Nepal’s Constitution (2015) guarantees equitable access to education and employment. In alignment with the Constitution, the National Education Policy envisions enhanced teacher professionalism and motivation through transparent recruitment, merit-based and inclusive promotion, equitable deployment, the integration of Early Childhood Education and Development (ECED) into the school system, and flexibility in implementing local curricula with ample space for teachers’ autonomy.
The School Education Sector Plan (SESP) equally emphasizes inclusive, equitable, resilient, and quality education. It advocates teacher rationalization based on contextual needs rather than a uniform, one-size-fits-all model.
Key provisions include strengthening teacher licensing, career pathways, continuous professional development, and operationalizing a data-driven ‘Teacher Management Information System’ (TMIS) for evidence-based decision-making.
The ‘Teacher Service Commission’ Act and related guidelines further promote transparency and fairness in recruitment, licensing, career progression, transfers, and promotions.
These frameworks emphasize prior service recognition, internal competition, and performance-based advancement aligned with competency standards, ensuring accountability and inclusion.
For embedding 21st-century skills, pedagogy and evaluation must foster critical thinking, collaboration, creativity, digital and financial literacy, entrepreneurial skills, and global citizenship. STEAM and project-based learning will support these competencies.
All these provisions are centered on inclusive recruitment and affirmative action that consider intersectionality, particularly targeting marginalized and conflict-affected groups.
In Nepal’s federal context, local governments are at the center of school education management. Policies are grounded in inclusivity and educational transformation through decentralized governance.
There is notable alignment between legal frameworks and educational practices, including permanent appointments, pensions, and social security.
Prior service recognition, the integration of ECED facilitators into formal education, internal promotions with intersectionality considerations, curriculum flexibility, and teacher autonomy are all envisioned in national policies, plans, and strategies.
However, effective implementation and alignment with resource allocation remain key issues of the time.
Uncertainties persist around the permanent teacher quota, the costing process, and the integration of ECED teachers into the formal system.
Close coordination with the Ministry of Federal Affairs and General Administration (MoFAGA) is crucial to facilitate the delegation of teacher management responsibilities and civil service transfers.
Furthermore, the TMIS should be updated to include inclusion indicators such as gender, caste/ethnicity, disability, and geographic location to ensure equity-focused teacher deployment, inclusive leadership, and evidence-based planning and budgeting.
To transition teachers into the permanent quota, the movement should be anchored in competency frameworks and institutionalized processes through the Teacher Service Commission.
Internal competition must be inclusive, without age restrictions, to accommodate those who were previously deprived due to unavoidable circumstances. Sufficient focus must be given to affirmative action for women and marginalized groups.
The option of golden handshakes should also be explored for those who do not qualify under the new systems.
Support staff (Karmachari) quotas should be linked to student numbers and contextual needs. Local governments should oversee deployment based on local realities rather than external inputs, ensuring the implementation of constitutional mandates regarding local authority in education. This will enhance accountability, ownership, and sustainability.
Institutionalizing ECED within the school system is a critical discourse. Recruitment and promotion must follow national competency frameworks or standards, and ECED facilitators should receive benefits equal to those of basic-level teachers.
However, these processes must be institutionalized with ample affirmative action measures via the TSC. Those not meeting the criteria should be offered fair and consistent golden handshake schemes.
Education transformation must also emphasize that teacher promotions are tied to student learning outcomes and pedagogical innovation. Licensing standards should apply to all teachers, including those in private schools.
Headteacher recruitment must follow a leadership development pathway, ensuring at least 33% representation from intersectional backgrounds, supporting female leadership as envisioned in the constitutional 33% mandate.
However, data indicate that less than 15% of headteachers in Nepal are female, which must be addressed immediately.
Monitoring, support, and accountability mechanisms in teacher management should be structured across multiple levels. Administrative oversight can be led by local governments and School Management Committees (SMCs), while technical mentoring can be facilitated through municipality-level expert pools and Provincial/Education Training Centers (P/ETCs).
Evaluation mechanisms must focus on student learning outcomes, aligned with national competency standards, to directly improve educational quality and transformation.
Training and empowering SMCs/PTAs is essential to foster local ownership in educational transformation. The focus should shift from exam-centric approaches to lifelong learning.
Advocacy should promote allocating at least 20% of the national budget to education, including the empowerment of local units and GESI-responsive planning and budgeting.
Facilitation should prioritize mother-tongue-based instruction, project-based learning, and autonomy for teachers in using local content in early grades. Continuous professional development and the implementation of the Continuous Assessment System (CAS) must be strengthened.
Nepal stands at a critical development crossroads. To transition from a Least Developed Country (LDC) to a resilient and inclusive developing nation, the education system must become a transformative force that enables social mobility, economic growth, good governance, and innovation.
