E05: What changes is necessary in education (Nepal)

Transcription and translation by Chatgpt Pragyee: Alright, and now, when we consider the situation, there’s also the question of how many resources are accessible in schools, right? And when it comes to teachers, in many situations in Nepal, even if resources are available, there can be a lack of human resources to properly utilize them. In addition, the government might need to initiate measures such as teacher training and changes in policies. Do you think that these resource gaps also affect students’ academic performance? Rajendra: It's exactly that, in our education system, I feel that there’s not enough sincerity regarding the necessity of differentiated and individualized learning. In terms of teachers, when we talk about differentiated learning and individualized learning, there isn’t always that level of sensitivity among educators—at least not consistently across the board in our education system. Another issue is that resources are lacking, and there’s also a lack of proper training. The training that is available might be inadequate, incomplete, or not sufficient for implementation. Sometimes resources do exist, but people aren’t ready to utilize them, even if they have been trained. These are the kinds of situations I observe in the context of Nepal. When we work in schools, it does seem like there are resource constraints. Pragyee: So, when it comes to education policies, do you think we need to implement certain changes? In that case, we should consider both providing the necessary resources and also checking how effectively those resources are being utilized. Rajendra: There isn’t really that consideration about how to maintain access to these resources for students. So, policymakers and those providing the resources each operate in their own way, and once the resources are provided, there’s no proper planning to ensure that these resources are actually utilized by the students or to confirm their effective use. This is how things tend to work, and as a result, the effectiveness of what’s intended is often quite limited. Pragyee: So, what I’m seeing here is that, as I understand it, there hasn’t been a proper need assessment done by the government to figure out what schools actually require. Another issue is that teachers don’t seem very encouraged to effectively utilize these resources in their teaching. I think that mentality comes from a lack of proper teacher training. Individuals might vary, but if there were adequate training, it wouldn’t just be about providing resources; it would also be about knowing how to use them effectively. And, for instance, if students are always required to take pen-and-paper exams, then why put them through other difficulties, right? Rajendra: This is indeed a valid point in the context of Nepal, as the mentality of teachers is often like that. So, what does that mean is, when it comes to delivering that effectively, it seems that the gap remains unbridged, meaning that the gap is never truly closed. This makes me think that, in education policies, we should really focus on the teachers themselves, because they are the ones who go into the community and implement these policies. But if teachers aren’t supported in that implementation, then what’s the benefit for teaching? How can teaching be enhanced if those factors are lacking? It seems that these elements are missing, and that’s a key point. And another point is that there needs to be a sense of sincerity among teachers. After all, teachers are working for the future; we are preparing children for what’s to come. That means we must adapt and transform in line with the future. However, it seems that teachers often lack that mindset or motivation. They tend to stick to what they’ve always done, and when it comes down to exams, it becomes just another burden. They receive training, and they may attend it, but they aren’t necessarily committed to implementing what they learn. This is the kind of situation I’ve observed in many schools. Pragyee: So, when we look at this issue more closely, I wonder why this mentality has developed among teachers. From one perspective, I was recently reading a book called “The Tyranny of Merit,” and it talks about the dignity of work. Essentially, in today’s world, those who earn money quickly gain a lot of respect, while those who don’t earn as much struggle, and that impacts how teachers are viewed in society compared to, say, politicians, engineers, or businesspeople. Businesspeople often receive more respect from the community, while teachers might not feel that same dignity in their work. And when that dignity is lacking, it can be demotivating, which might be one of the factors at play. Rajendra: I do have a slightly different perspective on this. So, from my perspective, I believe that the importance we hold comes from within ourselves. If every teacher adopts the mindset of being there to develop children and works hard for their betterment, then I truly believe that they will earn recognition and respect. It’s a matter of individual attitude. However, what I’ve noticed is that there’s a tendency to resist evolution, to just stick with the status quo. While everything around us is evolving, teachers sometimes do not want to change. That’s a core issue I see. And, as mentioned earlier, the difference in respect between wealthy individuals and teachers is part of it. But my view is that if I do a good job, I will definitely earn respect. For example, a teacher interacts with hundreds of students over time, and if they work honestly and well, that kind of impact will earn them immense respect. After all, those students will grow up and take on various roles in society. Unfortunately, in our context, many teachers don’t seize this opportunity; they just work for the sake of the job, resisting change and evolution, focusing only on their own comfort rather than the comfort and growth of their students. That seems to be a common issue as well. Pragyee: And so, the question arises about how this mentality developed among teachers, right? Another book I’ve read, called “The Pedagogy of the Oppressed,” discusses how the oppressed are kept in a mindset of believing that they cannot do anything unless the oppressor allows it. The book argues that the oppressed must break out of that mentality and fight for themselves. Similarly, when we consider teachers, it’s about how they perceive their own role. If the government never consults teachers about what resources they need or how they can improve education, and just delivers resources without input, then teachers are not truly part of the solution. They’re not included in the brainstorming process, and that can make them feel undervalued. This means that the dignity of their work is not fully recognized. It’s not just about what the government says; it’s about how teachers see their own value. They must recognize their own worth and advocate for it. Because teachers directly impact so many students, their work is extremely valuable. But in our context, teachers often don’t seize that opportunity. They work just for the sake of the job, resisting change and remaining comfortable rather than focusing on the growth of their students. That, I believe, is a fundamental issue. And that’s what I’m trying to