With the announcement of the movement, teacher representatives from all over the country have concentrated in Kathmandu. During the movement under the leadership of the Nepal Teachers Federation, activities are going on, from singing songs to making speeches on the mic.

From giving interviews to exchanging introductions, they meet in person. It is not certain how long the protest will last as the demands of the teachers who left the classrooms and came to the streets were not immediately addressed and the teachers' representatives refused to negotiate with the government.

However, any peaceful movement or struggle is bound to end through negotiation and consensus. Therefore, everyone concerned should take immediate action to create conditions for teachers from Kathmandu, which is suffering from 'very unhealthy' air pollution, to return to their classrooms and interact with students. Doing this will be in the interest of the teachers themselves, the government and the education system as a whole.

Teachers demand that the School Education Act be promulgated as soon as possible so that the agreements reached in 2075, 2078 and 2080 are addressed. There is a demand that the posts of all temporary teachers, including relief, ex-higher secondary, teaching learning grants, and qualifications should be maintained and made permanent through internal competition and if they cannot be made permanent, they should be given a 'golden handshake'.

Similarly, there is a demand that teachers should be promoted every 10 years, the salary of private school teachers should be the same as that of public school teachers, the age of entry into the teaching profession should be maintained at 40 years, and there should be a national dignity system for teachers. The teachers are also raising the issue of financial support for teachers in their studies, monthly salary and establishment of teachers hospital.

According to the extent of sacrifice and dedication in the teaching profession, there are no opportunities for professional rights, financial security, and character development. Therefore, it is natural for teachers to seek to ensure their professional rights in the law.

The teachers demand that the School Education Bill be passed based on the consensus already reached. The bill is currently pending in the education, health and information technology committee of the House of Representatives. When the bill is under consideration and the teacher's movement continues, the demands of the teachers are automatically a matter of debate. The demands raised by

teachers can be viewed from two angles. First, their professional interests. Demands for professional rights that are timely, reasonable compared to other professions, and addressed by the state's capacity must be met. It does not, should not, be otherwise. In this process, both the government and the teachers should be sensitive to the question of widening the way to facilitate the entry of the new generation from respecting the old generation of teachers. 

Second, demand motivated by political motives. Even now, there is an "invisible but major demand" for teachers who do not live under the local level. In 2078, the then Education Minister Devendra Paudel agreed with the Nepal Teachers' Federation that the local government's education-related powers would be curtailed. That is why it is easy for teachers to raise this topic. However, agreements made against the constitution cannot be enforced.

In this context, there has been a weakness from the then minister to the teacher representative. Because, in Schedule 8 of the Constitution of Nepal, basic and secondary education has been placed in the list of single rights of the local level.

In their demand, it is mentioned that there will be division of labor between the district, state and union offices to take departmental action against the teachers, the system for teacher performance evaluation to be done by the education development and coordination unit and the provincial office, and the establishment of standards for the transfer of teachers from the municipal, district and state levels. They seem to be trying to deny the very existence of the local level.

Teachers should be honest to the provisions of the Constitution of Nepal. This subject is also related to respect and recognition of the Constitution and federalism. 

There is a weakness in the government's agreement with many protestors. With the aim of suspending the movement, the government makes agreements that cannot be fulfilled. That causes problems. That trend should be improved. In October last year, the government agreed on six points to suspend the movement, but the bill was stuck in the committee for the next year and a half.