Based on publicly available information, it appears that nearly half of the current cabinet members, including the Prime Minister, have some level of foreign education or higher education experience. A look at the bureaucracy, which is considered a permanent government, also reveals evidence that many senior officials who have reached the secretary level have broadened their knowledge through foreign education, training, or international practice at some point in their careers. This is not just a coincidence. Knowledge has no boundaries. A capable leader must be able to connect that boundless knowledge to the needs of their country.

If we compare the operation of a government to a flying aircraft, the qualifications and skills of its pilot, co-pilot, and flight attendants play a major role in safe flight and landing. Moreover, where the pilot received his training, what kind of air routes he has flown, and how many thousands of hours of flight experience he has – all these aspects are related to the safety of passengers. Similarly, like a strong and proven engine, the bureaucracy keeps the state aircraft running by continuously following the government's guidelines. The international studies, experience and networks of the people in the leadership to realize the vision of a new Nepal will definitely add some additional strength.

But is it only skilled pilots and fuel that keep the aircraft running? Looking at it from the outside, the aircraft's software is as important as fuel and flight crew. That same software keeps thousands of passengers safe by constantly coordinating with the tower, radar, weather information and the aircraft manufacturer's operating blueprint. In my understanding, that important software for state operation is education. That is why even at an altitude of 40,000 feet, the aircraft can fly confidently in 'auto-pilot mode'. The aircraft of a new Nepal also needs similar software - modern, updated, reliable and connected to the world.

International education is an important means of updating that software. Going abroad to study is not just about taking a farewell photo at the airport, it is about entering a new world of knowledge, skills, discipline, networking and confidence. Of course, the large number of youth leaving Nepal is a matter of concern in itself. The flow of capital, labor and dreams has increased outwards. But the conclusion that educational consultancy institutions are the only factor is neither fair nor factual. Students want to go abroad because they are looking for opportunities. Parents are looking for a safe, quality and future-oriented path for their children. The educational consultancy business has emerged as a bridge between that aspiration and the global educational market.

Thousands of Nepalis are currently employed directly and indirectly in educational consultancy institutions in Nepal. These institutions provide students with information about universities, subjects, fees, scholarships, visa procedures, language tests, accommodation, health insurance and early life in the destination country. At a time when universities, immigration rules and employment trends around the world are changing day by day, it is a matter of right for students and parents to get reliable information.

This is not to say that there are no problems in this sector. The tendency to give false information, sell unrealistic dreams, lack transparency in fees or prioritize institutional profits over the interests of students must be controlled wherever they exist. Therefore, the government's initiative to regulate is welcome. The state's presence is necessary in a sensitive sector like education. A market without student protection, institutional transparency, minimum service standards, a grievance redressal system and accountability cannot remain healthy. But the purpose of regulation is to purify the sector, not to stop it from breathing.

This is where a serious debate is needed on the proposed regulations. If the regulations increase quality, transparency and responsibility, the private sector should also welcome them. But if it burdens even honest, organized and long-standing institutions with financial guarantees, unnecessary administrative hassles and disproportionate liabilities, it can create more problems than it solves. The amount of the guarantee itself is not a proof of quality. There is no guarantee that an institution that can deposit money in a bank is always ethical, and it does not mean that an institution that works honestly with limited capital is less responsible.

The right regulation should ask other questions. Are the consultants trained? Are students given a written service agreement? Are the fees and services clear? Are the relationships with foreign universities proven? Are students given false assurances? Are complaints heard in a timely manner? Can the institution annually publish its work details, student destinations, visa results and complaint management? Such indicators measure quality. Transparency, not guarantees, improves the sector.

Nepal should also dream of bringing in international students. The world knows Nepal as a country of mountains, Buddha, yoga, culture and nature. We should be able to develop programs like Buddhist philosophy, mountaineering studies, Ayurveda, climate change, the Himalayan environment, disaster management. Then Nepal can also become a destination for students. For that, we need easy study visas that can be applied for online, hassle-free procedures, international-level housing, health security, work-experience opportunities, academic credit transfer and university-industry collaboration. In such a situation, Nepali educational consulting institutions can also play an important role in bringing foreign students to Nepal.