Many students around the world choose to study at higher education in international destinations in order to have advanced experience and therefore decent career opportunities. And here, Nepali aspirants to international education are no different. Nepal is such a scenario that Nepalese with an international degree is preferred over a national Nepali student.

This illuminates the country’s current curriculum and teaching methods. The younger person discovered nothing different than the older ones gives an analysis of the previous generations. The educational system in Nepal has struggled to meet the same quality in education as global industry. The new trend in Nepal has made it easier for students to receive a Bachelor’s Degree in order not to acquire expertise. This produces a lot of people who lose faith in themselves. Their lack of satisfaction with the work they pick up along their educational lines leads to a substantial number of qualified workers in Nepal.

Looking at what foreign universities offer research based curriculum and training students to be problem solvers. Research propels knowledge gaining and problem solving. With this research-based approach, students who study at a foreign university are motivated to look for two or more references, enabling them to come up with unique documentation, supported with substantial proof.

The curriculum in Nepal, on the other hand, is not conducive to study and much of the information obtained is rendered in model texts, relating to old questions and other learning content. Students from Nepal who produce work content in connection with their assessment in foreign universities are granted lower levels in Nepal.

The COVID-2019 pandemic now involves the transformation of the old Nepalese educational system and policies from the developing countries and international universities to new approaches. The reality is that many Nepalese students are moving for quality training particularly in India, Australia, the United States, Canada and other countries. With regard to COVID-2019 and its effect, people in this region, the larger potential for Nepalese education, are now bound to acquire higher education. The ministry of Education in Nepal will need to implement improved education policies, by revising and implementing new teaching and learning approaches, universities, schools and colleges will take this opportunity. If so, a substantial number of Nepalese students in the country can be maintained.

Combined strategies for learning should be sought, tested and used more and more. We know the more social learning modes are, and face-to-face learning is better than 100% online learning. We do know that blended learning will rely on the best of all worlds to create a stronger learning environment than 100% one-to-one. If at the end of the day, it is very likely that we have been able to re-equalize the balance of person to person and online after 100 percent online. Teachers may have started to evolve and play with these new resources and, as a result, will choose to pursue new pedagogy. That’s fun. This is really fun.

This situation will allow us to cross boundaries. We’d be irresponsible if we didn’t come away from this tragedy a deeper sense of concern for each other — a feeling of being able to work together. I assume that it is a chance for education to unite in countries and create alliances and honestly discuss what works in a global manner. Before this situation, I don’t think we’ve been able to, so if we don’t try now, we’d lose a huge chance.


Arbind Shrestha, Ph.D Scholar

Assistant Professor

Birgunj Public College