Executive Agenda of the Minister of Education

Most ministers don't go too far into the

of their ministry as 'technical', even if the subject isn't as complex as the physics of space launch or the biology of genetic modification. They are not always technical in nature either. Many ministers may be more interested in matters other than education.

is interested in protecting his political future. There may also be jealousy from the performance of more competitive teams and colleagues. The minister who declared that education should be made free of politics in the beginning will not forget that his position is also a reproduction of the same political dauphes.

At present, the minister has extensive work of a legislative nature. The length, breadth and depth of complexity is known at one level in the School Education Bill. The Higher Education Bill is in the process of being rewritten and the Technical Education Bill is also taking its final shape in the relevant bodies. It is difficult to put aside these issues immediately. In this article, some opportunities and compulsions have been raised as to how it is possible for the Minister of Education to start the transformation of education by using the executive authority within the current laws and regulations. These legislative and executive functions cannot be done simultaneously.

efficiency and results are essential now, always. From time to time various experts say that investment in education is low. The activists will also come with a memorandum. The main thing is to find out the investment that is being made now and its results and who should be responsible for it. In case it is not specified, the minister should be held responsible. Of course, this does not mean that the education budget should not be increased. When the author looked at the data between 2061 and 2071, when 100 people were enrolled in a class, only 14 passed SLC from public schools. It is not a very illegitimate question why it should be done in the education sector without questioning efficiency when it is spent in other areas. However, in a country like ours where the size of the economy is small and communalism is so widely used, it is not justified to monetize all the expenses, although it should also be taken into account in monetary terms. Even now, the volunteers including the school management committee have saved some monetary expenses. Some would even argue that it adds to inefficiency. Democracy and long-term planning may not be immediately and economically efficient. One of the main reasons for the lack of results in

education is that there is not enough pressure to demand quality. Pressure comes in two forms – from the demands of the larger population and from influential individuals. Parents are not organized to face pressure from large numbers. The tradition of organizing thematically has not settled in Nepal. Everyone has the same idea that someone 'Ram' will come and give 'Ramrajya'. And it is obvious that the children of those who are influential in our society do not attend public schools - from high-ranking government officials to businessmen and social workers. So much so that the parents can't even go to the school and talk. Instead of saying that the bus is overcrowded, they have heard the conductor saying, "People who are crowded like this should go in their own car." This is also one aspect of reducing the courage to say.

For example, schools in 8-10 municipalities (maybe elsewhere) have been closed in Madhesh province for months. Children from the ward level leaders of the municipality study in public schools, nor from the school helper to the principal. For months, the budget has not been passed without the meeting of the municipality. There are very few teachers who live only on the school salary, everyone knows that the salary comes slowly. In some places, it seems that the teachers are going to increase the complexity rather than opening the school by going to the people's representatives of one party in the municipality. Those looking for evidence that the municipality cannot manage school education are shocked by the evidence. The party busy in the game of power equation has no time to look at such things. The minister should spare time for such work as well. Of course, this is a compelling reason why the children of the privileged few should be educated in public schools, and a matter of sheer consequence. A meeting/conference of municipal officials can be called. The search policy can be done through the ministry. The well-known former chairman of the parliamentary committee is the federal affairs minister. Can be negotiated directly. It is not because I will change my path or take a different path next time if the thorn breaks. There is an educational disaster here. The problem needs to be looked at both in the long term and in the short term. Immediate solution should be found.

As far as people holding positions of politics and profit have to teach their relatives in public schools, this can be done to some extent by the exercise of executive power. In that regard, Rabaiya of UML, the main component of the coalition, will make a lot of difference. It is also related to the topic of managing private schools. At that time, a member of parliament of the same party had opened his mouth in a program and said, "If my children had to be educated in government schools, I would rather leave the position of member of parliament." In this process, it is necessary to learn lessons from their predecessors, who are considered to have both knowledge and experience, and add courage, determination and strategic acumen to it. In the last case, we should rely on the people. There are also ways to manage privately without unnecessary confrontation. Mapping and zoning should be done immediately. In order to calculate the distribution of subjects in higher education, the duplication and inefficiency should be reduced by projecting manpower.

One of the things that can be improved in the quality of education without money but with a little effort is the improvement of questions. If appropriate questions are asked, teachers can improve the quality even if they are not teaching enough. It also forces the teacher to improve. Some time ago, a researcher at the University of Oxford studied how in the Indian state of Bihar, students in low-paid, less-educated, and low-fee private schools with highly trained teachers score higher in exams than government schools. Management, teacher attendance etc. is a subject that most of us know. What the research found out is that when the homework is regularly given and checked, even if the teacher does not go or teach, the students continue to read by themselves in order to write the answers. If you mean by learning lessons from this, instead of writing the same answer as by rote, if a question is asked to write your thoughts after reading, it will make a world of difference in the quality of education. For example, if a child is taught the biography of a coin and told to write the biography of his hat or bag, he must not only know about the coin, but also imagine and search for the bag. For this, it is necessary to replace the colonial-era Examination Control Office with an Examination Facilitation Office. There is neither a need nor a need to spend time on our curriculum as it is now. The main problem is in teaching implementation. The curriculum for classes one to three is stagnant due to lack of training and support. Another task that can and must be improved through executive efforts is grade teaching at small levels. The supply of teachers at the higher level is another problem of sorts. Small classes should be made one class-one teacher. The issue of teacher shortage is different. Talking about the

exam, the main improvement in the teacher's exam is not only his factual knowledge, but also his teaching attitude should be checked. Former Chancellor of Tribhuvan University Kedarbhakta Mathema says, "The training of teachers should be like that of nursing." The examination should also be the same. The theme of

questions applies to higher education as well. Rather than asking why and how or even when the Portuguese arrived in India, asking why India remained prosperous until then and then became poor requires more study and consultation. We can also address this through the Education Commission's examination and teacher orientation. The new minister did not leave such matters to the technical staff as they were technical. However, the real thing is that the employees there are not able to do it if they put in a little effort. If you go inside a little and ask, the solution will come out from there.