Education is universally regarded as the backbone of a nation. Since the establishment of democracy in Nepal, institutional schools have significantly influenced the country’s education system. These schools provide students with an international-standard academic environment, technological integration, and a disciplined learning approach. However, when examined through the lens of good governance, issues such as commercialization under the guise of quality education, lack of transparency and accountability, and practices that undermine social justice become evident.
Good governance refers to the effective implementation of fundamental principles such as transparency, accountability, participation, responsibility, inclusivity, and the rule of law. This article evaluates Nepal’s institutional schools based on these criteria.
Many institutional schools suffer from a severe lack of transparency. Key concerns include:
Unclear fee structures, hidden charges, and mandatory expenses for books, uniforms, and field trips.
Lack of clear criteria in teacher recruitment and training.
No proper grievance redressal for parents questioning fee hikes or service quality.
Such practices contradict the principles of good governance, where openness and accountability should be prioritized.
While Nepal’s constitution guarantees education as a fundamental right, institutional schools often cater only to the economically privileged. High fees, competitive admission processes, and tuition-dependent teaching methods exclude underprivileged, rural, and low-income students. This undermines equal opportunity and social justice—key pillars of good governance.
The National Education Policy 2076 (2019) aims to make education quality-driven, inclusive, accountable, and transparent. It emphasizes:
"Regulating private schools to ensure transparency and accountability in fees, curriculum, teacher qualifications, admission processes, and evaluation systems."
Yet, in reality:
Schools ignore government fee caps and impose extra charges.
Unqualified teachers are hired despite policy mandates.
Unauthorized textbooks are promoted, bypassing the national curriculum.
Such violations highlight weak enforcement and poor governance.
Institutional schools often operate with minimal stakeholder involvement. Key decisions on fees, administration, and policies are made unilaterally, with little input from parents, teachers, or students.
Good governance demands active participation through mechanisms like:
School Management Committees
Parent-Teacher Associations
Without these, schools risk becoming profit-driven enterprises rather than centers of learning.
Several reports highlight governance gaps:
National Planning Commission (15th Plan, 2076–2081): Criticizes weak fee regulation and lack of clear private-sector policies.
Ministry of Education: Admits poor monitoring and challenges in controlling commercialization.
UNESCO (2022 Education Policy Review): Warns of weak regulation, unequal access, and quality disparities in private schools.
Despite these challenges, institutional schools have contributed to:
Technology-integrated teaching
Competitive academic environments
Innovations in language and exam preparation
To align with good governance, these strengths must be strengthened further while addressing existing flaws.
While Nepal’s institutional schools have improved education quality, over 70% fail to meet good governance standards in transparency, accountability, inclusivity, and policy compliance.
The National Education Policy 2076 envisions a well-governed education system, but its success depends on collaboration between the government, school administrators, parents, teachers, and students.
Education is not a business—it is the foundation of nation-building. Ensuring good governance in schools is not just a necessity but a moral obligation for a prosperous Nepal.
