KATHMANDU: Abin Giri (name changed), an English teacher at the basic level in a provate school, shared his experience but chose not to mention the name of the school.
According to Giri, young graduates who have become teachers in private schools are currently facing numerous financial, physical, moral, and mental challenges in Nepal.
They are forced to work at private schools for salaries that barely cover their basic needs, all while dealing with the broader issue of unemployment.
“This may be a consequence of the growing unemployment problem in Nepal. There are few job alternatives, so teachers are compelled to work for even a small salary,” Giri said.
“Most private school teachers do not receive the benefits outlined by the government.”
Although the government has set rules regarding teacher appointments and service benefits, Giri pointed out that these guidelines exist only on paper, and it is unclear whether they are being enforced.
“There are regulations in place for teacher appointments, but private schools do not seem to follow them,” Giri added.
“While teachers in subjects like mathematics, science, and English earn slightly higher salaries, those teaching other subjects are paid only around 15,000 rupees. The government has essentially given private schools the freedom to exploit educated youth, trapping them in unemployment conditions.”
“Does morality allow you to fight with your employer? You can’t even get another job by defaming the school, because as teachers, we must maintain integrity, even if the management doesn’t. The state itself should lead by showing the greatest moral example.”
It is rare to find teachers in private schools in the Kathmandu Valley earning more than 30,000 rupees per month. Most teachers earn around 20,000 rupees, while the government has set a minimum salary of 32,000 rupees for primary-level teachers.
However, many teachers are paid much less. Although experienced teachers may earn enough to survive, the salaries for new teachers entering the profession with the ideal of becoming educators and spreading knowledge are so low that they can barely cover daily expenses.
Teachers report that they are working as cheap laborers in private schools, often simply to stay employed rather than idle.
“We teach about the state, but there is no state for us,” they say. “It is very demoralizing for teachers to be exploited like this. It feels uncomfortable to enter an empty classroom and talk about justice and equality when we are not treated justly ourselves.”
Many private school teachers who spoke to Khabarhub shared that they feel they have been severely exploited due to the political and economic instability surrounding educational policy.
Teacher or Caregiver?
Manisha Sharma (name changed), a teacher at a private school in Buddhanagar, teaches at the basic level and believes she has been most affected by exploitation within the teaching profession.
She shared the emotional strain of having to hide her salary from her husband. “I felt depressed when I was unemployed. When I got a job in a school, I couldn’t tell my husband about my salary. I feared he would not allow me to teach for such a low wage.”
Manisha further explained that teaching at the basic level is not just about educating children but also about fostering emotional and intellectual connections with them.
“The basic level is where children begin their learning journey. We should guide them through the alphabet and basic counting, but it’s not enough to simply teach them. We must also motivate them to read and learn. Teaching is our job, but it’s also our responsibility to inspire and connect with the children emotionally and passionately.”
When asked about her salary, she expressed her disappointment, likening her role to that of a school nanny, though she did not specify the amount.
“Despite being a teacher, I have no respect in the school, society, or even my own family due to my low salary. Teachers at the basic level should be paid better. Instead, it feels like I’m treated like a nanny,” she said.
Manisha believes that the lack of improvement in Nepal’s education sector is due to insufficient investment in teachers.
“The government and the private sector are putting the future of children at risk by failing to invest in teachers at the basic level,” she concluded.
A stopgap job until a foreign visa is issued
Bishal Mishra (name changed), a teacher at a private school in Shankhamul, explained that he is working until his foreign visa is issued.
Although the KMC has set these categories based on certain criteria, written statistics have not been prepared. The education department of the metropolis says the statistics are being compiled.
Currently in the final semester of his Bachelor of Science degree at Trichandra College, Bishal plans to leave for abroad immediately after completing his studies.
Bishal expressed his frustration, saying, “In this country, one cannot view a career as a teacher as secure. The government-prescribed service benefits for teachers are very low. Moreover, boarding school operators are not even providing these benefits, as they have become businessmen in the education sector. Only the teachers and students are genuinely concerned with education, while the board members or chairmen are primarily businessmen.”
When he was appointed at the private school, the salary for university teachers was set much lower than the government-established rate.
However, due to a lack of other employment opportunities, he accepted the job despite the minimal pay.
“How can you say that the salary you accepted has now been reduced?” Bishal asked.
“Does morality allow you to fight with your employer? You can’t even get another job by defaming the school, because as teachers, we must maintain integrity, even if the management doesn’t. The state itself should lead by showing the greatest moral example.”
Khabarhub spoke to teachers in private schools across Buddhanagar, Shantinagar, and Putalisadak areas about salaries and service facilities.
Many teachers shared their concerns about extreme labor exploitation in private schools, but most refused to reveal their identities, fearing they might lose their jobs.
Most teachers said they couldn’t disclose their names or the names of their schools.
