ning its directive principles power for mountain environment and in respect of its research goals, teaching development so that new and location- styles and social relevance with holding specifi c problem-solving methods need three stakeholders such as the captains, the to be addressed as being more innovative initiates, and the system. in the mission of local development and environmental conservation. • The priority should be the devotion of geographers to spread geography literacy • There should be a greater stress on physical at popular level through improving and geography to pursue public concerned issues integrating geography curriculum at on research having high quality of research school, collage and university levels and by culture. Thus, physical geography must be producing quality documents. hooked to environmental sciences to deal more effectively with issues pertaining to environment, ecology, economy, technology, CONCLUSION and institutionalization of development efforts at community level. It has to further The evolved scene of Nepalese Geography promote for the quality of sect oral as well resembles a polycyclic landscape. There is a kind as regional planning with due consideration of co-existence between geographies belonging to of quality of life and quality of environment. different periods. Thus time has come to evaluate and recreate the existing knowledge of the geographical • Regional studies need to be redesigned science and application of our knowledge to the Kabi Prasad Pokhrel... GEOGRAPHY EDUCATION AND RESEARCH IN NEPAL: CHALLENGES, STATUS/45 promotion of human welfare, prime concern of the Poudel, K., 2010. Giscience in the Mountain millennium. 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