Hari Singh K.C.

Chairperson, Southwestern Academic Research Center

According to the latest data from the University Grants Commission (UGC), Nepal, among the 1,432 campuses currently operating in the country, more than five hundred campuses have less than 100 students enrolled. If the current trend of declining student enrollment in campuses continues, there is no doubt that the higher education sector of the nation will face further crises. However, there appears to be insufficient contemplation among responsible individuals and institutions regarding the nature of the crisis we are experiencing and whether we can withstand it.

Another government statistic reveals that in just six months, Nepalese students spent nearly NPR 56.83 billion on foreign education. Additionally, an average of nearly 300 students leave the country daily for higher education. Meanwhile, the establishment of federal and provincial universities within the country continues without pause. There has been little discussion on whether more universities are necessary, and if so, for how long. Universities that are currently operational require prudent and sustainable management, along with clear guidelines for their administration; otherwise, they could become another source of problems in the future. The state must consider this issue carefully. Simply, increasing the number of universities does not necessarily improve education, curb student migration, broaden the scope of knowledge and skills, enhance quality, or lead to significant educational progress. The focus should, instead, be on enhancing the excellence and quality of existing universities.

If we aim to retain students in Nepal, education must be knowledge-oriented, life-relevant, research-driven, socially impactful, cultured, technology-friendly, skill-oriented, entrepreneurial, job-oriented, self-dependent, creative, innovative, of high quality, practical, and highly competitive to that of other countries. 

On the other hand, numerous Indian universities reportedly host over a thousand Nepali students each. This raises a number of critical questions: Why are so many Nepalese students opting to study at Indian educational institutions while Nepalese universities and campuses face a decline and scarcity in student enrollment? What aspects of Indian institutions attract Nepali students, and what are the reasons they avoid studying in Nepal? These questions necessitate in-depth investigation. If we truly aim to bring qualitative improvements to higher education in the country, this discussion must begin with these fundamental inquiries.

As universities continue to increase in Nepal, while students gravitate towards India, Japan, the U.S., Australia, and other countries, the declining enrollment in domestic campuses raises concerns about the future of our higher education institutions. If this trend persists, existing campuses may either need to merge or shut down—a scenario that would be unfortunate. One of the main reasons behind this situation is the lack of adequate research on the types and quantity of skilled human resources required in the country. The National Planning Commission must conduct extensive studies on this matter, determining university establishments and student intake quotas accordingly. Currently, universities in Nepal operate vertically, admitting students without any structured planning, and the government lacks proper statistical data on workforce requirements across different sectors.

If we aim to retain students in Nepal, education must be knowledge-oriented, life-relevant, research-driven, socially impactful, cultured, technology-friendly, skill-oriented, entrepreneurial, job-oriented, self-dependent, creative, innovative, of high quality, practical, and highly competitive to that of other countries. Education should be connected to skills, skills to labour, and labour to market. A conducive environment must be created where students can utilize their knowledge to generate income after their graduation. Education should instill in students the beliefs that “work is worship” and “learn and earn approach”. Every student must have access to skill-based learning, at least one core knowledge, and a curriculum that prioritizes employability rather than producing unemployed graduates. Education should not only make students literate but also self-reliant. Technical education should be emphasized, employment opportunities must be ensured after graduation, and extracurricular activities should be integrated into academics to make higher education promising and reliable. To make higher education genuinely student-friendly, the academic calendar must specify admission dates, registration deadlines, exam schedules, result publication dates, and convocation ceremonies.

                 Student Enrollment in Higher Education

Nepal University * (Just established but not enlisted in the UGC record)

In Nepal, university admissions require a prolonged process, waiting for the results of previous degrees, including entrance test notices and further selection process. Students can enroll only after completing so many steps. However, foreign university-affiliated programs in Nepal allow students to enroll immediately after their 12th-grade examinations are over, even before the publication of their results. Additionally, Nepalese universities have a single intake in one academic session, whereas foreign-affiliated institutions offer two intakes per year. Students joining many foreign university-affiliated programs can complete their bachelor’s degree in three years of duration, while all the bachelor’s degree programs at Nepalese universities of four years. Moreover, neither the Nepalese universities do not conduct the board examinations on a timed schedule nor do they publish results on time. This has really frustrated Nepalese students to join Nepalese universities while they compare their own friends completing the same level of degree from a foreign university almost a couple of years earlier. Such discrepancies must be eliminated to standardize all higher education programs in the country.

For foreign students, the Government of Nepal should have the provision of issuing student visas, which is widely practiced in so many countries. Additionally, scholarship packages should be provided to attract international students. The curricula should allow students to work while studying, promoting the culture of “earning while learning”. Students should have the flexibility to pursue any field of study in their undergraduate program, regardless of their major in higher secondary education. Professional knowledge should be integrated into curricula, requiring structural reforms. Educational institutions should collaborate with corporate entities to enable students to apply their knowledge practically and secure employment opportunities. Innovation centers, well-equipped laboratories, and centers of excellence must be established. Higher education should focus on producing globally competitive human resources. Rather than merely emphasizing theoretical knowledge, the curricula of the final year of study in every program of university degree should purely include skills development courses, entrepreneurship practices, and job placement/ employment opportunities. If Nepalese universities implement these changes sincerely, transforming Nepal into a premier higher education destination will not remain a challenge.

Another important aspect to improve in Nepalese universities is that they should increase the budget for education and research along with the provision of study loans for students. Every student should be encouraged to participate in research activities, and the education sector must be prioritized in national budgets. The current examination system, which assesses a year’s worth of learning in just three to four hours, must be reformed. Student evaluations should allocate 40% to final examinations and 60% to continuous assessments by concerned faculties who can evaluate the student’s performance throughout the academic session. A system for timely result publication must be enforced, and students who fail or miss examinations should be provided opportunities for retakes as soon as possible.

Research should address critical national issues, and Nepal must create an environment where students feel compelled to pursue higher education domestically.

If students pass their examinations but are dissatisfied with their scores, they should be given a chance to retake the examinations if they desire. There is no obligation to adhere to traditional examination methods, nor should there be. Students should receive services through a one-stop system, ensuring that all administrative procedures—from admission, exam registration, and results publication to certification and research—are handled through the respective Dean’s office. This would eliminate the need for a separate examination controller’s office and confidential sections.

Universities are meant to be hubs of knowledge production and research-driven education. Research should address critical national issues, and Nepal must create an environment where students feel compelled to pursue higher education domestically. Simultaneously, attracting foreign students and adapting curricula to meet modern demands is essential. A seamless credit transfer system should be established. Enrollment in higher education should be a joyful decision, not one that leads to disappointment or joblessness after graduation. The government must ensure employment opportunities for graduates.

A nation cannot achieve prosperity without quality education. Only by improving the education system can Nepal attain economic progress. Parliament, the UGC, university officials, intellectuals, student organizations, and stakeholders must engage in extensive discussions to create an encouraging and reliable higher education system. Universities should function as think tanks, and graduates should emerge as thought leaders. If these changes are implemented, students will proudly identify Nepalese universities as places of learning rather than mere transit points to airports. Nepal has immense opportunities and potential; this must be demonstrated in practice. The narrative that “Nepal lacks opportunities, is unlivable, and has no future”, must be dismantled—not just in words but through concrete actions.