analyze here. Ultimately, it’s about teachers valuing their own work and fighting for that recognition, because their impact on students is immense. Rajendra: I wanna add one thing. What I feel is that, in the context of Nepal, there isn’t a truly integrated plan. For instance, when we talk about ICT blending in Nepal, it’s not just about having devices; it requires a comprehensive integrated plan. We need to consider how ICT is incorporated into pedagogy, the kind of training teachers need, and the benefits of integration for both students and society. In Nepal, when we discuss ICT integration, there’s often resistance, with people thinking that using mobile phones or laptops or having internet access is problematic. We need to understand that the entire ecosystem must be considered, and we need to plan accordingly. Without ecosystem-level planning, everyone just works in isolation, and there’s no real ownership or understanding of the purpose, which means resources aren’t effectively utilized. What I always emphasize is that teachers should be change-makers. They should be role models of change, continuously evolving and developing themselves. If they remain stagnant, how can students learn and grow? That level of motivation and understanding is often lacking among many teachers. There’s a difference between being just a job-holder and being an educator. A job-holder is simply fulfilling tasks, but an educator is someone who truly inspires and grows alongside the students. That’s how I see it, and I believe that this distinction is important. A teacher must feel that they are more than just a job-holder, and that level of motivation needs to be cultivated among teachers. Pragyee: Can you suggest some ways to impart that kind to mentality on the teachers? I mean you already said, it requires that effort to develop that mentality among teachers, but as you mentioned, it ultimately has to come from within themselves. Rajendra: To foster this mentality, I think self-initiation is crucial. On top of that, Absolutely, and on a community level, there should also be a reward system for teachers who perform well, including proper recognition. Recognition is important, but often it tends to be more quantitative—focusing on test scores and numerical results rather than the broader impact. For instance, when national exams are held, sometimes a teacher is recognized simply because their students achieved the highest marks in a certain district or subject. But I don’t think it’s solely the teacher’s role in that achievement. While teachers do contribute, the students and the school environment also play significant roles. Therefore, instead of purely quantitative rewards, it would be more motivating if we recognized teachers based on the overall impact they have on teaching, learning, and the development of students and society as a whole. If we focus on that kind of impact analysis, it could lead to greater motivation and a deeper sense of fulfillment for teachers. Pragyee: Can you give an example? So I can understand it better. Rajendra: While delivering the subject matter is one aspect, and that is indeed a core responsibility of every teacher, what else do teachers do? For example, their involvement in social engagement and societal development, and how active they are in helping children grow in those areas, is also significant. Evaluating how students are developed at the societal level and what impact that has can help elevate the dignity of teachers. These are just some raw thoughts I have on the matter. Pragyee: as you mentioned, the pedagogical approach you talked about, how the assignments are designed, and ensuring that students are aware of society beyond just the strict curriculum—all of that is important. After all, learning is about engaging with society and working within it, and if students are aware of that from the beginning, then. Rajendra: These are the points I’ll elaborate on, and what I want to convey is that, in essence. When I teach students, it means I’m imparting knowledge in my subject area, and the society should feel the impact of that education. In other words, people should sense that the learning provided is making a difference. For example, many years ago, I conducted an activity highlighting societal problems. In the context of Nepal, especially in rural areas, there are issues like mothers giving birth in homes, which can pose risks to the health of both the mother and the baby. While students may learn about health in their studies and score well in exams, the real impact is felt when they take that knowledge into their communities. In rural areas, where women might not have easy access to healthcare facilities, it’s crucial that these students, especially those who’ve studied health topics, go back and educate their communities. They can organize campaigns, hold awareness sessions, and help people understand the importance of safe birthing practices. When the community sees that these young people are making a positive difference, they’ll realize the real impact of education. This kind of initiative taken by teachers can truly show how education translates into meaningful societal change. That way, teachers will feel more dignified and gain a great sense of self-satisfaction, I believe. It’s important for teachers to see teaching and learning as a means to help solve societal problems. For instance, in the case of waste management, improper waste disposal can lead to environmental issues. In such situations, students can go into their communities and advocate for better practices, showing what can happen if certain measures are taken, and also teaching them the remedies. This way, what students learn in school can directly impact the community. That’s what I think, and that’s how I see it. Pragyee: In our language, we call this concept “service learning,” where students go into the community, engage with people, understand the problems, and work together to find solutions. This means the community itself becomes a stakeholder in the problem-solving process. And what happens is that when we understand the work we’re doing, it’s not just about our own project—it’s also about helping others see its importance. For instance, for my final project, I know how significant it is, but I also have to make others understand it. That’s why our professor asked us to create a 60 sec pitch video, similar to “Shark Tank,” and we had to write a script and do a mock demo in class. Then, we went out on campus, approached random people, and pitched our project to them, asking for their feedback. This public-facing aspect is crucial because it’s not just about the classroom; it’s about engaging the broader community. That’s why I’m editing this recording to create a podcast that explores similarities, differences, and challenges between the U.S. and Nepal. The podcast is meant for the public, not just for the class, so it has to have a real-world impact. This process shows that while curriculum and theory are important, their practical application often needs more emphasis, and that’s something I’ve come to realize. Rajendra: Yeah, that should happen. Otherwise, knowledge remains confined only to the mind or the book. In the end, what we learn in an educational environment should truly make an impact within the community.