In a research report by Anna Wonfert and Divyansi Wadhwa published by the World Bank and UNESCO in June 2024, it is said that in low-income countries, about 66 percent of girls and 71 percent of boys have completed primary education. In the case of lower secondary level education, this rate has decreased to 38 and 43 percent for girls and boys respectively. The discrimination and gender gap existing in low-income countries have been interpreted as its main factors.

In the case of men, poverty and distance from school and child marriage have been mentioned in the case of men. An increase in this rate is not considered good when educational development is considered as a standard of human development index. On the other hand, Nepal is also in the list of low income countries. In the case of Nepal, invisible fees such as school transport fees, library fees, laboratory fees, examination fees, etc., have an effect on public schools. 

Lately, as a result of increasing policy confusion in Nepal, it has been pointed out that the education system has been further restricted and the quality has decreased. Which is also natural. That is why educational imbalance is everywhere. It is certainly not a good sign that such momentary disturbances in the rule of law should become more permanent signs. 

An example of educational sustainability can be seen in the Nordic countries, for this reason, the education system of those countries is considered the best in the world. If a sustainable political system can become a conductor for us, just like education is a conductor of change, then if not today, at least in the future, educational development can be imagined. Education in

debate 

Now the amount of practical functional disability is increasing. Academic debate is intense and heated. Despite the operational inefficiency, the question we should ponder now is, how much has our educational budget been frozen this financial year? This question is harsh and unpleasant. Every year the order of educational budget allocation is rising, while the graph of quality is decreasing. This is a matter of concern. Isn't this the result of us forgetting the earth at the policy making or implementation level?

Much of the world's time is spent preparing educational policy blueprints, an example of which can be seen in the Scandinavian countries. Like Denmark, Sweden, Norway etc. For this reason, the format of learning and studying in these countries is different. As such, it is difficult to apply the basic format of the education method based on activities or events, games and personal abilities. 

The Nepali education world is aware of the mentioned theoretical method, but we and the Regulation and Evaluation (M&E) unit are under pressure to find that gap. And how can organization and management (O&M) be done in this situation? If education can be developed as a method of regular play rather than a method of regular practice, it can certainly be considered that the road to improvement has been set. As such, the increase in the rate of students dropping out and the unstable educational policy caused by political instability are common educational challenges in developing countries. 

In global practice, although the government is unstable, changes in education-related policies and budgets are prohibited. The nonprofit American think tank Rand Corporation works to provide data-driven insights into American education institutions, letting regulators know immediately where quality has fallen. There is no room to question the quality. Despite this, it helps to support the development of education-based policy research, educational professionalism and the dimensions of equitable education development. 

For the educational development of Nepal, the Nepali government itself has developed Nepali educational think tanks like SEDA and SINAS from time to time. But recently, with the country's entry into federalism, such think tanks have been weakened by bringing them under the political clutches. It seems that the state and local levels themselves are going to develop their activists and well-wishers as think tanks. For this reason, sometimes the country has been included in many lists like 'Grey List', sometimes 'Fraud List'.

education system at the local level 

The effect of the change of federal government seems to be on all the state levels. Now how to determine the path of sustainable educational improvement? In a development-oriented federal system, the influence of the union should not fall on the provincial and local levels, but due to the exercise of our power, this effect is happening rapidly. 

When the country entered the federal system in terms of the form of government, the overall education system here began to be subject to political restrictions. In this regard, the Ministry of Education, Science and Technology Development. According to the educational information published in May 2081, the local level has been given 27 broad areas of responsibility for education development. It has also been arranged that 2 percent of the total budget will be spent on research and development. In this way, even though 2 percent of the budget has been provided for research and development, the three levels of government have not paid attention to it. Even more confused is the executive body (local level) due to lack of practice. 

For this, the government at all three levels should move forward with a coordinating role, pointing out the structural deficiencies and weaknesses, saying that 'this authority is not ours' and they seem happy to remain without a role. The additional burden is seen on the local level, which has to carry basic and primary issues such as agriculture, education, and health. On the other hand, it is also ironic that there is no skilled manpower at the local level to make dynamic policy arrangements. For this reason, it seems more effective when the federal government controls the issue of strategic dimension that has a long-term impact like education.

conclusion 

It is necessary to promote individual competence to reduce existing inequality in the country. It is necessary to make education an area of ​​wide debate in order to expand the financial market, build the dynamic foundation of sustainable development and survive in the present. If this can be done, it will not take time to develop education as a synonym and measure of development. This is why it is also said that education is a multifaceted motivator.