Point of View: Difference in Education in Urban and Rural Nepal

We are well aware of the fact that Nepal has geological diversity, due to which education has seen a major challenge. In urban areas, students are taught well with modern methodologies followed by some schools that involve group work, demonstration of skills learned in the classroom, fieldwork or practical work, as well as presenting their ideas.

Indeed all schools in urban areas do not follow these, however, in the case of rural areas, students are deprived of education even as per their syllabus, as even the course is not completed in due time.

In rural areas, the first thing that creates hindrance is the distance of the school from the homes of students and another factor is the available resources and infrastructures of the school. In Urban areas, even if the school is far from the place of residence, facilities like School Buses are available, which is hard to find in the case of rural areas.

The development of infrastructures plays a major role as it is the factor that differentiates any place as either an orrd rural. In Rural areas, even the books aren’t reached in time, which we can see each year as headlines in newspapers. This then induces the condition due to which the course isn’t completed in due time.

It is generally viewed that in rural areas, the administrative performance of the school as an organization isn’t strong enough to implement rigorous policies onthe teaching-learning process. This then provides unnecessary freedom besides the course to the teachers, which significantly deteriorates the learning process of students.

People often say that not only government schools but even private schools have suffered from politicization due to which teachers are more busy in politics instead of being updated in their respective academic disciplines. This is one of the points to be noted as politics should be properly discussed in terms of political science to generate ideas instead of using vague propaganda as a waste of time and relying on expectations based on voters and votes.

In urban areas, schools implement rigorous policies to maintain their goodwill as well as academic status, which is poorly practised in rural areas. This then causes migration of people to get a good education and that is one reason why Kathmandu is heavily populated by students where rural schools lack students.

Similarly quality of teachers, the policy adopted by schools to towards education and teacher activity play a role which is found to be better done in urban areas than in rural areas.

To improve the quality of education in rural areas, both private and government sectors need to emphasize the problems faced by students to get an education.

This includes the need for libraries, labs, teaching materials and resources, and training the teachers with modern teaching methodologies so that our traditional classroom can mould into the modern classroom.

Gauriganj Secondary School at Gauriganj, Jhapa has initiated the use of the smart interactive board, which is a revolutionary work in the education sector in rural areas.

Discussion needs to be done with students, teachers, stakeholders, as well as the administration of schools to swiftly overcome the problems so that the quality of education would have no difference irrespective of the geological barrier or development.