Higher Secondary Education
An Important Role To Play

By Bhola Lohani

IN ANY civilised society, all young people have access to quality education that prepares them for efficient participation in socio-economic endeavours. Nepal too witnessed significant educational expansion in the past five decades. However, there is much to be done about the curricular relevance and quality of education; they need to be well tuned to the competitive market and to the social demands. Higher secondary is one such sub-sector in education that has an important role to play in the middle level manpower development needed to man the increasing number of professional, technical and business enterprises in the country.

Introduction

The introduction of higher secondary level in Nepalese education structure in 1990 had two major objectives. Firstly, it was intended to expand the education facilities to cater to the need of increasing number of S.L.C. graduates (about 76,000 in 1999) who would likely pursue further studies. This expansion was to be achieved by upgrading existing secondary schools with additional academic programme of grades 11 and 12, which is equivalent to the proficiency certificate course presently conducted by the university managed campuses or by private campuses affiliated to the university. Secondly, it was aimed at relieving the pressure on higher education management by phasing out proficiency certificate programme from university campuses. This change is expected to provide more resources to degree level programme and to offer an opportunity to improve the standard of education.

The new education structure would also mean extension of student’s period of stay in the academic institutions by additional one-year so that s/he would be able to earn higher level of skills and competence in the field of studies. Also, this structural readjustment would require students to go through 12 years of schooling plus three to five years of study courses in the university campuses in order to qualify for a university degree.

The third but not the least important objective behind treating higher secondary a separate level of education was to project this level as terminal one that would require to offer two distinct types of programmes: general academic course as a preparatory to higher education and market oriented specialised courses (junior level) for students who would like to enter into the world of enterprises as middle level manpower. Only the former has been the focus of the programme at present.

Within a decade of its introduction in education structure, the higher secondary programme has been well received by educational institutions and communities alike. As a result, a good number of secondary schools are now upgraded by incorporating academic programme of grades 11 and 12 into them. At the same time, new academic institutions are also set up to offer courses for growing number of student at this level. Currently, 75,000 (approx) students are enrolled in about 500 such higher secondary institutions spread far and wide in the country. The majority of these institutions are upgraded government aided secondary schools.

The current trend that expects automatic elevation of all higher secondary graduates to university education is neither practicable nor advisable. Indeed, a large number of higher secondary graduates will have to enter the job market as middle level manpower directly or after attending specialised job training of short duration. So, there is dire need to train higher secondary graduates to do the jobs that professional or business enterprises offer in the market. Also there is a need of trained manpower to start new potential enterprises. This task of meeting the demand of market based courses to produce specialised middle level manpower requires designing of courses in new subject areas and training of graduates in those areas. Such courses of training may include small enterprise management, environmental science, music and painting, computer science (hardware, software), instructional resource services and solar energy technology etc. Similarly, indigenous resources based courses may be designed on medicinal plants, community forestry, and arts and crafts. These areas possess tremendous potential for development in Nepal.

The production of middle level technical manpower is presently the domain of the Council for Technical Education and Vocational Training (CTEVT) which generally conducts programmes focussed more on technical subjects such as mechanics, electrical and electronics, construction works, carpentry, agriculture, nursing etc. However, specialised courses (junior level) focussed on management and indigenous resources have not been well attended. Moreover, the need is felt for inexpensive training model that has to be indigenously designed. We can rightly employ Higher Secondary Board (HS Board) to promote this endeavour.

The programme coordination committee to design such courses should include representations from CTEVT, business and industrial houses, professional associations, department of labour, subject experts and other relevant bodies. Such committee may also ensure that programme and facilities so developed are responsive to the changing requirement of the job market. It is worth mentioning that HS Board already conducts such programme i.e. teaching certificate course (junior level), hotel management, etc.

Most of the higher secondary courses are generally conducted in the premises of secondary schools that are government aided.

The Education Code assigns no role to the district education administration as regards to higher secondary other than the role delegated to it (district administration, if any, by HS Board. The school management committees of these schools own full responsibility for administrative and financial liabilities and for teacher’s recruitment of higher secondary level. Also, the higher secondary schools receive no assistance or only token assistance from the government. However, the proficiency certificate programme conducted and financed by Tribhuvan University largely depends on government grants. Here one notices policy lacuna regarding the government aided secondary schools that are permitted to operate grades 11 and 12, especially in the context of government policy of free secondary education and existing provision of large government grants to the institutions of higher education managed by Tribhuvan University.

Emerging policy trends in governance are to limit the operational role of the state. Indeed, the management of educational enterprises is now entrusted to local bodies or communities or private sector, when they are forthcoming. In the same spirit, the schools may be permitted to exercise limited curricular options to opt for specialised courses that would help exploit indigenous resources for the benefit of the community. But the Education Ministry or the HS Board should continue to prescribe core curriculum, to provide technical support services and to monitor overall education programme so that the standard of education is well-maintained.

Concerns are expressed that a large number of higher secondary schools conduct classes that are below standard. The quality of the academic programme is particularly affected due to lack of qualified teaching staff and proper teaching learning facilities. This is more so in rural areas. The rectification of this situation will require designing of a programme package for development of staff and educational facilities and adequate financial resources to implement them.

For development support, the selection of higher secondary schools will have to be based on the number of successful S.L.C. graduates, availability of teaching manpower, existing educational facilities and topography of the location of the school concerned. While the cost of upgrading the private schools is the sole responsibility of private management, it is also the obligation of public authorities to oversee how the cost of upgrading government-aided schools are met.

Emphasis

Finally, the main purpose of education would be defeated if youth and adults are not able to acquire the necessary skills, knowledge and attitudes that are needed to prepare them for life. If primary education is to impart basic life skills in individuals for preparing conscious people, higher secondary will have to impart in individuals the employable skills and knowledge essential to earn decent living. In compendium, higher secondary education may well be designed as conglomerates of social and professional (including technical) courses that place equal emphasis on academic and job oriented hands-on activities.

Other Story

• Lebanon: Will The Olive Plant Grow?