HIGHER EDUCATION

Waste Of Resources

More than 1500 graduate students attended 26th convocation ceremony of Tribhuwan University last week and promised to carry out duties honestly and efficiently toward society and the nation. Do the newly graduated students, who have spent five years of their valuable life in chaotic and virtually unmanageable academic institutions, have ability to fulfill such responsibilities and get a place in shrinking employment market remains to be seen  

By KESHAB POUDEL

Jitendra Bajracharya, 25, a post-graduate student at the Management Faculty, Tribhuvan University, sees troubles looming in front of him after his graduation. Although Bajracharya has now acquired a graduate certificate, he does not know if  anybody will buy his post-graduation certificateand give him a job?

Tri-Chandra Caampus : Over-loaded

Like other graduates, Bajracharya is now  desperate to reserve  a place for himself in the already shrinking but competitive employment market. " I don't care about the position but what I want is employment," said Bajracharya, who has secured first division marks in Masters in Business Administration.

When the TU campuses are more like that of crowded film theaters where everything from curricula to sitting arrangements as well as learning and teaching system is non-functional, it is impossible to find it producing competent candidates.

Compared to the infrastructure, academic environment is much poorer. Annually, students attend classes for less than 150 days. There are students' politics, teachers' politics and employees politics in TU campuses. It seems that the University colleges have no other business than indulge in politics.

The classes are closed any day and at any time without giving prior notice. The classes stop on the death of a teacher, student or anyone who was once associated with the University.

All these take tolls of teaching and learning process which lead to erosion in the quality of education. " There is hostility in the campuses between teachers, employees and students," said a professor.

Students at a Campus : Politics first

The fate of new graduates like Bajracharya is in confusion and peculiar state due to non-performing education system. All over the world, it is taken for granted that educational achievement and economic success  are closely linked. Scholars hold the view that the struggle to raise a nation's living standard is begins first and foremost in the class rooms. Unfortunately, Nepal's policy makers and planners do not realize the importance of  quality of higher education. Instead, they are only interested to hand over a bundle of valueless certificates to the students after completing five years of academic life.

Despite such a lackluster performance of higher education sector, the phenomenal growth at the enrolment in the Tribhuwan University continues to rise. According to the TU, there are 167,957 students attending 215 campuses that include  61 public and rest  private campuses. Of this 122,957 students studying in TU's campuses. The enrolment in TU is rising and students are highly concentrated in liberal science subjects such as humanities, management, law and education.

Like Bajracharya over 90 percent graduates are  from liberal science. As the demand for liberal graduates in the market is shrinking, there is slim hope for them to find jobs in the market. 

As  the TU has failed to fulfil demand for technical manpower, the dramatic growth of liberal art graduates has increased the number of unemployed youths. "Reforms must be made if Nepal is to develop and maintain a university system capable of meeting manpower demands of the 21st century," said professor Ananda Prasad Shrestha, who is currently working with CNAS. "The university should be made the house of learning, not a political battle field."

The rapid expansion of higher education is producing more university graduates than the labor market can absorb at a time when the country's economy is said to be passing through a phase of slowdown.

"We are planning to develop a system to make TU's products capable to compete in the local market," said Dr. Nirmal Kumar Pandey, member of National Planing Commission. "TU must give priority to produce manpower according to the demand of the country." 

The present graduates who have studied  two decades old curricula have less possibility to get a job according to their qualification. Thus, large number of graduates have been working on jobs requiring low qualification than they have obtained.

Although majority of the students prefer to enrol at TU for higher education mainly due to financial reasons, the budget allocation for the oldest university of the country continues to decline. Total spending on education in Nepal is only 2.1 percent of GDP and spending on higher education is only about 0.44 percent of GDP, much below the international average of about 4.6 percent of GDP for total spending.

At a time when large proportion of higher education recurring expenditure has been set aside for payment of salary to the teachers, other areas remain grossly neglected. According to  TU's annual budget for the year 1999\2000, over 95 percent of the University's budget goes for salaries of teachers and staff. There is nominal amount of money spent for other instrumental purposes like materials for laboratories, reference books for teachers and students and supplies for instructional purposes.

Although almost all of the TU's budget is used to pay staff salaries, the average teachers' income and benefits do significantly low. This is the reason more than 90 percent of the professors have a second job besides teaching in order to support their families.