However, they expressed willingness to speak up if offered an alternative job. They added that they feared being accused of “politicizing” their profession if they joined any unions or organizations advocating for their rights.
Currently, there are 640 private schools in the Kathmandu Metropolitan City (KMC).
To reduce the commercialization of private schools and boost enrollment in community schools, new private school permits have been withheld since 2075 BS.
Private schools in Kathmandu are categorized as special, ‘A,’ ‘B,’ ‘C,’ and ‘D’. Despite an order from Kathmandu Metropolitan City to merge ‘D’ category schools into the ‘C’ category, it has yet to be implemented.
“The law is in the hands of the governing board,” Thapa said. “Teachers are in a position of fear and cannot voice their concerns. There are no clear rules for appointment and dismissal. If teachers get involved in union activities, they face immediate expulsion or dismissal.”
Although the KMC has set these categories based on certain criteria, written statistics have not been prepared. The education department of the metropolis says the statistics are being compiled.
Teachers working in special and ‘A’ category schools within the metropolis report no major issues with salaries and service benefits. They said their benefits are similar to those provided by government schools.
Labor exploitation is more evident in ‘B,’ ‘C,’ and ‘D’ category private schools. For ‘B’ category schools, the salary must be at least 25 percent higher than the minimum salary set by the metropolis, while ‘A’ category schools must pay 50 percent more. Special category schools can charge fees with parental consent.
Govinda Prasad Sharma, Chief of the Kathmandu Metropolitan City Education Department, encourages teachers to address salary issues directly with the school management.
“The KMC will make policies, but if they are not implemented, the first place to complain is the school management committee. If the committee does not listen to you, then come to us,” Sharma said.
However, Sharma also mentioned that no teacher has yet filed a complaint with the department about not receiving the stipulated salary.
He acknowledged that although there have been no official complaints, stories of teachers in boarding schools not receiving their salaries on time are widespread.
If a teacher complains about injustice, an investigation will be conducted
Sharma emphasized, “If a teacher raises a concern about injustice, an investigation will be conducted. Teachers should have the right to speak out against private schools that operate outside the rules and regulations. If even teachers cannot fight for their rights, then who will?”
These schools primarily teach at the basic level. Teachers at these schools do not receive the minimum salary, let alone benefits like leave.
He also advised teachers not to accept jobs without official appointment letters.
The owner’s mouth is the law of private schools
Hom Kumar Thapa, President of the Institutional School Teachers Union, alleges that the Private School Operators Act holds more power than the law itself.
“The law is in the hands of the governing board,” Thapa said. “Teachers are in a position of fear and cannot voice their concerns. There are no clear rules for appointment and dismissal. If teachers get involved in union activities, they face immediate expulsion or dismissal.”
Thapa explained that the primary issue lies with ‘B’ category schools, which pay the fixed salary but force teachers to take extra classes without compensation.
“They do not pay for extra classes but charge arbitrary fees from parents,” Thapa said.
“On paper, it seems that teachers receive full salaries, but there is no evaluation for extra classes. Teachers, especially those teaching in grades 9 and 10, are being exploited.”
Another major problem, according to Thapa, is the failure of private schools in Kathmandu to pay salaries and issue appointment letters on time.
Thapa continued, “There are irregularities, such as failing to go through the banking system to pay salaries, not arranging for a provident fund even though there is a contribution from the school, and deducting the teacher’s contribution from their salary but not depositing it into the fund. Instead, administrators embezzle the money.”
Section 147 of the Act outlines that regulations related to appointment, filling of positions, remuneration, and service conditions must be approved by the local level and implemented accordingly.
Thapa said teachers are deprived of the benefits they should receive from the provident fund due to poor management by private school administrators.
He also claimed that private school operators have completely deprived teachers of trade union rights to suppress their ability to fight for their rights.
According to Thapa, ‘C’ category schools do not even issue appointment letters to teachers.
These schools primarily teach at the basic level. Teachers at these schools do not receive the minimum salary, let alone benefits like leave.
Thapa also noted that an agreement to merge ‘D’ category schools with ‘C’ category schools was made 10 years ago, but it has not yet been implemented.
Thapa stated, “Five years were given for the merger, and an agreement was made to increase categories by merging with other schools, but this has not been followed. Teachers in these schools have been severely exploited.”
He claimed that he visits schools where teachers have filed complaints and urged them not to sacrifice their labor while demanding their rights. Thapa encouraged those facing problems to file complaints with confidence.
The Ninth Amendment to the Education Act, 2028 (2074) states that private schools must pay teachers the remuneration prescribed by the local government.
Section 147 of the Act outlines that regulations related to appointment, filling of positions, remuneration, and service conditions must be approved by the local level and implemented accordingly.
The Act also explicitly states that these regulations must not contradict existing provisions regarding minimum wages and social security.
Additionally, the Act specifies that schools run by private investment must set fees in accordance with the national standards prescribed by the local level.
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