Part 3, Article 31 of the Constitution guarantees the right of every Nepali citizen to get education from the state up to the basic level and free up to the secondary level.

In Nepal, there are three levels of education in school education namely pre-primary education and child development program, basic education from class 1 to 8 and higher secondary education from class 9 to 12.

Although 10 percent of the federal budget is spent annually on education, it has not achieved the expected results. In this environment, in this article, among the many problems in school education in Nepal, major problems have been identified and solutions have been sought.

At present, 12 lakh 8 thousand 425 students are studying in child development program in Nepal, 54 lakh 38 thousand 36 at the basic level and 17 lakh 84 thousand 361 at the secondary level, a total of 84 lakh 30 thousand 822 students. This number is 29 percent of the total population.

If such a large part of the population is not reformed and guided in the education system, the country's expected goal of 'prosperous Nepal and happy Nepali' cannot be achieved. Pre-school education and child development programs are the starting point of the education sector.

In Nepal its reach has not reached especially the poor, marginalized and vulnerable communities. At the national level, net enrollment in pre-primary education is only 69 percent and 31 percent of children do not go to child development centers.

The net enrollment rate in Madhesh province is only 54.6 percent, while it is 86 percent in Gandaki and Wagmati. It seems necessary to conduct these community targeted enrollment campaigns to increase its reach and participation among children from poor, marginalized and vulnerable communities. 

According to the changes in the demographic structure, the specific criteria for opening new child development centers has not been prepared. Therefore, the number of centers should be increased or decreased according to the population density. Day care services are not available at Child Development Centers.

Child development center is the first level of education and day care services should be arranged in it. Similarly, teachers working in child development centers are working on a low salary (10,000 per month). Therefore, it is necessary to arrange a salary equal to at least primary level teachers in child development centers. A limited amount of free textbooks are available for children studying at

Bal Vikas Kendra. Therefore, arrangements should be made to provide a complete set of free textbooks for the children of child development centers like the students up to class 10. 

In Nepal, 4.9 percent of primary school age students are still out of school. Children from economically disadvantaged, marginalized communities, Dalits, tribes and families living in geographically remote areas and at risk have not had full access to quality basic education.

In order to increase access to basic education, a family-targeted student enrollment campaign should be conducted under the leadership of the local level for economically disadvantaged, marginalized communities, Dalits, tribes and those living in geographically remote areas and in risky situations.

More programs should be conducted according to the local environment to keep the enrolled students in the school. Grade repetition and dropout rates are still high in Nepal. Only 33 percent of those enrolled in class 1 make it to class 12. 

The learning rate of students at the basic level is extremely poor. The learning rate of class 8 is only 59 percent in Nepali, 52 percent in English, 32 percent in mathematics and 38 percent in science. A nationwide accelerated learning program should be implemented for students who cannot read, count and demonstrate age-appropriate learning skills. In order to increase the learning rate of students, a system should be developed in which all stakeholders including principals, teachers, school management officials are accountable.

After the cancellation of school resource centers and the reduction of the number of teacher training centers, the monitoring and evaluation of teaching and learning at the basic level has become weaker. Therefore, arrangements should be made to strengthen the capacity of the education department at the local level and strengthen the monitoring and evaluation of basic schools.

On the other hand, the public school has not been able to find teachers of approved posts to teach classes 6 to 8. Therefore, the Education Service Commission should be requested to work quickly and arrange to recommend subject teachers according to the approved posts.

Secondary school education is gradually shifting from the government sector to the private sector. In the private sector, 45 percent of the students are studying in the infant class, 30 percent in the primary level, 27 in the basic level and 23 in the secondary level.

Students are increasing in private sector institutional schools and decreasing in public schools. To solve this, the management of public schools should be improved and an environment should be created where students from private schools return to public schools.

For this, arrangements should be made to provide management training to the principal, allow only parents whose children teach in the respective schools to sit in the management committee, and evaluate the principal and teachers based on the student's learning rate and the results of classes 10 and 12. 

The social psychology that the children of the rich go to private schools and the children of the poor go to government schools has taken shape. The gap between the rich and the poor in schooling is at an early stage, it should be resolved in time without allowing it to grow further.

Otherwise, the opportunities of the country will be seized by graduates of private schools and the graduates of public schools will be neglected and a social rebellion may occur. To prevent this situation from happening, the children of politicians, administrators, army, police, teachers, employees, retired national servants working in community schools and private colleges who are receiving government service facilities and running state power should be encouraged to study in public schools.

School education has not reviewed the geographical mapping regarding the needs of the school by assimilating the changes in the demographic structure. After the end of the Rana regime in 2007, community schools started opening and this trend increased after the change of 2046.

As a result of the progress made in education and health sector, the birth rate per woman was 5 children when community schools were established, but now the rate has fallen below the displacement level (2.1). On the other hand, Nepal's population is moving from mountains and hills to cities and lowlands, from rural areas to road access areas and from urban areas to developed countries.

Due to fundamental changes in the country's demographic structure, women began to give birth to fewer children, some migrated, but schools were not redistributed based on geographical mapping and the number remained the same. As a result, some places have schools and teachers but no students. Therefore, schools should be redistributed so that each student can reach school in 30 minutes (by bus or on foot) after geographical mapping. 

Subject teachers are not adjusted for a long time, vacancies are not filled in time, subject teachers are becoming centralized in urban areas, there are students but no teachers in village public schools. Even in city schools, there are teachers but no students.

When adjusting teachers, the teacher-student ratio should be adjusted according to the national standards. Teachers should help the government by leaving the stance that they need housewives while adjusting according to the needs of the country. 

The teaching of mathematics and science subjects in public secondary schools is gradually declining. Only 13.6 percent of the total students studying in class 11 and 12 are studying science. Even counting only public secondary school students, only 7.4 percent studied science. Only 6.9 percent are studying towards the technical side of Mavi.

To solve this problem, at least 50 percent of community schools should set a long-term goal of teaching science subjects in grades 11 and 12 and start work. For this, science education should be expanded to at least one community high school in each rural municipality, at least two schools in a municipality, at least four schools in a sub-metropolitan city, and at least eight community high schools in a metropolitan city. Science laboratories, subject teachers, reference materials and textbooks etc. should be arranged together.

After passing class 12, the tendency to study abroad is increasing. Due to the lack of entrepreneurship education and skill learning in school education, graduates of educational institutions did not have a good development of the thinking of seeking opportunities and conducting self-entrepreneurship.

There is a tendency for them to go abroad and earn money instead of studying in the country's universities. Therefore, provision should be made to add education related to entrepreneurship and skill development in Nepal's school education from class 8 onwards. Arrangements should be made to set aside Fridays for this kind of education and to teach skills for earning income without teaching the course on that day. 

After 2046, private investment in Nepal's education sector increased rapidly. Private schools thrive under loose government regulation, and the high monthly fees they charge make it hard for middle-income families to afford their children's education.

As the children of marginalized and poor families cannot study in private schools, the class division between the poor and the rich is growing from the school level. Getting picked up from home in the morning by bus, traveling around different parts of the city to school and bringing back the same way in the evening increases the fatigue of the students. Creativity seems to decrease.