While the country is focusing more on political change and politics, we should not forget the essential dimensions for change. Things like housing, food, education, health, public transportation make a fundamental difference for the common man and these should always be given priority. Political problems are not limited to power and position, but how those political projects are developing the economic, social and cultural conditions of the people and how they are affecting all three can have a huge impact.

After the implementation of the national education system in 2028 BS and as Nepali society matured with globalization, there was a major change in the importance of education among the general public. Achieving higher education began to be considered a symbol of the pinnacle of success. Passing the SLC was also interpreted as opening the door to possibilities. In fact, those who came from foreign countries with education had started to bring about a major change in the political, economic and social consciousness of Nepal.

Education is seen as a means of lighting a light in the darkness, which is why Nepali parents prioritize the education of their children even in the midst of economic hardship. After all, education is the main tool that can lift an individual and his family out of poverty and lead them to prosperity and development. The value of education has always been undeniable. But the increasing number of educated unemployed, the increasing migration for foreign employment, the restrictive Nepali education system and the declining value of educational certificates have raised serious concerns about education in Nepal.

Education in Nepal -  which is mostly in the form of formal education all over the world -  is limited to teachers and books. But it often lacks real and practical truth, which limits children and students to a narrow horizon of possibilities and knowledge.    Formal Education System
As Chaitanya Mishra has mentioned in his article ‘Educational Institutions and Educational Politics’ that the Nepali education system is highly formal in nature and is distant from the life of the individual and society, education limited to only degrees or certificates cannot give the full expression of human potential and the freedom to live a valuable life.

There are many examples of how some people have benefited from the lack of formal education. Today's Nepali society is torn between economic security and higher education. The educated are increasingly frustrated by the lack of a suitable economic market within Nepal, while those with less formal education - whether through foreign employment or jobs that do not require a higher degree - are looking for a path to economic security and success. Although some have succeeded without formal education, they do not want to deprive their children of formal education.

Education in Nepal - which is mostly formal education worldwide - is limited to teachers and books. But it often lacks real and practical truth, which limits children and students to a narrow horizon of possibilities and knowledge. Society itself seems to be afraid of reality and truth, so it tries to educate children from a young age by keeping them within limits. We know that learning occurs through contact with reality, but again, we keep our children away from it. As a result, the wrong idea of ​​virtue and success leads young minds astray, and when they come to terms with the reality, they feel like failures and stuck. Our formal education gives certificates of achievement, but it fails to show a clear picture of life and society in a way that makes the individual certain, clear, secure and strong in action. Our education system is only selling false certificates of virtue and knowledge.

Education is useless without freedom of knowledge, and schooling is constantly repeating this mistake by keeping children away from the freedom of knowledge and the truth of reality, confining them to the narrow horizons of school benches and books. As students mature, they begin to feel that education, hidden behind a veil of ignorance, misrepresentation and restrictions, is a burden and struggle to connect with their own potential.

Challenges
Education is one of the most important responsibilities of the state - to enable them to succeed in life from childhood. Although the Constitution of Nepal ensures free and compulsory basic education, the parents of the large gap between private and government institutions have to bear the cost of education directly or indirectly. Education should not only be available and accessible, but also practical, adaptable and of good quality. 

Privatization and politicization of education are other major challenges in Nepal’s education system. The politics of teachers and students should be focused on improving the quality of education, and not on pursuing mainstream politics and fighting for power and position. The curriculum and syllabus are designed in such a way that students are pressured to be experts in all subjects at once, which deprives them of the opportunity to gain knowledge, information and experience beyond the academic curriculum. There is a misconception in Nepal that an educated person should be engaged in ‘higher positions’, whereas education is essentially a process of improving perspectives and understanding. This culture can deprive an individual of the freedom to engage in any kind of work.

Privatization and politicization of education are other major challenges in Nepal’s education system. The politics of teachers and students should be focused on improving the quality of education, and not on pursuing mainstream politics and striving for power and position. The politicization of education has only benefited political parties and leaders - as a means of controlling and dominating students, teachers and educational institutions. But education and students should be the most independent from such controls.

Education as a security
Is education in Nepal really preparing capable and responsible citizens, or is it only imposing hidden distortions, misrepresentations, ideologies, class interests, limited information, thoughts, values, experiences and perspectives? Education in Nepal seems to be producing more unhappy students than successful ones. Unhappy people sometimes succeed only because of their desire to fight against sadness. Schools do not have enough understanding of the desires of children. Parents and schools are creating unnecessary pressure in the name of education from a young age, binding and limiting children. Education is still based on old ideas, where excessive memory pain and unnecessary harsh pressure focused on exams are put on the minds of children.