To realize this aspiration, concrete strategic pillars must guide the education system’s transformation.
‘Strategic Priorities for Transformation’ should include Early Grade Learning (EGL), where foundational literacy and numeracy by Grade 3 is non-negotiable.
Play-based, multilingual (or bilingual) instruction starting in the mother tongue must be promoted. Increased investment in ECED centers and specialized training for foundational instruction is critical.
The implementation of new competency frameworks for teachers and headteachers must be translated into action via inclusive digital pedagogy, targeted budgeting, and expanded access to digital and multilingual materials.
TVET and workforce alignment are important. Starting from Grade 8, school education should integrate Technical and Vocational Education and Training (TVET).
Aligning school curricula with key economic sectors (agriculture, energy, ICT, tourism, infrastructure) will equip students with market-relevant skills.
For digital transformation in school education and bridging the digital divide, a national digital learning platform, localized open-source content, offline-first tools, affordable digital infrastructure, and inclusive digital literacy programs are required.
‘Redefining Teaching and Teacher Development’ is also necessary. A target of recruiting at least 50% female teachers, and 33% in leadership positions, must be set.
Performance-based incentives, clear career pathways, and school-based coaching through Professional Learning Networks (PLNs) should be institutionalized.
Institutionalizing inclusive teacher mentorship and performance evaluation is vital. Affirmative actions must prioritize marginalized teachers for mentorship and leadership.
For embedding 21st-century skills, pedagogy and evaluation must foster critical thinking, collaboration, creativity, digital and financial literacy, entrepreneurial skills, and global citizenship. STEAM and project-based learning will support these competencies.
Inclusive and safe learning environments are necessary. Education must be disability-friendly, WASH-compliant, and safe.
Regular evaluations of scholarships, psychosocial support, and remedial programs are essential. GESI-responsive planning and budgeting at local levels must be strengthened.
‘Data-Driven Planning and Accountable Governance’ helps to transform education in Nepal.
Empowering local governments through decentralized planning, strengthening IEMIS, using real-time dashboards, and applying tools like gender audits and community scorecards will increase transparency and responsiveness in education.
‘Smart School Modeling and Phased Transformation’ equally strengthens educational transformation and implements Nepal’s commitment to international platforms, including the SDGs.
Smart Schools can serve as scalable models of reform, integrating inclusive digital pedagogy and modern governance. Scaling such models requires municipal support, private sector collaboration, and engagement from development partners.
‘Inclusive Teacher Support and Safeguarding’ is very important for educational transformation. Building an inclusive and equitable teacher professional support system is essential.
This includes integrating frameworks such as Universal Design for Learning (UDL), Universal Design for Assessment (UDA), and inclusive technology into pre-service, in-service, and mentoring programs.
Training should address diversity management, socio-emotional learning, and gender-responsive pedagogy with practical classroom applications. Hybrid and localized TPD models should incorporate ‘Teaching Improvement Plans’ (TIPs), action research, and mentoring with inclusive practices.
With the right policies, sustained investment, and a commitment to diversity, equity, and inclusion, Nepal can transform education into the engine of inclusive educational prosperity.
Institutionalizing inclusive teacher mentorship and performance evaluation is vital. Affirmative actions must prioritize marginalized teachers for mentorship and leadership.
GESI-balanced learning networks, inclusive performance indicators, and recognition through awards like “Best Performer in Inclusive Practices” can strengthen motivation and excellence.
Recruitment of inclusive resource experts and the use of disaggregated EMIS data must guide SIPs and LAPPs. Local educational symposiums and partnerships with NGOs/INGOs should reinforce policy dialogue and inclusive practice, which lead to educational transformation.
Safeguarding in education is a shared responsibility. It requires protecting vulnerable individuals, particularly children, from harm, abuse, and exploitation.
Meaningful participation of children, families, and communities must be ensured throughout planning, implementation, and benefit-sharing, which ultimately leads to education transformation.
‘Financing and Partnership’ is crucial to implementing all policies and provisions. Education transformation demands robust financing and strategic partnerships.
At least 20% of the national budget should be allocated to education, with blended financing models leveraging public, private, donor, CSR, and EdTech contributions.
An ‘Education Transformation Council’ should be established to coordinate efforts. Collaborations with cooperatives, universities, local businesses, and innovation hubs will help sustain long-term transformation in education.
With the right policies, sustained investment, and a commitment to diversity, equity, and inclusion, Nepal can transform education into the engine of inclusive educational prosperity.
A teacher-led transformation, grounded in constitutional rights, digital innovation, and community engagement, is not only possible but essential.
(The opinions expressed are solely those of the author and do not reflect the official position of any organization. – Editor)
Comment