By Deepak Joshi Pokhrel

For the past few weeks, the country's capital has been witnessing a flurry of protests. The victims of cooperatives, microfinance and loan sharks are relentlessly staging protests demanding justice. While their demands still remain unmet, the teachers under the banner of the Nepal Teacher’s Federation have launched a general strike from April 7. On the other hand, the pro-monarch groups have also joined the bandwagon demanding the restoration of monarchy and revival of a Hindu state. However, this piece will lay high emphasis on teachers’ agitation and delve into why they have been staging protests and what the government’s response has been to date.

The community school teachers under the banner of the Nepal Teacher’s Federation launched their prolonged protest. Their demands include the payment of grades, allowances to relieve quota teachers, and separate dedicated hospital or health checkups at a discounted price at Civil Service Hospital. Their other demands are permanent status for temporary teachers through internal competitions and ensuring pay and perks at par with those of civil servants, etc. However, many argue that some demands are not legitimate. Well, I will leave it to the expert par excellence and the government to explain whether their demands are justifiable or not.

Amidst this teacher’s agitation, let’s have a close look at the education sector in Nepal. The constitution of Nepal 2015 clearly states free and compulsory education for every citizen, irrespective of their caste, colour, creed, and geographical background. Despite the constitutionally guaranteed right, the education system in Nepal is still at a critical crossroads. There were approximately 301,000 teachers as of 2024. In 2001, the literacy rate was 48.6% (62.7% for males and 32.9% for females), which increased to 71.2% with 81% males and 63% females in 2021.

Nepal has made significant progress in school enrolment over the years. But sadly, the retention rate remains a major challenge. The government economic survey of 2023/24 shows that over two-thirds of the students enrolled in grade 1 drop out of school by the time they reach grade 12. Many blame inadequate resources, lack of a proper learning environment and incentives for the teachers. At the same time, they attribute the lack of adequate teachers with competency and skills to the apathetic state of education in Nepal.

Strange is the fact that community school teachers have been pointing fingers at the government for the present dismal state of education in Nepal, ignoring their own weaknesses and drawbacks. What led them to blame the government for the mess in education? Nepal’s education system has been indiscriminately politicised. Even the agitating teachers admit that it is very important to avoid inconsistency and politicisation in teacher management under the jurisdiction of the local governments.

It is a simple truth that many community school teachers are appointed based on their political connection with the bigwigs in the power echelon and not based on their meritocracy and personal experience. With such teachers appointed based on political connections, it is stupid to expect some innovative idea to transform education in the country.

The ongoing teacher’s agitation has severely impacted the future of the students. The Grade 12 exam which was supposed to be held last week was put off till May 4, 2025, amid the teacher's boycott. Now, who should be blamed for playing with the future of the students? As things stand now, neither the government nor the teachers are concerned about the future of the students who are perceived as the bedrock of any nation.

In any functioning democracy, every individual and group have the right to stage protests against the injustices meted out to them. This is the essence of democracy. But they should not forget to introspect, asking the question of whether it is only the government responsible for the sorry state of education or whether they also share the blame.

More than two weeks have passed since the teachers launched their protest. Within this period, the protest has lost its original sanctity. Credible reports are saying the protest has now converted into an event of merrymaking rather than exerting pressure. The videos and testimonials emerging on social media corroborate these findings. However, this is not to say that the agitating teachers cannot crack jokes, sing and dance to kill the time during the agitation. They can but should not distort the objective of the agitation, offering the space for their critics to lash out at them.

After the teacher’s agitation did not reach any logical conclusion, the Minister for Education, Science and Technology, Bidya Bhattrai, resigned on moral grounds. Frankly speaking, this has raised the eyebrows of everyone given our existing political context in which we are endowed with morally corrupt politicians. They argue that it is very surprising and strange to witness such politicians who are driven by ethics and morality in the present political spectrum of the country.

The solution to the ongoing teacher’s agitation is not very big. It is very simple. The government should give up its ego and stubbornness. It should also abandon its autocratic tendency and should not leave the teachers at their mercy. On the other hand, the teachers need to self-introspect, assessing their weaknesses and unjustifiable demands. Education is the prerequisite for the overall development of the nation. It lays the foundation of social, economic, cultural and political transformation. No stakeholders should dare to prevent students from enjoying their constitutionally guaranteed rights. This is a simple truth that everyone needs to understand and adhere to.