KATHMANDU: Teachers across the country have continued their protest in the streets of Kathmandu for the 28th consecutive day on Tuesday.
On the 26th day of the demonstration, tensions escalated when a group of teachers attempted to breach a restricted area, leading to a clash with police. According to the Teachers’ Federation, 62 teachers were injured in the confrontation, with 12 reportedly in serious condition.
Police personnel and members of the media also sustained injuries during the incident.
Critics have accused the government of failing to take the teachers’ demands seriously.
At the same time, some argue that while the government claims to be making every effort, it is still falling short in its responsibilities.
The School Education Bill, 2080 is currently under review by a subcommittee of the Education, Health, and Information Technology Committee in the House of Representatives.
Although teachers are demanding the swift enactment of the Teachers’ Act, the legislative process is expected to take another two months.
Despite several rounds of formal and informal talks between the government and the Teachers’ Federation, there appears to be little progress, and the protests are likely to continue.
Lawmakers from both ruling and opposition parties have expressed concern in Parliament, pointing to the rigidity of both the government and the protesting teachers as a key reason for the escalating crisis.
In this context, Khabarhub spoke with Shishir Khanal, former Education Minister and current parliamentarian from the Rastriya Swatantra Party (RSP). Below is an edited excerpt of the conversation:
How do you view the ongoing teachers’ movement?
Until the 26th day, the protest was peaceful. Unfortunately, the government hasn’t treated this movement with the seriousness it deserves. There has been no meaningful dialogue between the two sides.
This issue has lingered in part because teachers are affiliated with various political parties. Instead of addressing their grievances, the government seems to be dismissing the protests altogether.
What led to the breakdown on the 26th day? Who bears responsibility for the violence?
The teachers were peacefully advocating for their rights. But the government’s apathy turned their frustration into anger. These educators have been standing in the streets under scorching sun and pouring rain, yet the leadership—especially figures like Prime Minister KP Oli—has trivialized their struggle with offhand remarks and blame games.
Some teachers suspect that the government intentionally infiltrated the protests to provoke conflict. Regardless, protests should remain peaceful. Both the teachers and the government must avoid escalating the situation and instead demonstrate flexibility to resolve the crisis.
As a former Minister of Education, what steps would you recommend to resolve this deadlock?
First and foremost, the major hurdle is a lack of trust. Over the past decade, there have been three major teacher protests. Each time, agreements were signed—but never fully implemented. This repeated betrayal has eroded confidence.
The government must take responsibility and restore trust by identifying which past commitments can be fulfilled immediately and which can be phased in. If it initiates even partial implementation, negotiations could progress more quickly.
Second, let’s take the example of the current protest which began after the Education Bill was registered in 2080. A six-point agreement was reached early on.
The first point prioritized protecting the dignity of public school teachers. However, the government has since avoided addressing that issue seriously. Many of the concerns—including those of child development teachers and staff seeking permanent status through relief examinations—are interconnected.
While the government may be trying to dodge these due to financial constraints, there is still room to address the issue of dignity without a major budgetary burden.
A cabinet decision followed by a gazette notification could bring clarity to these concerns, as outlined in the agreement’s first point.
Third, teachers of Grade 12—those working on grants—are asking for permanent positions. The government has allocated 2,000 such posts, yet no recruitment exam has been held.
Filling those vacancies requires no additional financial resources, just political will. If the government organizes an exam and follows through on its earlier commitment, this demand could be addressed swiftly and without cost.
Fourth: The government is currently preparing the budget for the upcoming fiscal year, which will be unveiled next month. If the government includes concrete proposals in the budget addressing the teachers’ demands, it could significantly ease tensions and reassure educators that their concerns are being taken seriously.
Fifth: At this point, the teachers’ primary and unanimous demand is the enactment of the Education Act. I’ve spoken with many educators, and they all emphasize this single issue.
The 25-day timeline given to the current parliamentary subcommittee is nearing its end, and the committee will soon conclude its discussions. After that, the bill should be tabled in the House of Representatives and passed within two to three months.
Budget discussions will likely take us into the third week of Asar, but if the government commits to passing the bill by the first or second week of Shrawan, we can work accordingly. Politically, this is a complicated issue—but technically, I believe there are clear pathways for resolution.
Who is primarily responsible for addressing the teachers’ demands: the Ministry of Education or the government?
Based on my experience, I can say with confidence that the then Education Minister Bidya Bhattarai made a sincere effort. She showed real interest in resolving the issue.
The new minister, Raghuji Pant, hasn’t yet made his position public, so it’s too early to assess his role. However, when problems began escalating, Prime Minister KP Sharma Oli himself called Minister Bhattarai and asked her to speak with the teachers.
Even after the Prime Minister’s involvement, the demands remained unaddressed. In our political system, the Prime Minister holds ultimate executive authority, but unfortunately, after his initial involvement, the minister and other officials were sidelined.
The Prime Minister effectively undercut his own Education Minister. After bypassing her, he met with teachers without offering a clear plan or blueprint for resolution.
This failure to provide a concrete proposal reflects a fundamental misunderstanding of basic management principles.
Are you suggesting the Prime Minister’s interference worsened the situation and undermined Minister Bhattarai’s efforts?
It’s not just my personal opinion—the facts are clear. The Prime Minister undermined Minister Bhattarai. Had she been allowed to lead, I believe she would have built the foundation for consensus.
She understood the education sector. Instead, the Prime Minister chose to dominate the process, possibly fearing he’d be overshadowed. By doing so, he not only weakened the effort to solve the crisis but also exposed a lack of integrity in dealing with even his own party members.
The School Education Bill, 2080 is currently with the subcommittee of the Education, Health and Information Technology Committee and is expected to move to the main committee. Meanwhile, teachers are abandoning classrooms and taking to the streets. Isn’t there room for political consensus to move the bill forward?
A political consensus must be built. The ruling party needs to recognize that this is a national issue that demands collective resolution. The government and, more importantly, the Prime Minister, must demonstrate that they understand the gravity of the situation. Unfortunately, rather than showing seriousness, the Prime Minister has resorted to grandstanding.
This is not about speeches—it’s about the future of teachers and the students of public schools. If the government cannot deliver, the Prime Minister should say so openly.
But until then, this remains a government responsibility. Public education is being questioned, and if the government fails to act, it will inadvertently boost the dominance of private schools.
Has this protest further eroded public confidence in government schools?
The issue of quality in public education is already deeply rooted and complex. The situation has only worsened. Private schools are welcoming a surge of new admissions, while government schools are increasingly empty.
The SEE question papers haven’t even been checked yet, and the Grade 12 exam schedule remains unclear. Admissions for the new academic year are on hold, and most administrative functions are at a standstill.
Instead of addressing these problems, the government is trying to normalize the situation without taking real action. This ongoing agitation only reinforces the existing belief that government schools are failing. With teachers constantly engaged in protests, parental trust is declining further.
What are your recommendations for both the government and the teachers?
My recommendation is simple: both sides need to show flexibility and work toward an immediate resolution. I’ve met with many teachers and urged the government repeatedly to show leadership and take guardianship of this issue.
The government must assess which past agreements can be implemented right away and which ones require time. This clarity can help rebuild trust.
Teachers, too, have consistently emphasized that their one-point agenda is the passage of the bill. Considering the subcommittee’s recent progress, the government should have committed to a clear timeline for the bill’s passage and communicated that commitment transparently. I believe the bill can realistically be passed within the next two to three months.
If that assurance is given, I urge teachers to return to their schools and resume teaching.
Right now, the future of 7 million students hangs in the balance. Both the government and the teachers must take equal responsibility for that.
Comment