As the number of students is growing, lack of capital investment for the past two decades  has led to a serious  shortage of class rooms, laboratories and other facilities in TU campuses.

Compared to other universities of the world, almost all  campuses are like that of small university on the basis of the number of students. Tri-Chandra campus, one of the oldest campuses in the country, has about 6000 students and Amrit Science Campus  has 3000. Although there are such a large number of students, conditions in campuses are pathetic as many class rooms and laboratory buildings have no glasses in the window.

Most of the infrastructure in TU campus were built in 1960s and 1970s to meet the requirement of less than 20,000 students but today they are `serving' for more than five times that number.

At a time almost all the countries of the world, whether developed or developing, have relentlessly been making efforts to develop competitive higher education system, Nepal's political leaders are seeing Tribhvwan University, country's oldest and largest educational institution, as a factory to produce unemployed educated youth, politically motivated.

The overall education unemployment is increasing and it has reached nearly half a million mark. A study conducted by ILO shows that large number high school graduates or with higher education are not gainfully employed. In recent years, the competition for employment even for technical manpower is increasing.

"It is not the duty of Tribhuvan University to develop a national strategy for employment. The government has to ask TU to produce manpower it requires," the said professor Panna Kaji Amatya, chief of central Department of Political Science at TU. 

Due to decades old curriculum and degenerating facilities, few graduate students get employment opportunity at the government offices and large number of students have to join the club of unemployed.

"Nepal needs to link its education system with the demand  of global labor market. If we are not able to produce students as per the global standard, we may have to hire employees from outside," said Sri Ram Lamichane, member secretary of Nepal Higher Secondary School Board. " (With this in mind), the Higher Secondary Board is trying to give qualitative education to the students."

Despite the opening of some private universities and 10 plus 2 schools, TU is still a major source of skilled manpower supply in the country. "The enrolment pattern at TU shows that  over 80 percent of the students are concentrated in the liberal arts who can fit mostly for non-technical white-collar jobs," said professor Bishwo Keshar Maskey, who teaches Economics. " This is the time to focus our education system to make it more competitive."

A survey conducted under the World Bank supported Tertiary Education Project has already suggested to increase quality of education by making timely revision in the curriculum, higher participation of the employing agencies in curriculum development, diversifying people in the technical stream, increasing physical facilities in the campuses and so on.

Due to inadequate budget, the TU is yet to take decisions regarding suggestions of the project, which presented its report in 1995. The several volumes-thick report  recommends various measures to improve the quality of university education.

The shift of enrolment of students from general and liberal arts to vocational  and technical education is very urgent.

The policy makers and planners have never tried to link the planning with manpower supply of TU, say critics. At a time when country demands more manpower in tourism sector, there is no tourism management college in the country. Such unplanned manpower supply has led to the problems of educated unemployment, not only of the general education graduates but also that of technical graduates.

ILO's Nepal Profile, 1998, points out toward growing problem of educated unemployment. "One problem that deserves special mention is that of unemployment of the educated. This has been a growing phenomenon that deserves attention because it has the potential of generating political and social instability," says the Report.

As higher education reforms is getting top priority around the world, TU is reeling under acute crunch of funds and is grappling to maintain teaching and learning system. Every one knows the fate of TU but it is strange to know why  situation is only being allowed to decline further.

Annually, hundreds of students are called  to participate in convocation ceremonies but it seems no body's concern to evaluate the rate of return these students make.

At a global proportion the amount may be nominal but the sum government is spending on sustained higher education in Nepal is no less significant.

Quality education is not possible by improving certain facilities in some sectors but it requires improvement in all sectors of academic activities. In  almost all the colleges, the libraries are full of cheap and guide books and class rooms are insufficient to conduct an ideal teaching and learning process.

Centralization of TU's education system is responsible for the present mess. Although Nepal has pressed for decentralization in politics, decentralization in education is yet a far cry.

At the very beginning, this proposal was forwarded by the US academics. Had Nepal accepted Oregon University's proposal which was similar to the US model for autonomous universities, experts see, the situation could have been much better now. Established in 1959, the Tribhuwan  University's education and administrative system is highly centralized.

