KATHMANDU: The streets of Kathmandu are once again echoing with the slogans of protesting teachers who have gathered from all over the country to demand the implementation of the Progressive Education Act and improved working conditions.
The protests, organized by the Nepal Teachers’ Federation, are taking place at Maitighar Mandala and the surrounding areas. Teachers are chanting slogans, blocking roads, and expressing their dissatisfaction with the government’s neglect of their issues.
These protests have become a recurring event, as teachers from across Nepal feel compelled to take to the streets almost every year. The sight of educators raising controversial slogans, blocking roads, and lying down on the pavement in protest has become an unfortunate symbol of the ongoing struggle for teachers’ rights in the country.
While teachers are supposed to impart knowledge and shape the future of the nation, they are instead forced to raise their voices in demand of what they believe to be their rightful benefits.
Unmet promises
Teachers have been rallying to pressure the government to issue the Progressive Education Act, which they believe would address many of their grievances. In October 2023, teachers and staff from all over the country gathered at the Maitighar-New Baneshwor road section.
Their demonstration included sleeping on the road and even damaging plants and flowers on sidewalks, which attracted public criticism. Despite the massive turnout and pressure on the government, their demands remained unmet, and the teachers returned to their classrooms with only bitter memories of their protests.
According to the Nepal Teachers’ Federation, the protests are not unlike political demonstrations in their intensity and organization. Teachers from all 77 districts are categorized into groups labeled A, B, C, D, E, and F, each of which takes turns participating in the protests.
The Federation has already reached agreements with the government twice in the past, promising to end the protests. However, the teachers argue that the government has failed to fulfill its commitments, which were supposed to be addressed in the School Education Bill.
Why are teachers protesting?
The primary reason behind the protests is the lack of adequate service facilities and job security for teachers. Many feel that the government has failed to ensure their professional dignity and economic security.
According to Prem Saud, a teacher from Nuwakot, the profession has lost its appeal due to insufficient service benefits and increasing job insecurity. He expressed frustration that even after advertising teaching positions 17 times, suitable candidates were not found. He pointed out that teachers handling large classes are stretched thin, compromising the quality of education.
Another protesting teacher, Shanta Poudel from Sindhupalchok, shared her disappointment with the government’s decision to cut pensions for teachers. She said the promise of a pension was a primary motivation for her to join the teaching profession.
Now, with that security being stripped away, she feels betrayed. Poudel argued that while young teachers might still manage through other jobs, those approaching retirement have no fallback if the pension is taken away.
The president of the Nepal Teachers’ Federation, Laxmi Kishor Subedi, said that it is disgraceful for the government to force teachers to the streets for a fundamental demand like the Education Act.
“It is a shame that teachers have to protest to ensure their rights and secure the future of the teaching profession. We would rather be in classrooms teaching students, but the government’s negligence has forced us into the streets,” he said.
Teachers’ demands
The teachers have put forward a comprehensive list of demands, emphasizing the need for central authority over teaching posts rather than local government jurisdiction. Teachers believe that handing over unlimited authority to local bodies could undermine the education system and compromise their rights and job security. They are advocating for central control to maintain consistency and fairness across the country.
One of the primary demands is the centralization of transfers and promotions. Teachers argue that these processes should not fall under the purview of municipalities. Instead, they should be managed by the District Education Office or a central authority. This would ensure that decisions regarding transfers, promotions, and appointments are made fairly and without local political interference. Additionally, teachers are pushing for a structured promotion and category system similar to that of civil servants, allowing for periodic promotions that would motivate them and support their career progression.
To further professionalize teaching, educators are demanding the creation of a special category that would offer growth opportunities and periodic promotions. They believe that establishing this category would make the teaching profession more attractive and respected. In line with this, teachers also insist that transfer and leave approvals, including study and unpaid leave, should remain at the district level rather than being handled by local governments, as this would promote uniformity and impartiality in administrative decisions.
A significant issue for many teachers is job security, especially for those employed on a temporary basis. Temporary teachers, including those working in relief and higher secondary schools, are calling for permanent status through the Teachers Service Commission without age restrictions. Many educators feel that their dedication to the profession should be acknowledged by offering them permanent roles that provide stability and long-term benefits.
Furthermore, teachers are pushing for the establishment of a contribution-based social security fund to secure their economic future, particularly for those on temporary contracts. They believe that such a fund would help safeguard them from financial uncertainties and provide support during emergencies.
Another crucial demand is the right to form trade unions, as guaranteed by Article 18 of the Constitution. Teachers assert that forming unions, including party-based unions, would allow them to advocate more effectively for their rights and address work-related challenges. They argue that being able to organize collectively is essential for ensuring their voices are heard and their demands are taken seriously.
In addition to job security and union rights, teachers are also calling for the central management of nursery school teaching positions. They believe that keeping these roles under local jurisdiction would result in inconsistencies in quality and standards. Therefore, they demand that nursery school teachers and related staff be managed at the central level to maintain uniformity in early childhood education practices.
Teachers are also advocating for a transparent and competitive process for appointing school principals. They believe that the Teachers Service Commission should oversee the selection through competitive examinations to ensure that only qualified and competent individuals hold leadership positions in schools. Additionally, they are calling for the establishment of a Teaching Council to facilitate continuous professional development and ensure that educators remain updated on modern teaching practices.
In remote areas, teachers are demanding special allowances, similar to those received by civil servants, to compensate for the challenges of working in isolated and difficult locations. They also seek recognition and justice for teachers who were expelled during the Panchayat era for political reasons, calling for full service facilities as compensation for past injustices.
The issue of representation is also on their agenda, with teachers advocating for school management committees to include at least two women members. This move would help promote gender representation and inclusivity in decision-making processes. Additionally, teachers from private schools are demanding uniform salary and allowances equivalent to those received by community school teachers. They believe that equal pay for equal work should be a fundamental principle, regardless of the school’s affiliation.
Lastly, teachers are raising concerns about their health benefits and medical allowances. They strongly oppose any reduction in medical treatment expenses and are demanding additional allowances for those who have served for 20, 25, and 30 years, with increments of 10%, 15%, and 20%, respectively. They argue that long-serving teachers deserve increased support to ensure their well-being and health security.
Government’s response
The government has remained largely unresponsive to the protests, with no significant efforts made to address the teachers’ demands so far. Teachers argue that their participation in the protests is not out of mere frustration but out of a deep commitment to protecting the dignity and future of the teaching profession in Nepal.
While the protests continue to gain momentum, the teachers have vowed not to back down until their demands are fulfilled. The Federation has announced that they will escalate the protests if the government fails to implement the Progressive Education Act and address the issues surrounding job security and service facilities.
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