Nepal's education system has been politically sensitive from the very beginning. According to the book "Four Decades of Development: The history of U.S. Assistance to Nepal" published by USAID, "The original plan for a unified system of higher education developed by the University of Oregon team was based on the U.S. model of autonomous universities. India, however, was disturbed  by USOM's heavy influence in education, especially in politically sensitive higher education. The TU Commission was sympathetic to Indian complaints, and discarded this proposal in favor  of the Indian model of central accredition. UNISOM's role in the development of a national university was consequently greatly diminished."

Experts agree. "The crisis in Tribhuwan University seems to be deliberately created by the country's policy makers in order to lead the field of higher education open to all for commercial exploitation," says professor Kapil Shrestha (see box).

The state of affairs is so bad that colleges don't know how to improve the quality of education and equip students with modern knowledge. "The crisis is unprecedented," says former vice chancellor  of TU, Dr.  Trailokya Nath Upreti. "The problem with higher education is that the government does not have any commitment for the implementation of new ideas."

Ruthless as it may sound, the Tribhuwan University system is full of anarchy and there is no room for serious day to day academic exercise.

An allotment of less than 3 percent of GDP is grossly insufficient to meet the needs of  the country's oldest university. The University, on the other hand, has not been able to mobilize its internal resources by raising fees, for example, fearing serious political fallout.

Despite a significant growth in quantity in higher education, the question of quality remains everybody's concern. Quantitative growth, experts argue, is one of the major factors behind erosion in quality.

The need of the hour is to stop trading charges. The government and University need to sit together  and sort out issues which have had ominous results in the form of  rapid decline in the standard and quality of education.

`There Is No Difference In Today's Rulers And Late Chandra Shumsher'

— PROF. KAPIL SHRESTHA

Professor KAPIL SHRESTHA is a well known human rights activist. A former President of Nepal University Teachers' Association (NUTA), Shrestha, a  political scientist, has clear opinion regarding the degrading higher education scenario in the country. Excerpts of an interview:

Do you see any plans for improvement in higher education?

Frankly speaking, I have not seen any  approach among  policy makers, planners and guardians to improve higher education system in the country. They don't have any vision regarding country's education system. Our educators, administrators and politicians do not understand the value of education. I don't see any difference between present rulers and late Chandra Sumsher Rana on this front. Of course, the political leaders speak some superficial languages but they don't have distinct views. As the Sanskrit educators of early days, the graduates of modern days are following similar path. Getting degree has become nothing more than a ritual. Students still believe that the meaning of education is  to secure employment.  No body understands the meaning of education. It is as if a degree of Sanskrit pathsala. No one considers education as a social obligation and social responsibility. Students and guardians see education is a medium to seek employment.

Do you see our leaders committed to the higher education?

I don't see any vision in political leadership. If you see the appointment of education minister, the picture will be clear. At least, the Education Minister should know the challenges to the higher education.  If we see the previous UML rule, they seemed to be in power just to recruit assistant lecturers and lower level staff at the TU. Even in such a situation, we, so-called intellectuals, are saying nothing as if everything is going smoothly.

How do you see the quality of education now?

I have been teaching since the last two decades. I don't know why I am teaching. It has become ritual for me. I think the salary I draw from the TU is like that of unemployment allowance. Teaching is the easiest job available in the market. Even students oppose those teachers who sincerely want to teach them.  Students like those teachers who teach them based on limited text books and guide books.  Higher education does not have any contribution to the society country and  families. Due to the higher education, the country has gone mentally bankrupt. The present higher education needs to be revamped. What is the use of education if we produce unemployed and inefficient graduates.

What is the main problem with the TU?

TU, as an institution, has many troubles. Most of the students in the higher education come from Nepali medium schools. Due to this, students are not able to acquire knowledge which is in English. We must develop a mechanism to make our university degree convertible. Unfortunately, our university degree is usable just for Public Service Commission. Nepali medium in higher education has resulted into erosion in the quality of higher education. Honestly speaking, even students in masters degree do not consult books in the library due to their handicap in (English) language.

Who is responsible for present state of education?

Every one has to take responsibility for the present situation. Nepal's higher education continues to be destroyed after the referendum of 1979 when the then Panchayat government had accepted all the demands presented by the  students. The success of the student movement resulted into the present chaotic situation. If you see the country's ministers, none of them are committed to quality  education. The situation is such that every one is destroying TU.

How do you see the present curriculum?

The curriculum is very old and obsolete but no one wants to

talk about it. If you visit libraries at the colleges, you can find only cheap guide books written for examination purposes.

How do you see the investment in higher education?

The investment is also one of the lowest in the entire world. Our investment in higher education is only 0.4 percent of the GDP. TU does not have any additional budget to improve infrastructure. It spends 90 percent of its budget to pay salaries to teachers and employees.

Why is this happening?

As politicians and well-to-do families usually send their children abroad and to private colleges for higher education, TU is just a shelter for the children belonging to poor community. There has been a conspiracy to destroy TU. I have never heard any kind of debate taking place in the parliament on this issue.

What do you mean by conspiracy?

Like Udayapur Cement, Hetuda Cement and Himal Cement factories, there is frequent disturbances in TU's academic system. Sometimes it is locked up by teachers and sometimes by students and classes open for less than six months. Is it not a conspiracy? Nobody is seriously committed to it.

So , what should be done?

We can not change the higher education without improving TU's situation as it provides higher education to more than 98 percent of the students. It is impossible to improve the education standard in the country without changing the TU. I don't think opening of Kathmandu university alone can fulfil today's needs because such universities will provide education to a factions of the students only.

How do you see the overall quality of TU's education?

TU's medical and engineer degree is still one of the best in the region in terms of quality. The problem lies only with the non-technical education.

How do you se the role of the teachers?

Teachers are also trained for yesterday not for today. Most of the teachers do not want to do something. Even some teachers don't have any capability to afford new methods. Even some professors cannot pass the examination of assistant lecturer. There is no more consideration of merit. Teachers are promoted on the basis of non-merit and manipulation criteria. After the restoration of democracy in 1990, TU is  politicized so much. Even  a person who lost the mayoral elections was appointed as vice-chancellor. Party affiliation is the main qualification to seek appointment at the university. The appointment is made on the basis of political affiliation and links with political leaders.

How do you see the quality of TU's teachers?

The charm of teaching is gradually fading as top students want to seek jobs outside the university. Even 90 percent of the teachers may quit the job, if they get better alternatives. No one has any loyalty to the institution. If this situation continues, university will be like a cow shade.

How would you evaluate former vice chancellors of the TU?

Former vice chancellor Kedar Bhakta Mathema is the only person who tried to inject life in higher education and made every effort to develop confidence among teachers and students. But today, TU is a drying tree. The period of Kamal Krishna Joshi was the `black period' in the history of TU. Frankly speaking, even today the situation has not changed. No body wants to be a campus chief now.

‘Quality Of Higher Education Is Eroding’

— Dr. NIRMAL PRASAD PANDEY

Dr. NIRMAL PRASAD PANDEY, member of National Planning Commission, looks after education sector. He spoke to SPOTLIGHT on various problems related to higher education. Excerpts:

How do you see the quality of higher education?

It is not at par with the desired level. The initiatives should be taken to raise  quality of higher education. We need to work out a plan to upgrade physical infrastructures, incentives for teachers and modification of curricula. Till now, the aim of higher education is just to accommodate more students. This concept should be changed.

What is the policy towards higher education?

Actually, the government is concentrating its efforts to provide basic primary education to all and spending huge amount of money on it. So far as tertiary education is concerned, the government don't want to get involved. Unlike early days of command economy, we cannot dictate Universities what quality of manpower do market need. The university must respond to the demand of the markets. As market forces are playing greater role in the present context, it is up to the market to absorb products.

If this is the case what is the use of huge amount of money to maintain Tribhuwan University?

Tribhuwan University is one of the oldest and largest institutions of higher education. Even we are now asking the TU to produce more technical manpower. Liberal arts need to be discouraged. If there is a demand of technical manpower, the TU must give priority to it. We want sellable students. I think market forces should be allowed to determine what type of manpower they want. For the institutions like the TU, the time has now come to shift their priority in technical education.

Do you have any plan to improve  quality of education?

We are also concerned with degrading quality  of higher education. During the ninth plan period, efforts will be made to improve infrastructures and other facilities. The TU has been asked to take appropriate steps to reform curriculum.